Compliance monitoring focuses on the extent to which standards and norms set by rules and regulations are met, mainly regarding teachers, classrooms, books, equipment, etc.

(See also ‘Monitoring / monitoring framework’)

Diagnostic monitoring focuses on instructional processes in the classroom and assesses whether learners are achieving the intended learning outcomes.

(See also ‘Monitoring / monitoring framework’)

The term ‘families’ refers to individuals within the close family network, including parents, siblings, grandparents, extended family members, guardians and carers (EASNIE, 2022b).

‘Watching, checking something over a period of time to see how it develops, so that necessary changes can be made’ (Oxford Learner’s Dictionaries).

The process of systematically tracking aspects of education/school ‘implementation, with a view toward data collection, accountability and/or enhancing effectiveness and/or quality’ (OECD, 2015, p. 235).

The term ‘monitoring’ involves the continuous observation and assessment of a system’s development over time. It includes tracking the implementation of educational aspects at various levels and for different groups, using diverse tools for data collection. In contrast, evaluation is the act of carefully forming an opinion on the quantity, value, or quality of work performed. It is a systematic and objective assessment of an on-going or completed project, programme or policy, focusing on the macro level. Evaluation usually informs next steps for improvement.

A monitoring framework should be designed to monitor quality at different levels (country, region, schools) and for different groups (school authorities, teachers, learners). It should ‘draw on a number of different tools and components to collect and organize data needed to monitor a system’s performance’. This includes tools at the school level for data on learners and teachers, ‘national education management information systems (EMIS), human resource or teacher management information systems for teacher recruitment and deployment, inspection and appraisal systems, and financial management systems’. The framework may also include system-level learner evaluations.

Monitoring may include compliance monitoring, diagnostic monitoring and performance monitoring, which may all co-exist within the system (UNESCO International Institute for Educational Planning, 2021).

Performance monitoring focuses on outputs with an emphasis on academic achievement (usually assessed through testing) to assess the results of investments made in education.

(See also ‘Monitoring / monitoring framework’)