In other – less frequent - cases, the starting point would be the use of process indicators. This would be the case, for instance, when the monitoring exercise focuses on the working conditions of teachers or on disparities of specific policy inputs that affect the quality of education, for example trained teachers, textbooks, class size, etc.

In such cases, you should subsequently check whether the data for the process indicators you use are reflected in outcomes, that is, there is a tangible impact on enjoyment. For example, in school completion rates or learning assessment results.