Outcome, Output, and Process Indicators. The M&E Plan will contain the Indicators listed in the following tables. Indicators that can be reported on at least an annual basis will be included in quarterly monitoring indicator reports, while indicators that require survey data or a longer time period to track will be tracked for evaluation purposes. Goal and Outcome Indicators will be used for evaluation purposes, whether during or after the Compact period, but will not be tracked for regular monitoring efforts. The M&E Plan will reflect revisions to indicators in Annex III as well as additional indicators identified as useful for project monitoring. MCC’s Common Indicators for Education will also be included in the M&E Plan, as relevant. Goal Indicators Further Education Transition rate from 9th to 10th grade The number of students who enter 10th grade divided by number of students who completed 9th grade Percentage ▇▇▇ ▇▇▇ Percentage of 10th grade entrants who graduate from 12th grade The number of 12th grade students who take and pass the 11th-12th grade exit examinations in math and science, divided by the number of 10th grade entrants in same cohort Percentage ▇▇▇ ▇▇▇ Percent of high school graduates who enter university studies The number of 12th grade students who take the university entrance examination and are placed in a university program, divided by the number of 12th grade students who take the 12th grade exit exam Percentage ▇▇▇ ▇▇▇ Outcome Indicators Decreased Absenteeism Student attendance rates To be defined in collaboration with standard measurement practices in Georgia (e.g. average percentage of enrolled students marked as present during one-month period of analysis) Percentage ▇▇▇ ▇▇▇ (increase over baseline) Teacher attendance rates To be defined in collaboration with standard measurement practices in Georgia (e.g. average percentage of teachers marked as present during one- month period of analysis) Percentage ▇▇▇ ▇▇▇ (increase over baseline) Improved Student Learning Outcomes Average Standardized Test Scores Specific evaluation strategies will be employed to track improvements in TIMSS (Trends in Mathematics and Science Study), PISA (Programme for International Student Assessment), ICILS (International Computer and Information Literacy Study), TALIS (Teaching and Learning International Survey), Classroom Assessments, and National Assessments Number ▇▇▇ ▇▇▇ Increased Time On-Task Time study of students’ daily time allocation Measurement of changes in proportion of time spent on various education- enhancing activities as well as overall amount of time spent at school Percentage ▇▇▇ ▇▇▇ Rehabilitated School Facilities Average classroom temperature differential in winter Average temperature of completed classrooms during a one-month sample of observations with respect to comparison classroom Degrees Celsius ▇▇▇ ▇▇▇ (increase over baseline) Rehabilitated School Facilities # of schools fully rehabilitated The number of educational facilities constructed or rehabilitated according to standards stipulated in MCA contracts signed with implementers. Number 0 130 Result Indicator Definition Unit Baseline Compact Target # of science labs installed and equipped The total number of science labs installed through MCC-funded school rehabilitations. Science lab must be operational in order to be counted Number 0 130 Process Indicators Rehabilitated School Facilities Signing of Phase 1 Construction Contracts Quarter in which Phase 1 construction contracts are signed Date n/a Q2 Installation of Phase 1 Science Labs Quarter in which all Phase 1 schools’ science laboratories are installed Date n/a Q4 Improved Classroom Teaching Teacher improvement of content knowledge over baseline score Pre-test, post-test comparison of trained teachers’ knowledge in training-relevant content areas Number ▇▇▇ ▇▇▇ (increase over baseline) Improved Student Learning Outcomes Students’ standardized test scores As possible, evaluation strategy will attempt to measure attributable changes in average student score on test instrument related to areas relevant to teacher training Number TBD 0.18 SD increase over baseline School-based Professional Development Coordinators Trained # school-based professional development coordinators trained The number of school-based professional development coordinators who complete MCC-supported training focused on supporting principals and teachers in implementing new techniques Number 0 2,000 Principals Trained # school principals trained The number of school principals who complete MCC-supported training focused on supporting teachers in implementing new techniques Number 0 2,000 Teachers Trained # science, math, English, and ICT instructors trained The number of science, math, English, and ICT instructors who complete MCC- supported training focused on instructional quality as defined by the compact training activity Number 0 23,400 Result Indicator Definition Unit Baseline Compact Target % of teachers enrolled in training who complete training course Calculated as the number of teachers completing compact’s designed training course divided by total number of training enrollees Percentage 0 74% Teachers Trained Completion of first cohort of teacher training Defined as the Quarter in which first cohort of at least 100 teachers completes training activity Date n/a Q6 Improved Classroom Teaching % of secondary teachers implementing in-class assessment tools # of secondary teachers implementing in- class assessments divided by total number of secondary teachers Percentage 0 50% Output Indicators Capacity Building # of Ministry officials trained (including at sub-Ministry agencies, e.g. NCEQE) Number of staff trained by MCC-funded, assessment-relevant activities at Ministry and sub-Ministry entities Number 0 TBD Design Assessment Frameworks # of national assessment/testing frameworks # of national assessments/testing frameworks developed and implemented with MCC funding Number 0 TBD Int’l & National Assessments # of international assessments # of international assessments implemented with MCC funding. Indicator will be counted upon completion of full reporting cycle specific to each international assessment (TIMSS, TIMSS Adv., PISA, ICILS and TALIS) Number 0 5 In-class Assessments # of secondary teachers implementing in-class assessments # of secondary classrooms documented by regional ministerial staff as having implemented MCC-funded in-class assessments Number 0 TBD Result Indicator Definition Unit Baseline Compact Target instruments development Full-scale Quarter in which MCC-funded national implementation of national assessment assessment instruments are implemented at full scale, as determined in the compact Date n/a Q12 instrument assessment activity Goal Indicators Employability Employment rate differential of graduates of MCC- supported grantee programs Average post-graduation employment rate of graduates of MCC-supported grantee programs with respect to students graduating from non-priority areas (one year after graduation) Percentage n/a 9% increase over comparison group Individual Wages Wage differential of graduates of MCC- supported grantee programs Average wage differential of graduates of MCC-supported grantee programs with respect to students graduating from non-priority areas (one year after graduation) Number n/a 23% increase over comparison group Outcome Indicators Increased Provision of Quality TVET (Esp. Qualifications- granting Levels) Enrollment in qualifications- granting programs (as a % of total TVET enrollment) Nationwide enrollment in qualifications- granting TVET programs, especially level IV and V coursework Percentage ▇▇▇ ▇▇▇ Increased Industry Co-investment in TVET Industry co- investment in TVET provision Industry co-investment in supported programs, including both cash and in kind support US Dollars 0 30% of grant outlays Output Indicators Increased Provision of Quality TVET (Esp. Qualifications- granting Levels) Number of TVET grants fully disbursed Number of competitive grants whose full amount is disbursed before the compact end date Number 0 TBD Screened, Quality TVET Programs # of graduates per year Number of students graduating in one year from all program recipients of Program development grant funding Number 0 420 Process Indicators Grant Funding (Screened for Linkage to Industry Demand) Date first grant agreement is signed Quarter in which first grant agreement is signed with the winner of competitively- selected TVET provider Date n/a Q5 Date final grant agreement is signed Quarter in which final grant agreement is signed with the winner of competitively- selected TVET provider Date n/a Q16 Total grant outlays Total disbursement of grant funding under compact’s competitive grant facility US Dollars 0 TBD Goal Indicators Wage differential of Average wage differential of graduates of TBD (44% Individual Wages the graduates of MCC-supported MCC-supported Bachelor’s program with respect to average wage of comparable Number TBD increase over top Georgian Bachelor’s program graduates (one year after graduation) degree) Engineering/ Formal ABET This indicator assumes that the option of Technology Accreditation accreditation for Georgian degree ABET accreditation is pursued. This indicator is not relevant if this option is Date n/a TBD (ABET) program not pursued with Compact funds. Result Indicator Definition Unit Baseline Compact Target Reduced Imports of Human Capital (Foreign Labor) Proportion of imported workers in relevant fields Evaluation of the number of foreign workers hired in relevant fields. “Relevant fields” will be the specific fields in which the University Partnership will be granting Bachelor’s degree Percentage ▇▇▇ ▇▇▇ Reduced Imports of Education (Study Abroad) Proportion of Bachelor’s-level students who study abroad in relevant fields Evaluation of the number of Georgian students studying abroad in relevant fields. “Relevant fields” will be the specific fields in which the University Partnership will be granting Bachelor’s degree Percentage ▇▇▇ ▇▇▇ Output Indicators Bachelor’s Degrees from U.S. University (Quality Proxy) Number of enrolled degree candidates The total number of students enrolled in MCC degree program in during the quarter data is reported Number 0 1018 U.S. – Georgia University Partnership Signing of partnership agreement The quarter in which a formal partnership agreement is signed between U.S. institution(s) and Georgian institution(s) Date n/a EIF Increased Availability of Quality Engineers First cohort of students enters MCC- funded Bachelor’s program The quarter in which a cohort of incoming students begins study in an MCC-funded Bachelor’s program. Date n/a Q7
Appears in 1 contract
Sources: Millennium Challenge Compact
Outcome, Output, and Process Indicators. The M&E Plan will contain the Indicators listed in the following tables. Indicators that can be reported on at least an annual basis will be included in quarterly monitoring indicator reports, while indicators that require survey data or a longer time period to track will be tracked for evaluation purposes. Goal and Outcome Indicators will be used for evaluation purposes, whether during or after the Compact period, but will not be tracked for regular monitoring efforts. The M&E Plan will reflect revisions to indicators in Annex III as well as additional indicators identified as useful for project monitoring. MCC’s Common Indicators for Education will also be included in the M&E Plan, as relevant. Goal Indicators Further Education Transition rate from 9th to 10th grade The number of students who enter 10th grade divided by number of students who completed 9th grade Percentage ▇▇▇ ▇▇▇ Percentage of 10th grade entrants who graduate from 12th grade The number of 12th grade students who take and pass the 11th-12th grade exit examinations in math and science, divided by the number of 10th grade entrants in same cohort Percentage ▇▇▇ ▇▇▇ Percent of high school graduates who enter university studies The number of 12th grade students who take the university entrance examination and are placed in a university program, divided by the number of 12th grade students who take the 12th grade exit exam Percentage ▇▇▇ ▇▇▇ Outcome Indicators Decreased Absenteeism Student attendance rates To be defined in collaboration with standard measurement practices in Georgia (e.g. average percentage of enrolled students marked as present during one-month period of analysis) Percentage ▇▇▇ ▇▇▇ (increase over baseline) Teacher attendance rates To be defined in collaboration with standard measurement practices in Georgia (e.g. average percentage of teachers marked as present during one- month period of analysis) Percentage ▇▇▇ ▇▇▇ (increase over baseline) Improved Student Learning Outcomes Average Standardized Test Scores Specific evaluation strategies will be employed to track improvements in TIMSS (Trends in Mathematics and Science Study), PISA (Programme for International Student Assessment), ICILS (International Computer and Information Literacy Study), TALIS (Teaching and Learning International Survey), Classroom Assessments, and National Assessments Number ▇▇▇ ▇▇▇ Increased Time On-Task Time study of students’ daily time allocation Measurement of changes in proportion of time spent on various education- enhancing activities as well as overall amount of time spent at school Percentage ▇▇▇ ▇▇▇ Rehabilitated School Facilities Average classroom temperature differential in winter Average temperature of completed classrooms during a one-month sample of observations with respect to comparison classroom Degrees Celsius ▇▇▇ ▇▇▇ (increase over baseline) Rehabilitated School Facilities # of schools fully rehabilitated The number of educational facilities constructed or rehabilitated according to standards stipulated in MCA contracts signed with implementers. Number 0 130 Result Indicator Definition Unit Baseline Compact Target # of science labs installed and equipped The total number of science labs installed through MCC-funded school rehabilitations. Science lab must be operational in order to be counted Number 0 130 Process Indicators Rehabilitated School Facilities Signing of Phase 1 Construction Contracts Quarter in which Phase 1 construction contracts are signed Date n/a Q2 Installation of Phase 1 Science Labs Quarter in which all Phase 1 schools’ science laboratories are installed Date n/a Q4 Improved Classroom Teaching Teacher improvement of content knowledge over baseline score Pre-test, post-test comparison of trained teachers’ knowledge in training-relevant content areas Number ▇▇▇ ▇▇▇ (increase over baseline) Improved Student Learning Outcomes Students’ standardized test scores As possible, evaluation strategy will attempt to measure attributable changes in average student score on test instrument related to areas relevant to teacher training Number TBD 0.18 SD increase over baseline School-based Professional Development Coordinators Trained # school-based professional development coordinators trained The number of school-based professional development coordinators who complete MCC-supported training focused on supporting principals and teachers in implementing new techniques Number 0 2,000 Principals Trained # school principals trained The number of school principals who complete MCC-supported training focused on supporting teachers in implementing new techniques Number 0 2,000 Teachers Trained # science, math, English, and ICT instructors trained The number of science, math, English, and ICT instructors who complete MCC- supported training focused on instructional quality as defined by the compact training activity Number 0 23,400 Result Indicator Definition Unit Baseline Compact Target % of teachers enrolled in training who complete training course Calculated as the number of teachers completing compact’s designed training course divided by total number of training enrollees Percentage 0 74% Teachers Trained Completion of first cohort of teacher training Defined as the Quarter in which first cohort of at least 100 teachers completes training activity Date n/a Q6 Improved Classroom Teaching % of secondary teachers implementing in-class assessment tools # of secondary teachers implementing in- class assessments divided by total number of secondary teachers Percentage 0 50% Output Indicators Capacity Building # of Ministry officials trained (including at sub-Ministry agencies, e.g. NCEQE) Number of staff trained by MCC-funded, assessment-relevant activities at Ministry and sub-Ministry entities Number 0 TBD Design Assessment Frameworks # of national assessment/testing frameworks # of national assessments/testing frameworks developed and implemented with MCC funding Number 0 TBD Int’l & National Assessments # of international assessments # of international assessments implemented with MCC funding. Indicator will be counted upon completion of full reporting cycle specific to each international assessment (TIMSS, TIMSS Adv., PISA, ICILS and TALIS) Number 0 5 In-class Assessments # of secondary teachers implementing in-class assessments # of secondary classrooms documented by regional ministerial staff as having implemented MCC-funded in-class assessments Number 0 TBD Result Indicator Definition Unit Baseline Compact Target instruments development Full-scale Quarter in which MCC-funded national implementation of national assessment assessment instruments are implemented at full scale, as determined in the compact Date n/a Q12 instrument assessment activity Goal Indicators Employability Employment rate differential of graduates of MCC- supported grantee programs Average post-graduation employment rate of graduates of MCC-supported grantee programs with respect to students graduating from non-priority areas (one year after graduation) Percentage n/a 9% increase over comparison group Individual Wages Wage differential of graduates of MCC- supported grantee programs Average wage differential of graduates of MCC-supported grantee programs with respect to students graduating from non-priority areas (one year after graduation) Number n/a 23% increase over comparison group Outcome Indicators Increased Provision of Quality TVET (Esp. Qualifications- granting Levels) Enrollment in qualifications- granting programs (as a % of total TVET enrollment) Nationwide enrollment in qualifications- granting TVET programs, especially level IV and V coursework Percentage ▇▇▇ ▇▇▇ Increased Industry Co-investment in TVET Industry co- investment in TVET provision Industry co-investment in supported programs, including both cash and in kind support US Dollars 0 30% of grant outlays Output Indicators Increased Provision of Quality TVET (Esp. Qualifications- granting Levels) Number of TVET grants fully disbursed Number of competitive grants whose full amount is disbursed before the compact end date Number 0 TBD Screened, Quality TVET Programs # of graduates per year Number of students graduating in one year from all program recipients of Program development grant funding Number 0 420 Process Indicators Grant Funding (Screened for Linkage to Industry Demand) Date first grant agreement is signed Quarter in which first grant agreement is signed with the winner of competitively- selected TVET provider Date n/a Q5 Date final grant agreement is signed Quarter in which final grant agreement is signed with the winner of competitively- selected TVET provider Date n/a Q16 Total grant outlays Total disbursement of grant funding under compact’s competitive grant facility US Dollars 0 TBD Goal Indicators Wage differential of Average wage differential of graduates of TBD (44% Individual Wages the graduates of MCC-supported MCC-supported Bachelor’s program with respect to average wage of comparable Number TBD increase over top Georgian Bachelor’s program graduates (one year after graduation) degree) Engineering/ Formal ABET This indicator assumes that the option of Technology Accreditation accreditation for Georgian degree ABET accreditation is pursued. This indicator is not relevant if this option is Date n/a TBD (ABET) program not pursued with Compact funds. Result Indicator Definition Unit Baseline Compact Target Reduced Imports of Human Capital (Foreign Labor) Proportion of imported workers in relevant fields Evaluation of the number of foreign workers hired in relevant fields. “Relevant fields” will be the specific fields in which the University Partnership will be granting Bachelor’s degree Percentage ▇▇▇ ▇▇▇ Reduced Imports of Education (Study Abroad) Proportion of Bachelor’s-level students who study abroad in relevant fields Evaluation of the number of Georgian students studying abroad in relevant fields. “Relevant fields” will be the specific fields in which the University Partnership will be granting Bachelor’s degree Percentage ▇▇▇ ▇▇▇ Output Indicators Bachelor’s Degrees from U.S. University (Quality Proxy) Number of enrolled degree candidates The total number of students enrolled in MCC degree program in during the quarter data is reported Number 0 1018 U.S. – Georgia University Partnership Signing of partnership agreement The quarter in which a formal partnership agreement is signed between U.S. institution(s) and Georgian institution(s) Date n/a EIF Increased Availability of Quality Engineers First cohort of students enters MCC- funded Bachelor’s program The quarter in which a cohort of incoming students begins study in an MCC-funded Bachelor’s program. Date n/a Q7
Appears in 1 contract
Sources: Millennium Challenge Compact