Monitoring framework

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Methodological framework

The right to education

The regional monitoring framework for students on the move incorporates complementary quantitative and qualitative elements to understand the guarantee of the right to education of students on the move in Latin America and the Caribbean. The quantitative component includes an updated set of comparable and relevant indicators. The qualitative component includes a normative map and an inventory of good practices for educational inclusion.

To approach the right to education, EMAC adopts the approach proposed by K. Tomasevski in Indicadores del derecho a la educación (published in the Revista Instituto Interamericano de Derechos Humanos, No. 96) and operationalized by in General Comment No. 13: The right to education of the Committee on Economic, Social and Cultural Rights (CESCR). This approach distinguishes four dimensions of the right to education: Availability, Accessibility, Acceptability and Adaptability. In addition, following Following the 2017/2018 monitoring report on education in the world - Accountability in education: meeting our commitments this framework includes a fifth dimension, Accountability.

Study dimensions

Affordability/ Availability	Accessibility	Acceptability	Adaptability	Accountability
It refers to the need to have institutions, physical resources, personnel and educational programs in sufficient quantity and with the necessary facilities to function properly. It covers three dimensions: Civil and political law: It involves schools that respect the freedom of and in education Social and economic law: It requires ensuring that there is free and compulsory education for all school-age boys and girls. Cultural law: It implies respecting diversity.	It implies an accessible education for all, without discrimination or exclusion. It covers three dimensions: Non-discrimination: It implies an accessible education for all, especially for the most vulnerable groups. Physical accessibility: Recognize that the face-to-face educational offer must be accessible, informed, safe and located in geographically reasonable places, or through remote modalities using technology. Economic accessibility: It refers to an education that is compulsive and free for everyone.	It refers to the need for the form and content of education to be contextualized, diversified and appropriate. It implies an education that is relevant, culturally appropriate, of good quality, free from xenophobia and racism and that values difference, ethnic plurality and intercultural dialogue.	It implies an education with the flexibility necessary to respond to educational needs in diverse cultural and social contexts.	It refers to the ability of right holders to hold duty bearers accountable through participatory monitoring processes. A fundamental element in this task is the ability to monitor the educational trajectory and the participation of families.

Affordability/
Availability

Accessibility

Acceptability

Adaptability

Accountability

It refers to the need to have institutions, physical resources, personnel and educational programs in sufficient quantity and with the necessary facilities to function properly. It covers three dimensions:

Civil and political law:
It involves schools that respect the freedom of and in education
Social and economic law:
It requires ensuring that there is free and compulsory education for all school-age boys and girls.
Cultural law:
It implies respecting diversity.

It implies an accessible education for all, without discrimination or exclusion. It covers three dimensions:

Non-discrimination:
It implies an accessible education for all, especially for the most vulnerable groups.
Physical accessibility:
Recognize that the face-to-face educational offer must be accessible, informed, safe and located in geographically reasonable places, or through remote modalities using technology.
Economic accessibility:
It refers to an education that is compulsive and free for everyone.

It refers to the need for the form and content of education to be contextualized, diversified and appropriate. It implies an education that is relevant, culturally appropriate, of good quality, free from xenophobia and racism and that values difference, ethnic plurality and intercultural dialogue.

It implies an education with the flexibility necessary to respond to educational needs in diverse cultural and social contexts.

It refers to the ability of right holders to hold duty bearers accountable through participatory monitoring processes. A fundamental element in this task is the ability to monitor the educational trajectory and the participation of families.

The quantitative component is based on the need to monitor the right to and in education. Therefore, it is designed for the monitoring of the conditions for education and the entire school process -access, progression and graduation-. As such, its methodology adds a structural layer and three analytical layers (access, permanence and progression and graduation). The structural layer reflects the intention and commitment of the States to guarantee the right to education of people on the move. This is achieved by considering the educational regulations and policies aimed at facilitating the inclusion of the migrant and refugee population in the educational system. On the other hand, the analytical layers refer to the quality and magnitude of the efforts through the educational process and to supply characteristics.

Analytical layers

The analytical layers are defined as follows:

Access	Summarizes the characteristics of access to the educational system.
Permanence and progression	Reflects the importance of a regular, complete and quality school journey for the full exercise of the right to education.
Graduation	It relates to the culmination of the different educational levels and grades with quality.

With these considerations, a quantitative analysis framework is proposed that operates in a matrix logic. Thus, twenty indicators are presented through the articulation of the five dimensions and the structural layer and the analytical layers. This makes it possible to evaluate progress in a particular dimension of the right to education, while providing information on specific behaviors in the school itinerary in relation to the achievement of the right.

Indicator Matrix

Availability

Accessibility

Acceptability

Adaptability

Accountability

Structural

1. Existence of a legal framework to guarantee the right to education to people on the move, regardless of their migratory status

Access

2. Gross enrollment ratio of students on the move

4. Student on the move enrolment as a proportion of total enrolment

5. Proportion of students on the move timely enrolled in the first grade of primary school

12. Percentage of countries reporting at least five indicators to the monitoring framework

Permanence and progression

3. Transition rate of students on the move

6. Proportion of students on the move timely enrolled in the first grade of primary school

7. Proportion of students on the move who are overage

8. Proportion of students on the move who are overage

9. Inter-annual dropout rate among students on the move

Completion and Results

10. Students on the move promoted from the final grade of a level as a proportion of the total number of students promoted from such level

11. Proportion of children and adolescents on the move who: a) in the second or third grades of primary school; b) at the end of primary school; and c) at the end of the first cycle of secondary school, have reached at least the minimum level of competence in i) reading and ii) mathematics

13. Parity index

The qualitative dimension complements the quantitative monitoring. It does so through contextual information that accounts for the existence, characteristics, depth and quality of educational policy actions related to the right to education of people on the move. Specifically, the qualitative information is oriented to identifying relevant regulatory frameworks, the capacity and quality of the public policy responses and promising educational practices for the inclusion of students on the move.

For the purposes of this monitoring framework, a promising practice for the educational inclusion of students on the move is understood as a practice that:

Has a clear objective and develops creative solutions to guarantee the right to education of this population.
Has a positive and measurable impact.
Is recognized and highlighted by some actor of the educational system (authorities, institutional specialists , directors, teachers, parents and/or students).
It is sustainable, as it can be maintained over time and produce lasting effects.
It is replicable, since it serves as a model for developing measures, initiatives and policies in related contexts.