T.19 Number of Parent-Teacher Associations (PTAs) or similar "school" governance structures supported by WFP

T.19 Number of Parent-Teacher Associations (PTAs) or similar "school" governance structures supported by WFP

VERSION

V1.0 - 2026.03 — NEW

INDICATOR CODE

T.19

TECHNICAL OWNER

PRG-S (SBP)

INDICATOR TYPE

Country Level Output Indicator

INDICATOR CLASSIFICATION

Complementary

INDICATOR SCOPE

Programme specific

APPLICABILITY

The selection of this indicator is recommended against the following sub-activities in CSP logframes. Selection of the below sub-activities will NOT trigger in COMET the mandatory selection of this indicator:

1. School meals programme on-site (SF_ONS)

2. School meals programme take home incentives (SF_THI)

3. School based programmes CCS (SMP_CCS)

UNIT OF MEASUREMENT & ANALYSIS

Number of governance structures

DEFINITION

This indicator measures the number of Parent-Teacher Associations (PTAs) or similar ‘school‘ governance structures supported by WFP.

Below are some key terminologies for this indicator:

Parent-Teacher Associations (PTAs): Non-profit entity that consists of learners’ parents (or their legal guardians), teachers and other administrative school staff. The aim of a PTA is usually to promote participation of parents (or guardians) in school-level decision making and sponsor or facilitate fundraising initiatives for supplemental educational materials. Parent-Teacher Association (PTA) | UNESCO UIS)

‘School’ governance structure: ‘School’ governance structures ensure the school institutions are managed, administered, and overseen. It encompasses the structures, policies, and practices that guide decision-making, accountability, and the distribution of authority within schools. School governance involves various stakeholders, including administrators, teachers, parents, students, community members, and sometimes government officials or regulatory bodies.

RATIONALE

PTAs (and similar groups) engage key stakeholders of learners’ lives in meaningful discussions regarding learners schooling. Measurement and reporting of the indicator allow a clearer picture of the management of school feeding programmes through the school governance structure and its roles to support and enhance the school feeding programme within the community levels.

DATA SOURCE

Data on this indicator can be extracted from partner progress report as well as by WFP in the event of direct implementation When partners are responsible for data collection, reporting intervals and formats should be included in all field-level agreements, memoranda of understanding and other partnership agreements.

Actuals are reported in the COMET system through the completion report/s, under the section for actual data (implementation module).

INDICATOR CALCULATION FOR REPORTING

This indicator is calculated through a simple count of schools with the PTAs and/or any similar ‘school’ governance structures = X.

Where:

X = sum of all PTAs and the similar ‘school’ governance structures at all WFP supported school sites every month. The final result to report in COMET is the ‘max’ number of PTAs corresponding to WFP supported schools in one month across the reporting year.

*CO to ensure to count any inactive PTAs that were active at any point during the reporting year in the final result.

DATA ENTRY AND DISAGGREGATION IN CORPORATE SYSTEMS

The output indicator consists of one detailed indicator. Country Offices (COs) should select this detailed indicator:

• T19.1 Number of Parent-Teacher Associations (PTAs) or similar ‘school’ governance structures supported by WFP

In addition to this, values for the detailed indicator can be collected in COMET by:

• Geographical location

• Sub-activity

Actuals are reported in the COMET system through the completion report/s, under the section for actual data (implementation module).

PLANNED FIGURES

Planned values for the reporting year are set annually against the detailed indicator, along with the other years of the CSP/ICSP. These values should be planned in the COMET Other Output Plan (OOP) and must be established during the first quarter of the first year of CSP/ICSP implementation. Additionally, planned values are captured in the partnership and/or field‑level agreements, with a focus on the reporting year.

For subsequent years of the CSP/ICSP, planned values can either be marked as ‘no data’ or, if initially planned, should be reviewed and updated during the first quarter of the current reporting year.

FREQUENCY OF DATA COLLECTION

Data should be collected and updated during the year, while actual reported in COMET once for the reporting year. Therefore, if the Country Office has more than one partnership working with the same school-based structure (such as Parent–Teacher Associations (PTAs) or similar school governance bodies) supported by WFP, the actual value should still be reported only once in the COMET completion report for the same school or schools based structure.

INTERPRETATION

Depending on the primary and secondary objectives of the school feeding activity, the indicator should provide a good understanding of the school’s own school feeding management at the school sites over the duration of the programme.

REPORTING EXAMPLE(S)

N/A

INDICATORS COLLECTED & ANALYSED AT THE SAME TIME

The following indicators may be reported along with this indicator:

• T.1 Number of people (Tier 1) receiving direct food/cash-based/commodity vouchers/individual capacity strengthening transfers (disaggregated by sex, age group, residence status, modality and activity)

• T.9 Number of schools or institutional sites reached through school-based programming

VISUALIZATION

N/A

LIMITATIONS

This indicator only measures the presence of PTAs and similar ‘school’ governance structures but not the participation in, quality or coverage of the programme. It may also be challenging to fix overlaps in time if some schools close and are substituted during the school year.

FURTHER INFORMATION

COMET Manual

Other Outputs Package (pending update)