Education: Enrolment

To measure the sector-specific outcome of CVA assistance in education.

• Depending on the duration and timing of the intervention viz the academic year, household level data must be collected at baseline and end-line, and potentially also in PDM surveys.
• It is recommended that survey data is triangulated with the school/education program’s enrolment and/or attendance records where possible. Access to enrolment and attendance records in the formal education system requires coordination with school directors and in some contexts approval by the Ministry of Education. If an MPC intervention is standalone and/or if collaboration with education managers or ministries is not possible, it is acceptable that indicators are not cross checked with the Ministry of Education.

Sex, age, and disability

• Difficulties in accessing quality learning, education (formal, non-formal and alternative) are among the key structural barriers to education for school age children in humanitarian settings and protracted crises. Evidence demonstrates that MPC can lead to positive outcomes in education in the short term by addressing direct and indirect financial barriers.
• MPC cannot however redress systemic supply-side barriers to education; it can contribute to better education outcomes when it is combined with education specific interventions (i.e., interventions that address socio-cultural barriers, protection barriers and education service barriers). This is also reinforced in the GEC Cash and Voucher Assistance for Education in Emergencies Synthesis Report and Guidelines and in the GEC Cash Task team Evidence Building on the Contribution of Cash and Voucher Assistance to Increasing Equity and Inclusion in Education in Emergencies.
• Education specialists should be involved in the needs assessment, risk analysis and program design to ensure that cash and education interventions are fully integrated and complemented by other relevant sectoral interventions, e.g., child protection, WASH, etc.