Monitoring & Evaluation

NON QUANTITATIVE INDICATORS of elements to be stated in a QPE policy: Compulsory and equal provision of PE lessons for all

• PE stated as a stand-alone subject in the curriculum
• Minimum standard of PE teachers per student/school
• Existence of a clear national strategy on PE at early years, primary/elementary and secondary levels closely related to the school health strategy
• Inclusive, safe and adapted facilities and equipment
• Compulsory delivery of continuing professional development for PE teachers
• Compulsory participation of and consultation with young people for the elaboration/improvement of PE
• Partnerships with community-based recreation clubs and organizations
• Compulsory monitoring and quality assurance reporting procedures on QPE provision stated in the PE policy
• Regular revision of the curriculum to take new visions and circumstances into consideration stated in the policy
• Existence of a national information plan to inform head teachers, parents, and other related stakeholders of the benefits of physical education

QUANTITATIVE INDICATORS:

• Percentage of schools which committed to deliver   compulsory PE lessons
• Number of minutes of PE lessons per week in early years, primary/elementary and secondary levels
• Number of compulsory PE teachers per student at early years, primary/elementary and secondary levels
• Budget allocated to the global health strategy within schools
• Percentage of students/girls/ students with disabilities/ students from minority groups following the compulsory minutes of PE lessons
• Percentage of girls / students with disabilities/ students from minority groups having an equal access in terms of amount, quality and content to PE lessons
• Percentage of schools equipped with, or having access to, inclusive/adapted facilities and equipment
• Percentage of schools with dress codes that embrace religious requirements and social/cultural diversity
• Percentage of PE teachers trained to promote and deliver inclusive practices
• Frequency of continuing professional development (CPD) or In-Service Training (INSET) programmes for PE and generalist teachers
• Budget allocated to continuing professional development (CPD) or In-Service Training (INSET) programmes for PE and generalist teachers
• Percentage of PE/generalist teachers  involved in teacher-mentoring programmes/networks
• Percentage of schools equipped with their own sport facilities
• Budget allocated to the provision/maintenance of school sport facilities
• Percentage of schools equipped with separate changing rooms
• Frequency of safety inspection of existing sport facilities
• Frequency of consultations with young people for the elaboration/improvement of the PE curriculum
• Total number of young people consulted for the elaboration/ improvement of the PE curriculum
• Percentage of students/schools under a particular curriculum setting to suit cultural requirements
• Number of (or budget allocated to) Special -Needs/Care assistants to support the adaption of curricula to meet the needs of specific pupils
• Frequency of the  revision of the curriculum to take new visions of pupils into consideration  
• Number of existing/ planned partnerships for advocating physical  activity beyond the school day
• Budget allocated to partnerships between schools, wider community sports organizations, or community-based recreation clubs
• Frequency of monitoring and reporting procedures
• Frequency of compulsory revisions
• Budget allocated for a communication strategy that promotes   physical education at national level
• Number of research networks that exist at local and/or national levels
• Budget allocated for the development of research and knowledge-sharing networks
• Percentage of teaching hours allocated to values-based learning using physical activity in cross-curricular subject
• Percentage of physical values based learning activities delivered in formal and informal education settings