Eastern and Southern Africa

EDUCATION IN EMERGENCIES TRAINING

Toolkit

11

200

Contents
!ist of Acron"#s Glossar" Note to the User Ta'le of ESAR Education in E#er(enc" Resources *+ Mini#u# Standards for Education in E#er(encies and Technical Co#,onents of E#er(enc" Education
1.1 Summary of INEE MS Categories and Standards 1.2 Technical Components of Education in Emergencies

$ % & ) **
12 13

2+ Coordination of Education Sector-Cluster

2.1 IASC uidance Note and Cluster !ead To" for Education Cluster 2.2 Chec#list for Education Cluster$Sector Coordination 2.3 Capacity Mapping Tool for Education Sector$Cluster Coordination& Components of Emergency "esponse 2.% Smarter Cluster Meetings& IASC uidelines 2.) Sample Cluster To" 2.' Sample +++

*2
13 1% 1' 1( 1* 22 2. 2% 2) 2* 3% 3(

.+ Assess#ent
3.1 Education Assessment ,lanning Tool 3.2 Sample Multi-sectoral Assessment 3.3 Sample "apid Education Assessment . Indi/idual School 3.% Sample "apid Education Assessment . Community 3.) Sample Information Management 0lo1 Chart

$+ E#er(enc" Education Res,onse /lannin(

%.1 2ata Analysis ,lanning Tool for Education "esponse %.2 Sample Emergency "esponse ,lanning Tool

.0
3* %3

%+ 1u#an and 2inancial Resources

).1 ).2 ).3 ).% Staff Identification and Mo4ilisation ,lanning Tool Sample Terms of "eference for Emergency Education Coordinator Sample 0lash Appeal& Education Sector5 6am5 Iran Earth7ua#e Sample CA, ,roposal

$2
%3 %% %) %(

&+ Su,,lies and !o(istics

'.1 Sample Emergency Education 8its '.2 Tool for Supply and 2istri4ution ,lanning '.3 Tool for Supply 2eli/ery and Monitoring

$0
%* )2 )3

)+ Te#,orar" !earnin( S,aces

(.1 9o1 to Set up a Child 0riendly Space (.2 Temporary !earning Space ,lanning Tool

%$
)) )(

0+ /s"chosocial Su,,ort
:.1 Tool for "ecognising the Symptoms of Stress in Children in Emergencies :.2 ,sychosocial Support Needs and Strategies for Children in Emergencies :.3 Age Specific Acti/ities for Children after Stressful E/ents

%0
)* '3 '1

:.% IASC

uidelines on Mental 9ealth and ,sychosocial Support Chec#list

'2 '3

:.) Tool for 2esigning a T1o +ee# ,rogramme in ,sychosocial Support

+ E#er(enc" Education Curricula

*.1 0rame1or# for !earning for Children Affected 4y Emergencies *.2 Tool for ,lanning Emergency Education Curricula

&$
') ''

*0+ Mo'ilisation and Trainin( of Teachers and Other Education /ersonnel

13.1 8ey Steps in Teacher Mo4ilisation and Training ': 13.2 Approaches to Teacher Training 13.3 ,lanning Tool for Teacher Mo4ilisation and Training 13.% Sample Terms of "eference for ;olunteer Community 0acilitator 13.) Sample Teacher<s Code of Conduct (3 13.' Strategies for Teacher Compensation5 Incenti/es5 and Certification

&)
'* (1 (2 (%

**+ Reha'ilitation and Construction of Schools

11.1 "oles of Sta#eholders in School "epair and Construction 11.2 School 2esign and 6uilding Standards 11.3 Sample 0lo1 Chart in ,rioritising and Assessing School "etrofit ,ro=ects 11.% 2e/eloping a ,lan to Implement School "epair and Construction

)%
(' (( (: (*

*2+ Resu#,tion of 2or#al Education

12.1 Student "eintegration& ,olicy "ecommendations on Certification and !earning Attainments of I2, and "efugee Children 12.2 "eintegration of Teachers 12.3 "esumption of 0ormal Education ,lanning Tool

00
:1 :2 :3

*.+ Gender and Inclusion in E#er(enc" Education

13.1 2efinitions and 8ey Concepts used in the 2iscussion of ender 13.2 Some 6arriers to Access to Education E>acer4ated in Emergencies 13.3 Inclusion Strategies for Education in Emergencies 13.% ,re/ention Strategies in Schools for Se> and ender 6ased ;iolence

0$
:) :' :: *3

*$+ Monitorin( and E3aluation

1%.1 Tool for ,lanning Monitoring of Education "esponse 1%.2 Tool for 2e/eloping Monitoring Indicators 1%.3 Sample Monitoring Tools 1%.% Sample Education Acti/ity Monitoring Tool ?,a#istan Earth7ua#e@

*
*2 *3 *) *'

*%+ Disaster Risk Reduction

1).1 School 2isaster "eduction and "eadiness Chec#list

0
**

*&+ E#er(enc" Education durin( and after Ar#ed Conflict

1'.1 Approaches to Ensuring Access to Education during and after Armed Conflict 1'.2 ,reparedness and "esponse ,lanning Tool for Education in Armed Conflict

*0*
132 13%

*)+ Education /re,aredness and Res,onse to 1ealth E#er(encies

1(.1 0i/e Essential Components for a Comprehensi/e Education Sector "esponse to 9I;$AI2S 1(.2 Sample Chec#list for School$Education ,reparedness for Epidemics and ,andemics 1(.3 Template for Education in 9ealth Emergencies

*0%
13' 13( 13:

*0+ /re,aredness and Contin(enc" /lannin(

1:.1 ,reparedness and ,olicy ,lanning Chec#list for Education in Emergencies 1:.2 Mapping Education Sector Needs at Country and !ocal !e/els 1:.3 Education Cluster$Sector Contingency ,lan Template

*0
113 111 112

!ist of Acron"#s
6TS CA, C6A CE2A+ CE"0 C0S C"C CSA 2EA 2"" EC2 E0A EiE EMIS EMA,S E," E,", ESA" ESA"A 9"6A, IASC IC"C I2, IEC IIE, INEE INEE MS IN A I"A M2 MCE MSEE MoB N A AC9A A;C ,TA "A!S Si6 SCA SMC ST2 To" BNCT BNESCA BN9C" BNICE0 BDA +AS9 +0, 6ac# to School ?Campaign@ Consolidated Appeals ,rocess Community 6ased Arganisation Con/ention on the Elimination of All 0orms of 2iscrimination against +omen Central Emergency "esponse 0und Child 0riendly Spaces$Schools Con/ention on the "ights of the Child Ci/il Society Arganisation 2istrict Education Affice or Afficer 2isaster "is# "eduction Early Childhood 2e/elopment Education for All Education in Emergencies Education Management and Information System Affice of Emergency ,rogrammes ?BNICE0@ Emergency ,reparedness and "esponse Emergency ,reparedness and "esponse ,lan Eastern and Southern Africa "egion Eastern and Southern African "egional Affice ?BNICE0@ 9uman "ights 6ased Approach to ,rogramming Inter-Agency Standing Committee International Committee for the "ed Cross Internally 2isplaced ,erson Information5 Education and Communication International Institute for Educational ,lanning ?BNESCA@ Inter-Agency Net1or# for Education in Emergencies INEE Minimum Standards ?for Education in Emergencies@ International Non-go/ernmental Arganisation Initial "apid Assessment Millennium 2e/elopment oal Monitoring and E/aluation Minimum Standards for Education in Emergencies5 Chronic Crises and Early "econstruction Memorandum of Bnderstanding Non-go/ernmental Arganisation Affice for the Coordination of 9umanitarian Affairs Arphaned and ;ulnera4le Children ,arent-Teacher Association "apid Assessment of !earning Spaces School-in-a-6o> ?,re-pac#aged 8it@ Sa/e the Children Alliance School Management Committee Se>ually Transmitted 2isease Terms of "eference BN Country Team Bnited Nations Educational5 Scientific and Cultural Arganisation Bnited Nations 9igh Commissioner for "efugees Bnited Nations Children<s 0und Bne>ploded ordnance +ater5 Sanitation and 9ygiene +orld 0ood ,rogramme

+9A

+orld 9ealth Arganisation

Glossar"
Ca,acit" 4 A com4ination of all the strengths and resources a/aila4le 1ithin a community or agency. Capacity may include physical5 institutional5 social or economic means as 1ell as s#illed personnel or collecti/e attri4utes such as leadership and management. Capacity may also 4e descri4ed as capa4ility. Capacity mapping is the process for assessing the strengths and resources of sector mem4ers. Contin(enc" ,lannin( 5 preparedness planning for a li#ely disaster scenario5 4ased on /ulnera4ility and ris# analyses. Disaster . A disaster is a serious disruption of the functioning of society5 causing 1idespread human5 material5 or en/ironmental losses 1hich e>ceed the a4ility of affected society to cope using only its o1n resources. 2isasters are often classified according to their speed of onset ?sudden or slo1@5 or according to their cause ?natural or human-made@. Disaster risk reduction 4 2isaster ris# reduction see#s to minimise /ulnera4ilities and disaster ris#s throughout a society5 to a/oid ?pre/ention@ or to limit ?mitigation and preparedness@ the ad/erse impacts of haEards 1ithin the 4road conte>t of sustaina4le de/elopment. Education Cluster-sector coordination #echanis# . Sta#eholder group led 4y the Ministry of Education and supported 4y BNICE05 Sa/e the Children and other I$N As and other organisations responsi4le for preparedness and response planning to deli/er education in emergencies. IASC clusters are sector coordination mechanisms for humanitarian action designated 4y the Inter-agency Standing Committee through the 9umanitarian Coordinator. Education in e#er(encies 5 The pro/ision of 7uality education opportunities that meet the physical5 protection5 psychosocial5 de/elopmental and cogniti/e needs of children affected 4y emergencies5 1hich can 4e 4oth life sustaining and life sa/ing. E3aluation is a process to systematically determine the merit or /alue of an inter/ention. 1a6ard 4 A physical or human-made e/ent that can potentially trigger a disaster ?e.g. Earth7ua#es5 mud-slides5 floods5 /olcanic eruptions5 tsunamis5 drought5 economic collapse5 and 1ar@ IASC cluster - The Inter-Agency Standing Committee of BN humanitarian agencies esta4lished the cluster approach to impro/e emergency preparedness and deli/ery of response in a num4er of sectors5 including heath5 +AS95 nutrition5 and shelter. The IASC formally esta4lished a glo4al cluster for education in 233'. Monitorin( is a process of gathering information to measure 1hether and to 1hat e>tent an inter/ention has achie/ed its o4=ecti/es Multi4sectoral assess#ent is a process to gather cross-sectoral information on the emergency situation and to e/aluate physical and human resources a/aila4le. /ro3ider of last resort . IASC education cluster leads are designated as pro/iders of re7uired education ser/ices in an emergency in the e/ent that neither the go/ernment nor other sector mem4ers can pro/ide the necessary education in emergency ser/ices.

Risk 4 The li#elihood of a disaster happening to a particular group of people - can 4e estimated 4y fre7uency and se/erity of a haEard 1hen com4ined 1ith /ulnera4ility and capacity of people to meet that haEard. "is# can therefore 4e e>pressed as& "is# F 9aEard > ;ulnera4ility

Note to the User

Purpose and Background
The purpose of the ESA" Tool#it is to pro/ide education frontline responders at national and local le/els 1ith tools to 4etter prepare for and respond to emergencies through implementation of appropriate and comprehensi/e education acti/ities for emergency-affected children. The Tool#it forms part of a training pac#age on education in emergencies for education sta#eholders in the Eastern and Southern Africa region ?ESA"@ de/eloped through colla4oration 4y BNICE0 and Sa/e the Children regional offices for the region. The contents of the Tool#it ha/e 4een adapted from other resources de/eloped 4y BNICE05 Sa/e the Children5 INEE5 BNESCA5 IASC5 and others5 and in some cases tools ha/e 4een created 1ithin the region in the a4sence of e>isting tools. These tools are intended as a field resource for education frontline responders from education authorities5 BN agencies and local and international N As. 0or the most part these tools ha/e 4een tried and tested during emergency responses and as such ha/e 4een included in the Tool#it as e>amples of good practice. 9o1e/er5 it is hoped that education sector coordination groups$clusters in indi/idual countries 1ill further adapt the formats to local conte>ts5 using these resources as templates or chec#lists. Ideally this should 4e done during preparedness phase and the resources contained 1ithin the Tool#it pro/ide guidance for strengthened preparedness prior to the onset of 4oth natural and mad-made disasters. Suggested preparedness and response actions preceding each component are not e>hausti/e and should ser/e as a chec#list for education sector coordination groups$clusters. Most of the tools in the Tool#it are used during the ESA" education in emergencies training programme5 1here trainees apply the tools 1hen de/eloping an education response to a simulated emergency scenario. In addition to the tools pro/ided5 the C2 1hich accompanies the training pac#age contains resources related to the technical categories included in the Tool#it. The Ta4le of ESA" Education in Emergency "esources ?page )@ outlines the resources pro/ided on the C2 and their corresponding tools and handouts included in the training materials. It is recommended that the Tool#it 4e used in con=unction 1ith training and capacity 4uilding acti/ities at national5 pro/incial and local le/els. 9o1e/er5 it can also 4e used as a free standing field resource for education staff 1or#ing on emergency preparedness5 response and ris# reduction.

ESAR EiE Training Package Materials

The training materials consist of the follo1ing& ESA" 0acilitators< uide for trainers ,o1er ,oint presentations for each training session ?pro/ided on C2@ ESA" Tool#it of tools to guide emergency preparedness and field response ,articipant<s +or#4oo# for training participants C2 1hich contains soft copies of the 0acilitators< uide5 Tool#it5 ,articipant<s +or#4oo# and ,o1er ,oints5 as 1ell as additional resources 1hich accompany some of the 1or#shop sessions and curricular materials.

Ta'le of ESAR Education in E#er(encies Resources

From ESAR EiE Training Facilitators Guide, Toolkit and CD Rom

Session - To,ic
*+ Mini#u# Standards for Education in E#er(encies and Technical Co#,onents of EiE 2+ Coordination of the Education Sector- Cluster

2acilitator7s Guide
9andout 3.1& Minimum
Standards for Education in Emergencies 9andout %.2& Technical Components of EiE and "elated INEE MS Categories 9andout ).1& Education Cluster A4=ecti/es as Autlined in the IASC uidance Note 9andout ).2& Chec#list of Actions for Education Sector$Cluster Coordination

Toolkit
1.1 Summary of INEE MS Categories and Standards 1.2 Technical Components of Education in Emergencies and "elated INEE MS Categories 2.1 IASC uidance Note and Cluster !ead To" for Education Clusters 2.2 Chec#list for Education Cluster$ Sector Coordination 2.3 Capacity Mapping Tool for Education Sector$ Cluster Coordination 2.% Smarter Cluster Meetings . IASC 2.) Sample Cluster To" 2.' Sample +++ 3.1 Education Assessment ,lanning Tool 3.2 Sample Multi-sectoral Assessment 3.3 Sample "apid Assessment . Indi/idual School 3.% Sample "apid Education Assessment . Community 3.) Sample Information Management 0lo1 Chart

CD4Ro#
INEE MS 9and4oo#

Cluster !ead To" - IASC Cross Cutting Issues for

Cluster !eads - IASC

BNICE0-Sa/e the Children

MAB Anne>

.+ Assess#ent

9andout (.1& Sample Multisectoral Assessment 9andout (.2& Multi-sectoral assessment data 9andout (.3& "apid Education Assessment ,lanning Tool 9andout (.%& Sample Education Assessment . Indi/idual School 9andout (.)& Information and Communication Case Study 9andout (.'& Sample Information Management 0lo1 Chart 9andout :.1& 2ata from "apid Education Assessment 9andout :.2& 2ata Analysis for ,lanning Education "esponse 9andout :.3& Sample Emergency "esponse ,lanning Tool ?short @ 9andout *.1& Staff Identification and Mo4ilisation ,lanning Tool 9andout *.2& Sample Terms of "eference for Emergency Education Coordinator 9andout *.3& Sample 0lash Appeal . Education 9andout 13.1& Sample Emergency Education 8its 9andout 13.2& Sample Supply and 2istri4ution ,lan 9andout 13.3& Sample Supply 2eli/ery and Monitoring ,lan 9andout 11.1& 9o1 to Set Bp a Child 0riendly Space

Assessment and Analysis

uidelines . IASC

Angoing Emergency
Assessment& 0lood Affected "efugee Camps5 2adaa45 8enya - SC

$+ E#er(enc" Education Res,onse /lannin(

%.1 2ata Analysis ,lanning Tool for Education "esponse %.2 Sample Emergency "esponse ,lanning Tool ?long form@

%+ 1u#an and 2inancial Resources

).1 Staff Identification and Mo4ilisation ,lanning Tool ).2 Sample Terms of "eference for Emergency Education Coordinator ).3 Sample 0lash Appeal . Education ).% Sample CA, ,roposal '.1 Sample Emergency Education 8its '.2 Tool for Supply and 2istri4ution ,lanning '.3 Tool for Supply 2eli/ery and Monitoring (.1 9o1 to Set Bp a Child 0riendly Space

&+ Su,,lies and !o(istics

)+ Te#,orar" !earnin( S,aces

TarpaTent uidelines Madagascar

10

Session - To,ic
0+ /s"chosocial Su,,ort and Strate(ies

2acilitator7s Guide
9andout 11.2& Temporary
!earning Space ,lanning

Toolkit
(.2 Temporary !earning Space ,lanning Tool :.1 Tool for "ecognising the Symptoms of Stress in Children in Emergencies :.2 ,sychosocial Support Needs and Strategies for Children in Emergencies :.3 Age Specific Acti/ities for Children after Stressful E/ents :.% IASC uidelines on Mental 9ealth and ,sychosocial Support in Emergency Settings Chec#list :.) Tool for 2esigning T1o +ee# ,rogramme in ,sychosocial Support *.1 0rame1or# for !earning for Children Affected 4y Emergencies *.2 Tool for ,lanning Emergency Education Curricula

CD4Ro#

9andout 12.1& Tool for

"ecognising the Symptoms of Stress in Children in Emergencies 9andout 12.2& ,sychosocial Support Needs and Strategies 9andout 12.3& IASC uidelines on Mental 9ealth and ,sychosocial Support 9andout 13.%& Age Specific Acti/ities for Children after Stressful E/ents

,sychosocial Teacher Training

uide - I"C

,sychosocial ,lay and Acti/ity

6oo# 0or Children and Gouth E>posed to 2ifficult Circumstances - BNICE0MENA 2332

+ E#er(enc" Education Curricula

9andout 13.1& 0rame1or# for

!earning for Children Affected 4y Emergencies 9andout 13.2& Tool for ,lanning Emergency Education Curricula

Early Childhood 2e/elopment

8it& uidelines for Caregi/ers

Acti/ities for Alternati/e

Schools - BNICE0

Mine "is# Education - Child to

Child

En/ironmental Education
Training of Trainers - BNESCA

9ealth Education Curriculum

for 8indergarten - I"C

,eace Education Teacher

Training Manual - INEE

,eace Education Curriculum !i4eria

,eace Education Module .

BNICE0 Solomon Islands

"apid Education "esponse5

Teachers uide - !i4eria

Teacher Emergency ,ac#age

uide - N"C C BNESCA

BNICE0 9I;$AI2S ,re/ention

Education5 Teachers uide

Gouth ,ac# - N"C !ife S#ills 6ased 9ygiene

Education

Child 9ygiene and Sanitation

Training - Somalia

Children !i/ing in Camps5

*0+ Mo'ilisation of Teachers and Other Education /ersonnel

9andout 1%.1 8ey Steps in

Teacher Mo4ilisation and Training 9andout 1%.2& Approaches to Teacher Training 9andout 1%.3& 2esigning a ,lan for Teacher Mo4ilisation and Training 9andout 1%.%& Sample Terms of "eference for ;olunteer Community 0acilitator

13.1 8ey Steps in Teacher Mo4ilisation and Training 13.2 Approaches to Teacher Training 13.3 ,lanning Tool for Teacher Mo4ilisation and Training 13.% Sample To" for ;olunteer Community 0acilitator 13.) Sample Teacher<s Code of Conduct 13.' Strategies for Teacher Compensation5 Incenti/es5 and

Acti/ities - Child-to-Child INEE uidance on Teacher Compensation +hat is 2ifferent a4out Teacher Training in Situations of EmergencyH +hat 2o Teachers Need to !earnH Summary of Suggested Strategies& Teaching and !earning Methods

11

Session - To,ic

2acilitator7s Guide
9andout 1%.)& Sample
Teacher<s Code of Conduct

Toolkit
Certification

CD4Ro#

9andout 1%.'& Strategies for

**+ Reha'ilitation and Construction of Schools Teacher Compensation5 Incenti/es5 and Certification 9andout 1).1& Case Study& School "epair and Construction in South Sudan 9andout 1).2& "oles of Sta#eholders in School "epair and Construction 9andout 1).3& School 2esign and 6uilding Standards 9andout 1).%& Sample 0lo1 Chart in ,rioritising and Assessing School "etrofit 9andout 1).)& 2e/eloping a ,lan to Implement School "epair and Construction 9andout 1'.1& Case Studies in 6ac# to School and o to School Campaigns 9andout 1'.2& Student "eintegration& ,olicy "ecommendations on Certification and !earning Attainments of I2, and "efugee Children 9andout 1'.3& "eintegration of Teachers 9andout 1'.%& Emergency and ,ost-Emergency Curricula Scenario& "esumption of 0ormal Education in Momaland& 0i/e Months after Anset 9andout 1'.)& "esumption of 0ormal Education ,lanning Matri> 9andout 1(.1& 2efinitions and 8ey Concepts used in the 2iscussion of ender 9andout 1(.2& Some 6arriers to Access to Education E>acer4ated in Emergencies 9andout 1(.3 Tool& Inclusion Strategies for Education in Emergencies 9andout 1(.%& ,re/ention Strategies in Schools for Se> and ender 6ased ;iolence 11.1"oles of Sta#eholders in School "epair and Construction 11.2 School 2esign and 6uilding Standards 11.3 Sample 0lo1 Chart in ,rioritising and Assessing School "etrofit ,ro=ects 11.% 2e/eloping a ,lan to Implement School "epair and Construction

2"A0T uidance Notes on

Safer School Construction . INEE Child 0riendly 9ygiene and Sanitation 0acilities in Schools

*2+ Reco3er"8 Resu#,tion of 2or#al Education

12.1 Student "eintegration& ,olicy "ecommendations on Certification and !earning Attainments of I2, and "efugee Children 12.2 "eintegration of Teachers 12.3 "esumption of 0ormal Education ,lanning Matri>

*.+ Gender and Inclusion in E#er(enc" Education

13.1 2efinitions and 8ey Concepts Bsed in the 2iscussion of ender 13.1 Some 6arriers to Access to Education E>acer4ated in Emergencies 13.2 Inclusion Strategies for Education in Emergencies 13.3 ,re/ention Strategies in Schools for Se> and ender 6ased ;iolence ?IASC@

uinea and Sierra !eone&

Mitigation of Se>ual A4use

Central African "epu4lic& irls

,articipation and 9ygiene 8its

2"C& irls< 2iscussion roups

and 9ygiene 8its Nepal& Integrated 0ormer irl Com4atants ender Teacher Training N"C ,oc#et uide on Inclusion . INEE Em4racing 2i/ersity Tool 8it BNESCA Training in 2isa4ilities Sample Master EiE 2ata Tool 8enya

*$+ Monitorin( and E3aluation

9andout 1:.1& Tool for

2e/eloping Indicators 9andout 1:.1a& Alternati/e

1%.1 Tool for 2e/eloping Monitoring Indicators 1%.2 Sample Monitoring Tools

12

Session - To,ic

2acilitator7s Guide
E>ercise in +riting Indicators 9andout 1:.2& Sample Monitoring Tools 9andout 1:.3& Monitoring ,lanning Tool 9andout 1*.1& School 2isaster "eduction and "eadiness Chec#list 9andout 1*.2& 2"" and Education . E>amples of ood ,ractice

Toolkit
1%.3 Monitoring ,lanning Tool 1%.% Sample Monitoring Tool ,a#istan

CD4Ro#

*%+ Disaster Risk Reduction and Education

1).1 School 2isaster "eduction and "eadiness Chec#list

9yogo 0rame1or# for Action Child-!ed 2"" uide4oo# .

Sa/e the Children

2isaster-resilient Ed and Safe

Schools& +hat Educational Authorities Can 2o !et<s !earn to ,re/ent 2isasters BNICE0 9elping Children Autgro1 +ar Children !i/ing 1ith Armed Conflict ,olicies and 2ecisions for Safeguarding Children Affected 4y Armed Conflict

*&+ Education /re,aredness And Res,onse durin( Ar#ed Conflict

9andout 23.1& The Impact of

Armed Conflict on Children<s "ight to Education 9andout 23.2& ,olicies and 2ecisions for Safeguarding Children Affected 4y AC 9andout 23.3& Case Studies in Education ,rogramming 2uring and After Armed Conflict 9andout 23.%& Approaches to Ensuring Access to Education 2uring and After Armed Conflict 9andout 23.)& E>ercise in ,reparedness and "esponse ,lanning for Education in AC 9andout 21.1& Education Impacts of 9I;$AI2S5 Needs and Strategies 9andout 21.2& 0i/e Essential Components for a Comprehensi/e Education Sector "esponse to 9I;$AI2S 9andout 21.3& Education Sector Approaches to Epidemics and ,andemics 9andout 21&%& Template for Ed in 9ealth Emergencies

1'.1 Approaches to Ensuring Access to Education 2uring and After Armed Conflict 1'.2 ,reparedness and "esponse ,lanning Tool

*)+ Education /re,aredness and Res,onse to 1ealth E#er(encies

1(.1 0i/e Essential Components for a Comprehensi/e Education Sector "esponse to 9I;$AI2S 1(.2 Sample Chec#list for School$Education ,reparedness to Epidemics and ,andemics 1(.3 Template for Education in 9ealth Emergencies

9ealth Education Curriculum

for 8indergarten5 I"C

BNICE0 9I;$AI2S ,re/ention

Education Teacher<s Education uide

!ife S#ills 6ased 9ygiene Child 9ygiene and Sanitation

Training

Children !i/ing in Camps IEC Cholera ,re/ention

Materials 1:.1,reparedness and ,olicy ,lanning for Education in Emergencies 1:.2 Mapping Education Sector Needs at Country and !ocal !e/els 1:.3 Education Cluster$Sector Contingency ,lan Template

*0+ /re,aredness9 Ca,acit" :uildin( and Contin(enc" /lannin(

9andout 21.1& ,reparedness

and ,olicy ,lanning 0or EiE 9andout 21.2& Mapping Education Sector Needs at Country and !ocal !e/els 9andout 21.3& Education Contingency ,lan Template 9andout 21.%& "oll Aut Training ,lanning Tool

Sample Education Cluster

,reparedness ,lan - Bganda

Sample Contingency ,lan .

SCI Somalia

Sample Contingency ,lan

Other Contents on CD4Ro#

Soft copy of ESA" EiE Training

0acilitator<s uide

Soft copy of ESA" EiE Training

,articipant +or#4oo#

Soft copy of ESA" EiE Tool#it

13

Session - To,ic

2acilitator7s Guide

Toolkit

CD4Ro#
ESA" EiE ,o1er,oint
,resentations

14

*+ Mini#u# Standards for Education in E#er(encies and Co#,onents of E#er(enc" Res,onse

1.1 Summary of INEE Minimum Standards ?MS@ Categories and Standards 1.2 Technical Components of Education in Emergencies

/re,aredness Actions for INEE MS

"e/ie1 INEE MS 1ith all mem4ers of education sector$cluster at national and local le/els Ensure that agreements in the cluster$sector a4out roles and responsi4ilities prior to emergencies address appropriate standards Conduct 1or#shops as necessary to orient the cluster$sector to the standards and ho1 they 1ill 4e applied in preparedness actions

Res,onse Actions for INEE MS

"e/ie1 INEE MS to ensure that response planning incorporates appropriate INEE MS standards Ensure that agreements among sector$cluster mem4ers a4out roles and responsi4ilities for emergency response address applica4le INEE MS

15

*+* Mini#u# Standards for Education in E#er(encies9 Chronic Crises and Earl" Reconstruction Co##on Cate(or"8 Co##unit" /artici,ation
Standard *8 /artici,ation+ Emergencyaffected community mem4ers acti/ely participate in assessing5 planning5 implementing5 monitoring and e/aluating the education programme. Standard 28 Resources+ !ocal community resources are identified5 mo4ilised and used to implement education programmes and other learning acti/ities.

Cate(or"8 Teachin( and !earnin(

Standard *8 Curricula+ Culturally5 socially and linguistically rele/ant curricula are used to pro/ide formal and non-formal education5 appropriate to the particular emergency situation. Standard 28 Trainin(+ Teachers and other education personnel recei/e periodic5 rele/ant and structured training according to need and circumstances. Standard .8 Instruction+ Instruction is learner-centred5 participatory and inclusi/e. Standard $8 Assess#ent+ Appropriate methods are used to e/aluate and /alidate learning achie/ements.

Co##on Cate(or"8 Anal"sis

Standard *8 Initial assess#ent+ A timely education assessment of the emergency situation is conducted in a holistic and participatory manner. Standard 28 Res,onse ,lan+ A frame1or# for an education response is de/eloped5 including a clear description of the pro4lem and a documented strategy for action. Standard .8 Monitorin(+ All rele/ant sta#eholders regularly monitor the acti/ities of the education response and the e/ol/ing education needs of the affected population. Standard $8 E3aluation+ There is a systematic and impartial e/aluation of the education response in order to impro/e practice and enhance accounta4ility.

Cate(or"8 Teachers and Other Education /ersonnel

Standard *8 Recruit#ent and selection+ A sufficient num4er of appropriately 7ualified teachers and other education personnel are recruited through a participatory and transparent process 4ased on selection criteria that reflect di/ersity and e7uity. Standard 28 Conditions of ;ork+ Teachers and other education personnel ha/e clearly defined conditions of 1or#5 follo1 a code of conduct and are appropriately compensated. Standard .8 Su,er3ision and su,,ort+ Super/ision and support mechanisms are esta4lished for teachers and other education personnel5 and are used on a regular 4asis.

Cate(or"8 Access and !earnin( En3iron#ent

Standard *8 E<ual access+ All indi/iduals ha/e access to 7uality and rele/ant education opportunities. Standard 28 /rotection and ;ell4'ein(+ !earning en/ironments are secure5 and promote the protection and mental and emotional 1ell-4eing of learners. Standard .8 2acilities+ Education facilities are conduci/e to the physical 1ell-4eing of learners.

Cate(or"8 Education /olic" and Coordination

Standard *8 /olic" for#ulation and enact#ent+ Education authorities prioritise free access to schooling for all5 and enact fle>i4le policies to promote inclusion and education 7uality5 gi/en the emergency conte>t. Standard 28 /lannin( and i#,le#entation+ Emergency education acti/ities ta#e into account national and international educational policies and standards and the learning needs of affected populations. Standard .8 Coordination+ There is a transparent coordination mechanism for emergency education acti/ities5 including effecti/e information sharing 4et1een sta#eholders.

16

Education Sector Coordination

Assess#ent

Education Res,onse /lannin(

1u#an and 2inancial Resources

Su,,lies and !o(istics

Te#,orar" !earnin( S,aces

Community Participation
Participation, Resources
Page 14

Analysis
Initial assessment, Response strategy, Monitoring, Evaluation
Page 20

Teaching and Learning Access and Learning Environment

Equal access, Protection and well-being, Facilities
Page 39

INEE INEEMinimum Minimum Standards Standards for for Education Educationin in Emergencies Emergencies

Curricula, Training, Instruction, Assessment

Page 53

Teachers and other Education Personnel

Recruitment and selection, Conditions of work, Support and supervision
Page 63

Education Policy and Coordination

Policy formulation and enactment, Planning and implementation, Coordination

Page 71

/s"chosocial Su,,ort and Strate(ies

/s"chosocial Su,,ort and Strate(ies

Mo'ilisation and Trainin( of Teachers

Reha'ilitation and Construction of Schools

Resu#,tion of 2or#al Education

Monitorin( and E3aluation

11

2+ Coordination of the Education Sector-Cluster

2.1 IASC uidance Note and Cluster !ead To" for Education Cluster 2.2 Chec#list for Education Cluster$Sector Coordination 2.3 Capacity Mapping Tool 4y Components of Emergency "esponse 2.% Smarter Cluster Meetings5 IASC 2.) Sample Cluster TA" 2.' Sample +++ /re,aredness Actions for Coordination of Education Sector-Cluster
Identify emergency education focal points and the percentage of staff time dedicated to cluster$sector leadership from MoE5 Sa/e the Children5 and BNICE0 Implement capacity mapping that defines capacity of each sector$cluster mem4er at national and pro/incial$district le/els and identify gaps ,repare an MAB identifying roles and responsi4ilities of MoE5 Sa/e the Children and BNICE0 in emergency education preparedness and response In the national education sector plan or national disaster preparedness$contingency plan5 include a section on emergency education 1ith 4udget 2etermine =ointly ho1 cluster leads 1ill fulfil the Jpro/ider of last resortK mandate ,repare a To" defining o4=ecti/es5 tas#s and outputs of the sector coordination mechanism$cluster 1ith mem4er responsi4ilities5 timeline and monitoring mechanism 9old regular sector$cluster planning meetings Identify N A and C6A partners to participate in education sector$cluster at national5 pro/incial or district le/els Coordinate 1ith other sectors in haEard$ris#$/ulnera4ility analysis ,repare contingency plans for the education sector$cluster5 1ith scenario planning for li#ely emergencies and potential impact on education sector

Res,onse Actions for Education Cluster-Sector

Acti/ate the education sector coordination mechanism$cluster and appoint dedicated sector$cluster coordinators 1ith clear reporting lines$appraisal mechanisms5 performance monitoring system and assigned tas#s Communicate meeting schedules5 information management mechanisms5 and leadership roles 1ith Jpro/ider of last resortK responsi4ilities to all mem4ers Confirm roles and responsi4ilities in the technical components of emergency response including assessment5 temporary learning spaces5 education supplies5 emergency curricula planning5 teacher training5 psychosocial support5 monitoring5 etc. 1ith all mem4ers Implement information management system for data analysis and monitoring from field to national le/els and vice versa5 among education sector mem4ers and 1ith other sectors and agencies ,articipate in and report to the rele/ant County 9umanitarian Team forum$AC9A meetings as applica4le Create a coordinated education sector response plan 1ith 4udget and timeline

11

 2etermine costs and de/elop a coordinated 4udget for emergency education response plan and cluster$sector operational costs

13

2+* IASC Guidance Note and Cluster !ead ToR for Education Cluster 4 O'=ecti3es
1. ,romote increased le/els of understanding of the #ey role of education as part of a first phase humanitarian response to all ma=or ne1 emergencies5 su4se7uent phases of response and early reco/ery. 2. ,romote and impro/e on internationally recognised standards of good practice in education responses to emergencies and early reco/ery ?including attention to priority cross-cutting issues for the education sector@5 and co-ordinate and disseminate lessons learned 1ithin and 4et1een emergency responses 3. Co-ordinate participating humanitarian agencies in pro/iding a rapid and effecti/e holistic response to education-related needs of children and young people resulting from ma=or emergencies as they arise5 in colla4oration 1ith the rele/ant national and local authorities %. Strengthen response capacity through the glo4al pool of specialists s#illed and e>perienced in restoring education ser/ices in emergencies ). Strengthen inter/ention resources through the glo4al a/aila4ility of #ey supplies to support rapid education responses in emergencies '. Impro/e capacity of partner agencies to help countries 4uild 4ac# education systems 4etter after an emergency5 in line 1ith the progression from humanitarian response through reconstruction and on to de/elopment. (. Strengthen education in disaster ris# reduction efforts and emergency preparedness planning of host go/ernments :. Ma>imise funding opportunities for emergency education 1or#5 including through coordinating and collating proposals from all rele/ant agencies in the BN CA, or 0lash Appeals

UNICE2-Sa3e the Children Ter#s of Reference as Cluster !eads +here an education cluster has 4een esta4lished5 the #ey responsi4ilities of BNICE0 and Sa/e the Children as co-cluster leads are&

Identification of #ey partners Coordination of programme implementation ,lanning and strategy de/elopment Application of standards Monitoring and reporting Ad/ocacy and resource mo4ilisation Training and capacity 4uilding of national authorities and ci/il society Acting as a pro/ider of last resort

14

2+2 Checklist for Education Cluster-Sector Coordination

Structure and Go3ernance of an Education Cluster - Sector
Identify emergency education focal points and the percentage of staff time dedicated to cluster$sector leadership from Sa/e the Children5 BNICE0 and go/ernment ,repare an MAB identifying roles and responsi4ilities of Sa/e the Children5 BNICE0 and Ministry of Education in emergency education preparedness and response Identify ho1 cluster leads 1ill fulfil the Jpro/ider of last resortK mandate Create a TA" for the cluster coordinators 1ith clear reporting lines $ appraisal mechanisms5 performance monitoring system and assigned tas#s Implement capacity mapping that defines capacity of each cluster$sector mem4er at country and pro/incial$district le/els ,repare a TA" defining o4=ecti/es5 tas#s and outputs of the cluster$sector 1ith mem4er responsi4ilities5 timeline and monitoring mechanism 9old regular cluster$sector planning meetings Identify N A and C6A partners to participate in education cluster $sector at national5 pro/incial or district le/els@

Coordination
Secure commitments from cluster participants in responding to needs and filling gaps5 ensuring an appropriate distri4ution of responsi4ilities 1ithin the cluster5 1ith clearly defined focal points for specific issues 1here necessary ,ro/ided support to go/ernment at all le/els in ensuring appropriate operational coherence and coordination 1ith all humanitarian partners Share roles and responsi4ilities in emergency response 4ased on capacity Ensure effecti/e lin#s 1ith other clusters and coordination 1ith international partners 1ho may not 4e directly participating in the cluster "epresent the interests of the cluster in discussions 1ith the 9umanitarian Coordinator on prioritisation5 resource mo4ilisation and ad/ocacy Ensure full integration of the IASC<s agreed priority cross-cutting issues5 namely human rights5 9I;$AI2S5 age5 gender and en/ironment5 utilising participatory and community 4ased approaches. 2e/elop and standardise cluster$ sector tools5 including rapid education assessments5 common reporting forms5 supply distri4ution formats5 and monitoring and e/aluation tools 2e/elop and maintain a who does what where ?+++@ matri> for each partner to contri4ute to regularly to pro/ide an o/er/ie1 of acti/ities and gaps. Create coordinated response plan 1ith clear roles and responsi4ilities in implementing all of the components of education in emergency response Esta4lish a system of information sharing 4et1een national and local le/elL and local and national le/el5 as 1ell as 1ith other clusters and the humanitarian coordinator 2e/elop a coordinated logistics operational plan for the education cluster in colla4oration 1ith the !ogistics Cluster to ensure transport of education materials to affected areas

2undin(
2etermine costs and de/elop a coordinated 4udget for emergency education supplies items Include national $ local organisations in emergency funding proposals See# and o4tain funding for cluster $sector coordination operational costs

/re,aredness
In the national sector education plan or national disaster preparedness$contingency plan5 include a section on emergency education a section on education or an Education Sector Emergency ,reparedness and "esponse ,lan ?E,",@ Ensure that the go/ernment pro/ides a 4udget for education in emergencies in national education plan

15

 ,repare contingency plans for the education sector$cluster5 1ith identified capacities gaps for li#ely emergencies and potential impact on education sector Complete capacity mapping e>ercise for all cluster$sector mem4ers and identify gaps Conduct national simulation e>ercise of disaster planning and response 1ith all clusters$sectors including the education sector$cluster Esta4lish cluster$sectors at pro/incial$districts and ensure that preparedness plans for education sector$cluster are de/eloped at the pro/incial$district le/els ,ro/ide MoE officials and other partners 1ith INEE MS materials Colla4orate 1ith MoE on putting in place EMIS data collection and analysis system at national $pro/incial $district le/els for emergency education Ensure that EMIS system is electronically stored and functioning Train district and central le/el MoE staff in information management and data handling for the EMIS system E7uip district education offices 1ith IT systems 2etermine 7uantity of emergency education supplies needed according to contingency plans and coordinate pre-positioning of an agreed upon percentage Share and update the list of 7uantities and locations of contingency stoc#s 1ith cluster mem4ers Include INEE MS in education in emergency training for go/ernment5 Sa/e and BNICE0 staff5 and N A and C6A partners and apply the in emergency preparedness and response contingency planning and information management in emergencies E>tent to 1hich minimum standards are 4eing applied 4y all education sta#eholders Train cluster leads$coordinators on cluster coordination

16

2+. Ca,acit" Ma,,in( Tool for Education Sector-Cluster Coordination8 Co#,onents of E#er(enc" Res,onse
Area of E#er(enc" Res,onse Sector Coordination and Co##unication Mechanis# Assess#ent 4 Multi4sectoral 4 Ra,id Education Assess#ent 4 On(oin( Assess#ent 1u#an and 2inancial Resources Education Su,,lies and !o(istics Te#,orar" !earnin( S,aces /s"chosocial Su,,ort and Strate(ies E#er(enc" Education Curricula Mo'ilisation and Trainin( of Teachers and Education /ersonnel Reha'ilitation and Construction of Schools Resu#,tion of 2or#al Education Monitorin( and E3aluation MoE UNICE2 Sa3e the Children Other /artner A(enc" Other /artner A(enc" Other /artner A(enc"

17

2+$ S#arter Cluster Coordination Meetin(s8 IASC Guidelines

!"# do #ou need to $e concerned %it" &smarter cluster meetings'( Actors in humanitarian operations pro4a4ly meet most often face-to-face in the /enue of the coordination meeting. The degree to 1hich the meeting is organised to produce results and 7uality of participation affects the 1ay actors percei/e 4oth the cluster$sector lead performance and the entire coordination process itself. A common pro4lem in coordination is the failure of actors to feel o1nership of the process. Ane danger is actors 1ho feel left out or marginalised 1ill see# their o1n parallel meeting forums. It is therefore crucial that meetings represent a process that includes #ey actors5 respects 1hat each has to say and the resources they ha/e to offer5 and promotes consensus 4uilding to achie/e the 4est outcome for the affected people. !"at is e)pected o* #ou in #our role as Cluster+Sector lead in t"e *ield( "ationalise meetings& Sector leads are responsi4le for determining5 together 1ith those participating in the rele/ant sectoral groups5 the fre7uency and types of meetings needed. Sector leads should ensure that they do not ma#e e>cessi/e demands for meetings5 particularly 1here this concerns small organisations 1hich ha/e limited capacities to attend large num4ers of indi/idual sectoral meetings. Sector leads are responsi4le for ensuring that sectoral meetings are 1ell managed and producti/e. In some cases5 different sectoral groups may decide to meet collecti/ely. Sectoral meetings should supplement rather than replace or undermine the 9umanitarian Country Team meeting ?at the country le/el@ and to its e7ui/alent at the district or pro/incial le/el. Esta4lishing indi/idual sectoral meetings at the district le/el should 4e determined 4y need rather than 4y a concern for creating a uniform structure , !"at c"allenges %ill #ou *ace( Many ha/e criticised cluster$sector meetings for& failing to engage local N As due to language issues5 poor announcements5 too many meetings5 ina4ility to attend meetings 4ecause they are out in the field doing the 1or# failing to in/ol/e N As in meetings of a conceptual or strategic nature5 not =ust operational 4eing conducted as BN internal meetings or as Jtal# shopsK their poor preparation5 poor facilitation and poor management un1ieldy agendas derailed due to emerging issues or 4y JurgentK personal agendas lac#ing cluster$sector leads and meeting facilitators 1ho are JneutralK and o4=ecti/e facilitators o/erloaded agendas5 long meetings5 too many meetings5 too many participants5 the 1rong participants 4eing unruly5 unproducti/e5 and dominated 4y most /ocal participants Tips and practices *or smarter cluster meetings 6roaden o1nership of the meetings Co-chair meeting 1ith go/ernment counterpart. As# N A to co-chair the cluster meeting. Arrange for translation. Send the minutes to international and local N As. ,ro-acti/ely communicate 1ith #ey international and local N As. Meet one-on-one 1ith #ey sta#eholders to identify common issues5 areas of agreement and dispute5 personal agendas. 0ind out 4est to engage them. As# 3 #ey participants for feed4ac# on the coordination meeting and ho1 to impro/e it. "esol/e meeting o/erlap 4y setting up a central coordination system to each cluster and hu4. ,ractice good facilitation s#ills Bse acti/e listening5 pro4ing and re-directing. Bse flip charts5 maps /isi4le displays of information. ,ost agenda on flip chart /isi4le to all. Separate idea generation from de4ate or e/aluation. 6rea# into su4-groups5 form ad/isory group5 technical groups5 etc.

18

Share responsi4ility for success5 managing the group5 enforcing ground rules5 time#eeping5 etc. No matter 1hat happens5 maintain your calm. "elate calmly to irate or difficult meeting participants. If things get too heated5 ta#e a 4rea#. 9old consultations 1ith those in conflict outside of meeting. 6rea# larger group into smaller groups. As# for help to deal 1ith conflict or impasse. As# open ended and pro4ing 7uestions to dra1 people out. In meetings5 re-state ma=or points and summarise different perspecti/es5 and note any areas of agreement. !isten for common ground to identify and 4uild on areas of agreement.

Manage meeting agendas 8no1 the outcome you 1ant and prepare the ground1or#. !o44y and communicate 4efore hand 1ith #ey sta#eholders . get their 4uy-in. A/oid o/erloading the agenda 4y forming su4groups ?e.g.5 on technical matters@5 planning shorter meetings5 finding another 1ay to address an agenda item 1ithout a meeting ?e.g.5 /ia email5 oogle group@5 segmenting meetings ?i.e.5 planning 4rea#s 4et1een items of interest so that participants can come and go or stay on as they li#e@. Start meeting 4y clearly stating the agenda5 timing and procedures for the meeting. ;et a draft agenda 1ith 2-3 other sta#eholders5 to help focus the meeting on #ey priorities. Start meetings 1ith agenda items 1hich are of the highest priority5 to 4e sure to co/er them. Bse technology5 emails5 oogle group5 1e4 site5 to reduce meeting times and agenda items. ,ractice good meeting management See meetings as part of a 4roader communication and coordination process5 1hich includes things you can do 'efore to prepare for the meeting ?e.g.5 circulate agenda5 4ilateral discussions@5 things you can do durin( the meeting ?use facilitation s#ills@ and follo1 up you can do after the meeting ?e.g.5 as# for feed4ac# on the meeting5 disseminate notes@. ood coordination comes as much5 if not more5 from the 1or# that is done 4et1een meetings as is done in meetings themsel/es. 2elegate& use small groups to analyse pro4lems5 generate options5 propose solutions and ta#e decisions. 2o not try to agree on strategic priorities or reach a significant decision 1ith a large group ?13M@. 0or these matters5 delegate them to a managea4le ad/isory group ?'-13@ comprised of #ey sta#eholders5 including a representati/e from go/ernment5 2-3 reps from international and local N As selected 4y their peers5 donors5 BN5 and others as appropriate to cluster. Nointly esta4lish and as# help in enforcing minimum meeting ground rules ?e.g.5 one spea#er at a time5 time limits for agenda items and for inter/entions5 etc.@ 2isplay ground rules prominently and translate. In meetings attended 4y a large group of people5 arrange for Jsupport facilitatorsK ?from a non-BN agency@ to help manage ground rules and inter/entions from groups of people or from dedicated areas in the meeting room. Arrange for translators to facilitate communication 1ith local N As. Manage disruptions5 derailments and JmonopolisersK Note the issue5 remind all of the meeting o4=ecti/e and redirect 1ith a 7uestion. 2eputise #ey sta#eholders in the room to help manage disruptions. Create a structure for inter/entions5 one idea per ta4le5 time limits5 succinct inter/entions. et to #no1 indi/iduals 4efore or during a 4rea# . ma#e JhumanK connections so that people are easier to manage during the meeting. Bse the Jpar#ing lotKL help arrange for an alternati/e forum after the official meeting. Anticipate issues 1hich may disrupt the planned agenda and hold a one on one pre-meeting consultation to resol/e issues outside of the coordination meeting.
"eferences

19

0rom IASC&K6etter Coordination MeetingsK in BN9C" eCentre and ESS self-study module E, 3( Coordination5 Nune 2333 0acilitating Coordination Meetings in J0ield Coordination in Emergencies-SA,s-I0"CK 4y Names S. 6arron5 63 Associates for I0"C.

2+% Sa#,le Cluster Ter#s of Reference

Country > is /ulnera4le to many forms of emergencyL natural disasters due to a harsh and unpredicta4le climate and the threat of armed conflicts. Children in emergency conte>ts are often denied their right to 4asic education. The esta4lishment of the Education Cluster in > recognises that all children ha/e the right to education5 e/en during emergencies. The aim of the Cluster is to impro/e coordination 4et1een BN and non-go/ernmental organisations in order to support the o/ernment of Country > to ensure that children affected 4y manmade and natural disasters are protected and a4le to access a 7uality 4asic education. As agreed at the glo4al le/el5 the Cluster 1ill 4e co-coordinated 4y BNICE0 and SC Alliance. Mem4ership 1ill 4e open to all education focused agencies in >. The purpose of the Cluster is to support the Ministry of Education to 4etter prepare for and respond to emergencies. As such5 the Ministry of Education is a #ey mem4er of the cluster and has participated in its esta4lishment and the drafting of the To". O'=ecti3es of the Education Cluster The ma=or o4=ecti/es of the Education Cluster 1ill 4e to& 1. To ad/ocate for the right to education for all in emergencies in >. 2. To coordinate the education response to emergencies 4et1een o/ernment5 BN and N A partners5 4ased on capacity mapping5 preparedness and response planning 3. To de/elop an information management system for the Education Cluster to ena4le information on emergencies5 partner capacity and responses to 4e shared. %. To ad/ocate for resources for emergency education using an Emergency ,reparedness and "esponse ,lan 4ased on needs and contingency planning. ). To strengthen the capacity of partners to responds to education in emergencies5 including the promotion of the INEE Minimum Standards. '. To design monitoring and e/aluation mechanisms for education in emergency responses 1hich 1ill measure 4oth the impact of inter/entions and the effecti/eness of the cluster response. To attain the a4o/e mentioned o4=ecti/es5 the Education Cluster 1ill underta#e the follo1ing acti/ities& *+ Coordination of Education in E#er(enc" I#,le#entation Support go/ernment leadership in monitoring of implementation of education programmesL Ensure support to go/ernment in the maintenance of appropriate education coordination mechanisms5 including 1or#ing groups at the national le/elL i/e the necessary attention to cross-cutting priorities5 namely5 9I;$AI2S5 disa4ility5 gender5 Se>ual and ender 6ased ;iolence ?S 6;@ and en/ironment5 utilising participatory and community 4ased approaches. In line 1ith this5 promote gender e7uality 4y ensuring that the needs5 contri4utions and capacities of children are addressedL Secure commitments from cluster partners in responding to needs and filling gaps5 ensuring an appropriate distri4ution of responsi4ilities 1ithin the clusterLL Ensure that participants 1ithin the cluster 1or# collecti/ely5 ensuring the complementarities of the /arious sta#eholders< actionsL ,romote emergency response actions 1hile at the same time considering the need for early reco/ery planning as 1ell as pre/ention and disaster ris# reduction concerns5 particularly at school le/elL Ensure effecti/e lin#s 1ith other clusters and coordination 1ith international partnersLL

20

"epresent the interests of the cluster in discussions 1ith the 9umanitarian Coordinator on prioritisation5 resource mo4ilisation and ad/ocacyL Share roles and responsi4ilities and immediately respond to emergencies so as to ensure minimal disruption to schooling for learners and teachers. 2+ /lannin( and Strate(" De3elo,#ent for Cluster Conduct multi-sectoral5 rapid and on-going assessment and analyses5 ta#ing into account the approach and tools agreed 4y the go/ernment and cluster mem4ers 2e/elop rolling si> month cluster action plansL Identify gaps in consultation 1ith MoE and partners 1or#ing on the groundL Bpdate agreed response strategies and action plans ensuring they are ade7uately reflected in o/erall country strategies5 such as go/ernment-led appeals$0lash appealsL Conduct as re7uired sector 1ide =oint assessments5 response and reco/ery for Education related emergencies and pro/ide focal point to participate in su4-1or#ing groups to ensure cross-sectoral issues are addressed in =oint monitoring and assessments in emergency situations 1ith multi-sectoral dimensionsL Ensure close colla4oration 1ith the ,rotection5 +AS9 and 9ealth Clusters particularly for school-le/el inter/entions including psychosocial screening and pre/ention of S 6;5 school 1ater5 sanitation and hygiene promotion5 and health screening. 2ra1 lessons learned from past acti/ities and re/ise strategies and action plans accordinglyL 2e/elop a multi year funding strategy for the predicta4le emergency re7uirements for identified Education priorities ?4ased on the Education Sector E,",@L 2e/elop an e>it5 or transition5 strategy for the cluster5 as re7uired. .+ A,,lication of Standards Ensure that cluster participants are a1are of rele/ant policy guidelines5 technical standards and rele/ant commitments that the go/ernment has underta#en under rele/ant international con/entions5 particularly the INEE Minimum Standards for Education in Emergencies ?INEE MS@ and support their dissemination at all le/elsL Ensure that responses are in line 1ith the INEE MS and e>isting policy guidance5 technical standards5 and rele/ant go/ernment international o4ligationsL "espect humanitarian principles of implementation5 and ad/ocacy for respect of the principles of good donor-ship 4y partnersL +hen possi4le5 initiate the drafting and adoption of national standards for Education in Emergency response 1hich incorporate the INEE MS adapted to the country conte>t. $+ Ad3ocac" and Resource Mo'ilisation 1. Identify core ad/ocacy concerns5 including resource re7uirements5 and contri4ute #ey messages to 4roader ad/ocacy initiati/es of the 9C and humanitarian partnersL 2. Ad/ocate for donors to fund cluster participants to carry out priority acti/ities in the sector concerned5 1hile at the same time encouraging cluster participants to mo4ilise resources for their acti/ities through their agreed channelsL 3. +hen identified 4y the Education Cluster on the need to appeal for the CE"0 or CA,5 prepare the appropriate documentation for either of the proposed funding 1indo1s and ensure that all cluster mem4ers ha/e the opportunity to su4mit applications. %+ Trainin( and Ca,acit" :uildin( of National Authorities and Ci3il Societ" ,romote and support training of humanitarian partners5 and in particular the rele/ant education ministries and at su4-national le/elsL Support efforts to strengthen the capacity of the national authorities and ci/il society underta#ing appro/ed humanitarian acti/ities. &+ Identification and Inclusion of >e" /artners Identify #ey humanitarian partners for the Education Cluster5 respecting mandates and minimum standards of education programme prioritiesL

21

Identify other #ey partners5 including national authorities5 and conduct outreach efforts.

)+ 2acilitate and ensure Cross4cluster Strate(ic /lannin( and Assess#ent /rocesses Continue to support the Education Cluster to manage inter-agency planning processes5 such as the de/elopment of the go/ernment-led Appeal documents$0lash Appeals5 the preparation of contingency planning5 multi-sectoral needs assessments5 analysis and monitoringL 6ring ne1 glo4al #no1ledge as necessary through 4etter colla4oration and close 1or# relation 1ith the glo4al and regional Education cluster colleaguesL +or# 1ith similar clusters to ensure lin#ages 4et1een preparedness and early 1arning5 emergency response and longer-term reco/ery and de/elopment strategies and 2""L 2e/elop and share appropriate tools5 guidelines and lessons learned 1ith other clusters to ensure consistency in areas of o/erlap and to produce outputs that feed into o/erall planning processes. 0+ Monitorin( and Re,ortin( Ensure ade7uate monitoring mechanisms are in place to re/ie1 effecti/eness of the cluster and progress against implementation plansL Ensure ade7uate reporting and effecti/e information sharing5 1ith due regard for children affected and gender dis-aggregation. + Me#'ershi, and Coordination of the Education Cluster Cluster mem4ership is open to all agencies acti/e in education in emergency response and coordination at national or$and glo4al le/el and 1illing to 4e part of the cluster. lo4ally5 BNICE0 and Sa/e the Children Alliance are co-leaders of the education cluster. BNICE0 and Sa/e the Children Alliance 1ill adopt co-coordination of the cluster in > and 1ill ta#e responsi4ility for coordinating meetings and #eeping records of all acti/ities. "oles and responsi4ilities 1ill 4e shared 4et1een the co-lead agencies. 2ecision-ma#ing 1ill 4e on the 4asis of consensus and in times of difference5 the ideas supported 4y the ma=ority 1ill 4e practiced. Arganisations are encouraged to send technical e>perts to the meeting in order to facilitate =oint coordination and planning. "egular reports can 4e pro/ided to 9eads of Agencies5 1ho may 4e in/ited to attend ad hoc meetings for the purpose of decision ma#ing. *0+ 2re<uenc" of Meetin(s The regular schedule of meetings 1ill 4e decided 4y the cluster mem4ers. +hene/er urgent matters need to 4e discussed5 e>traordinary meetings 1ill 4e arranged. Meetings 1ill 4e held on a monthly 4asis5 and more fre7uently during an emergency. **+ Roles and Res,onsi'ilities of Co4Coordinators BNICE0 and Sa/e the children Alliance as the cluster co-coordinators 1ill 4e responsi4le for organising5 facilitating5 and acting as secretariat for cluster meetings. Ather mem4er agencies 1ill remain acti/e participants and contri4ute to1ards their strength areas. *2+ Roles and Res,onsi'ilities of Cluster Me#'er A(encies "egularly attend and contri4ute to the acti/e operation of the education cluster including participation in assessments and contri4ution to response plansL Assist in replication of 4est practice across all partnersL Contri4ute to resource mo4ilisation initiati/es for the cluster and ad/ocacy as re7uiredL 6e a resource institution in planning5 organising and conducting capacity 4uilding acti/ities$trainingsL Share roles and responsi4ilities during inter/ention in emergencies 4ased on geographic co/erage or areas of e>pertise$comparati/e ad/antage and contri4ute to o/erall monitoring.

22

2+& Sa#,le ?ho Does ?hat ?here @???A MatriB

Or(anisation8
Specific Location (town, village, camp, school, etc.) Educational Activity with Description Date(s) of Activity mplementa tion

Contact Infor#ation8
! of "eneficiaries (with age#se$#grade disaggregation if possi"le) %ere you present in this location or with this activity "efore the emergency& Are there any other partners implementing this activity with you& f so, who&

Province

District

'ther (omments or )otes

23

.+ Assess#ent
3.1 Education Assessment ,lanning Tool 3.2 Sample Multi-sectoral Assessment 3.3 Sample "apid Education Assessment . Indi/idual School 3.% Sample "apid Education Assessment - Community 3.) Sample Information Management 0lo1 Chart

/re,aredness Actions for Education Assess#ent

2e/elop uniform education assessment tools 1ith education sector$cluster partners ?country5 conte>t and emergency specific@ in colla4oration 1ith MoE Ensure that pre-crisis data has 4een gathered and is accessi4le5 including disaggregated data 4y gender5 A;C and socially e>cluded groups Ad/ocate 1ith the MoE to incorporate a data collection and analysis system at the national$ pro/incial$ district le/els for emergency education 1ithin the national EMIS Ensure that EMIS is electronically stored and functioning and support district education offices 1ith IT systems and training Ma#e agreements in ad/ance among education sector$cluster mem4ers a4out roles and responsi4ilities for assessment implementation at national and local le/els 4ased on li#ely emergencies and geographic programme co/erage Map capacity and location of sector$cluster mem4ers at local le/els in data collection and analysis and train district and central le/el MoE staff in information management and data handling for EiE for the EMIS +or# 1ith other sectors in preparedness of multi-sectoral assessment tools to ensure$ad/ocate for inclusion of education 7uestions in e>isting multi-sectoral$other sector assessments ?e.g. regular food security assessments@. ,ro/ide training$orientation as re7uired to those underta#ing multi-sectoral assessments

Res,onse Actions for Education Assess#ent

Coordinate 1ith other sectors to ensure that the multi-sectoral assessment contains education data and that the education sector is represented in the multi-sectoral assessment team Adapt rapid education assessment tools 4ased on emergency conte>t and ensure that standardised tools are 4eing used 4y all partners Coordinate the implementation of all aspects of the education assessment5 including roles and responsi4ilities5 selection and training of rapid education assessment team mem4ers5 determination of re7uired resources5 community in/ol/ement5 logistics5 data collection and analysis5 information management and reporting Create a comprehensi/e data4ase for data analysis 1ith trained personnel Implement information management system at all le/els and across sectors and agencies5 ensuring access to education information 4y all partners Coordinate ongoing assessments at regular inter/als as the conte>t re7uires in coordination 1ith all sector$cluster partners in order to align emergency responses to conform to ne1 data

24

25

.+* Education Assess#ent /lannin( Tool

2ata needs "oles and responsi4ilities Assessment team Community in/ol/ement 2ata collection methods 2ata collation5 information sharing an reporting +hat information do you need to collectH 2ata on schools5 damage5 num4er of a/aila4le teachers5 students5 num4er and location of displaced5 education resources5 school accessi4ilityH In 1hat locations 1ill you conduct the assessmentH 9o1 1ill you structure the assessment to collect information on the displaced population5 the host community5 and the affected areasH +hat do you need to #no1 to plan a response to implement the components of education in emergencies? 9o1 much information is enough to plan your responseH +hat 1ill 4e the roles and responsi4ilities of the go/ernment and other education sector partners in data collection5 collation5 and sharing informationH +hat are the capacities of partnersH +ho 1ill ta#e the lead on information managementH 9o1 1ill tas#s 4e di/idedH +ho 1ill participate on the assessment teamH 9o1 1ill they 4e trainedH 9o1 many people are neededH 9o1 long 1ill the process ta#eH +hat are your transportation and lodging needsH +hat /ehicles or transport methods do you ha/eH +ill you need to 1ait until access conditions impro/eH +hat resources do you ha/eH Mo4ile phones5 computers5 radiosH Are there access o4stacles in areas of impactH 9o1 1ill you o/ercome themH 9o1 1ill you address security needsH 2o you need logistical supportH 0rom 1homH +ho 1ill you inter/ie1H - Teachers5 children5 education officials5 parents5 community leaders5 displaced people5 1omen<s organisations5 local organisationsH 9o1 1ill you locate themH 9o1 1ill you get the information you need on num4ers of teachers5 students5 etc.H 9o1 1ill you /erify the accuracy of the informationH 9o1 1ill you collect and collate the informationH 2o you need translators and$or do data collectors need Otraining<H 9o1 1ill you do thisH +hat gaps in data might e>ist and ho1 1ill you fill themH +ill you collate data electronicallyH If not ho1H 9o1 1ill you create a data4ase for the information 9o1 1ill you train people to do the data entry5 cross-chec# and analyse the data collected 9o1 1ill you share data at different le/els and 1ith different agenciesH

!ogistics

26

+ho should the information 4e disseminated toH

27

.+2 Sa#,le Multi4Sectoral Ra,id Assess#ent

This Initial "apid Assessment is intended to pro/ide all humanitarian actors 1ith an immediate5 multisectoral o/er/ie1 of conditions and needs in the affected areas. ,lease complete this form for each area /isited and enter the information in the online oogle spreadsheet ?lin# 1ill 4e pro/ided later@. *+ Assess#ent Tea# Infor#ation Arganisations participating 2ate of assessment ?dd$mm$yyyy@ Contact ;2C ;2C , Code No. of 1ards affected !atitude ?G@ !ongitude ?D@

Name of team leader 2+ Geo(ra,hic infor#ation 2istrict +ard Settlement $ ;illage .+ /o,ulation data .+* Affected ,o,ulation @countA 0amilies 0emale .+** Nu#'er of /ersons 2ead& In=ured& Missing&

Male

Children under )

Total population

.+ 2 Are ID/sC ,resentD Ges No ?I2,s F indi/iduals outside their /illage of residence@ If yes5 ho1 manyH .+. Eulnera'le (rou,s Count of persons Unacco#,anied elders Unacco#,anied #inors Se3erel" Ill Disa'led /re(nant !actatin( ?o#en 2e#ale headed households

$+ !o(istics @to 'e re3isedA $+* Is the critical trans,ortation infrastructure full" functional9 and if not9 ;hat are the li#itationsD

2estroyed5 damaged5 or su4merged helicopter landing Eones ?9!I@ $+2 Is the 3oice and data co##unications infrastructure full functional9 and if not9 ;hat are the li#itationsD

2estroyed5 damaged5 4loc#ed or su4merged roads 2estroyed5 damaged5 4loc#ed5 or su4merged 4ridges 2estroyed5 damaged5 or su4merged airports$airfields

2estroyed5 damaged5 or su4merged mo4ile phone to1ers$nodes 2estroyed5 damaged5 or su4merged land lines

$+. Is the ;ater and sanitation infrastructure full" functional9 and if not9 ;hat are the li#itationsD 2estroyed5 damaged5 or su4merged 1ater treatment facilities No access to usual 1ater sources Contaminated 1ater sources 2estroyed or damaged 1ater transmission net1or#

28

$+$ Is the ,o;er trans#ission s"ste# full" functional9 and if not9 ;hat are the li#itationsD 2estroyed5 damaged5 or su4merged po1er generation facilities

2estroyed5 damaged5 or su4merged po1er transmission gird 2estroyed5 damaged5 or su4merged local po1er distri4ution net1or#5 e.g.5 transformers

$+% Is there fuel a3aila'le9 and if so9 ;hat are the <uantities and t",esD Storage facilities destroyed5 damaged5 or su4merged 9ousehold stoc#s destroyed5 damaged5 or not accessi4le

$+& Is the area accessi'le '" (round 3ehicle9 and if so9 '" ;hat t",eD Condition of roads 2amages to 4ridges5 and affect on load-4earing capa4ility

%+ 2ood ). 1 2egree of household food stoc#s destroyed& 3P 2)P )3P ()P ).2 E>pected duration of household food stoc#s ?num4er of days@& ).3 Are the follo1ing items a/aila4le ?tic# if a/aila4le@H 9ousehold food stoc#s 0ood supplies from the mar#et 9umanitarian food 0lour$!ito or other food for Q2 and Q ) yrs children 0ood di/ersity for ,!+ Ather food sources ?gather$4arter@ specify& Coo#ing utensils 0ire1ood or coo#ing fuel Narrati/e e>planation 4ased on #ey informants %+$ Is the #arket accessi'leD Ges No

133P

If "es ho; lon( does it takeD&RRRRRRR hours

&+ /rotection &+* ?hat are the #a=or ,rotection concerns @select all that a,,l"A8

"is# of Traffic#ing Ather& If yes to any of a4o/e please pro/ide details on e>tent and location?s@ of pro4lem& &+2 /lease na#e local or(anisation-s ;ho are-can su,,ort the #ost 3ulnera'le (rou,s includin( children @include contact na#es and nu#'ers 8

ender 6ased ;iolence or ris# of Separated$Bnaccompanied Children ,resence of Armed roups Communities ha/e not remained in tact

E>posure to IE2s$!andmines Missing persons Traumatised Children $ Adults 2iscrimination

)+ ?AS1 )+* ?ater Su,,l" A/aila4ility of clean drin#ing 1ater ?1) litres $person$day@ H& 3P 2)P )3P ()P 133P ,rimary 1ater source& Condition& +ell +or#ing Stream$ri/er 2amaged Storage container Contaminated ,iped 1ater system 2estroyed Ather )+2 Sanitar" facilities ,op. +ith access to functioning sanitary facilities& 3P 2)P )3P ()P 133P

29

Access to facilities& Ade7uate Inade7uate 0+ 1ealth

Narrati/e

Main health concerns& A/aila4ility of medicines$medical supplies& 2iarrhoea Infections Ade7uate ;omiting 2ehydration 6asic "espiratory Inade7uate Trauma $ In=uries 0unctioning health facilities& ,rimary 9ealth Care 1ithout 2octor 9ospital ,rimary 9ealth Care 1ith 2octor None !ocal ?S@ 9,$,9C accessi4le for ;2C populationH Ges No Any mortality in the ;2CH Ges No CauseH + Shelter +* ?hat is the le3el of housin( da#a(eD Nu#'er of houses8 2estroyed5 no ha4itation& Se/erely damaged5 not safe for ha4itation& Moderately damaged5 safe for ha4itation& Not damaged& Total num4er of houses& +2 Are co##unit" shelter facilities a3aila'leD Narrati/e on types C location& Ges No If yes5 num4er of facilities& Total Capacity& ?ho1 many people can accommodate@ *0+ Education *0+* Can ID/ children 'e acco##odated in eBistin( schoolsD Ges No If yes5 1hat percentageH *0+2 Are co##unit" 'uildin(s - facilities a3aila'le that can 'e used as schoolsD Ges No If yes5 ho1 manyH *0+. Are schools 'ein( used to acco##odate ID/sD Ges No If yes5 ho1 manyH **+ Dis,laced /o,ulation Data **+* Dis,laced ,o,ulation 0amilies 0emale

Male

Total population

Bnder 1

Bnder )

Children ) -1(

,regnant +omen

!actating +omen

A/er '3

2isa4le d

**+2 Are there an" ,eo,le that need i##ediate s,ecial assistance If Ges5 E>plain **+. Ori(in of ID/s 2istrict ;2C +ard

GES

NA

;illage $ Settlement

**+$ Date of Arri3al at ID/ Centre dd$mm$yyyy **+% Destruction at Ori(in

30

9ouses 2estroyed

9ouses 2amaged

!ooted

**+& Co##unication at Gatherin( /oint "adio Tele/ision ,rint Media Telephone Ather ?Specify@

**+) ?hen do "ou ,lan to return ho#e If not yet5 any specific concerns **+0+ Are /eo,le Still Co#in( GES NA **+ Are there /eo,le in other ,laces **+*0 Is the 1ost Co##unit" Assistin( the ID/S

+hen 1as the last date people came GES NA GES NA 9A+

@O:SA**+** ?hat are the short F #ediu# ter# effects on the host co##unit"D

31

.+. Sa#,le Ra,id Education Assess#ent 5 Indi3idual School

Name of Assessor& RRRRRRRRRRRRRRRRRR.. 2ate&RRRRRRRRRR

Informant Name and ,osition&RRRRRRRRRRRRRRRRRRRRRRRRRRR.. ,rimary School Name&RRRRRRRRRRRRRRRRRRRRRR. +ard No&.............. ;illage$2istrict$,ro/ince&............................................................................................................ Guidance Notes This form is for field staff assessing the situation in each school. It is a guide to help us all find the information needed to inform emergency education programming. ,ages 1-% are for a rapid assessment although it may not 4e possi4le to gather great detail or all the information. 9o1e/er please record the information care*ull# and clearl# and note do1n any rele/ant reasons 1hy the data may not 4e accurate or complete. Ideally the data on this form 1ill 4e gathered from the head teacher and direct o4ser/ation and inspection of the school. ,ages ) C ' are pro/ided for 1hen there is an opportunity to consult teachers5 parents5 S2C mem4ers5 local education officials and children5 or to directly o4ser/e a class. ,lease attach additional sheets if you get e>tra information. Ra,id Assess#ent Data School 2e/elopment Committee& Ges5 0unctional None Most Most Ges5 not 0unctional 9alf 9alf No Most Most Most Most 9alf 9alf 9alf 9alf No No Some Some Ance a term Some None None Not at all None 0e1 0e1 0e1 0e1 None None None None 0e1 0e1 None None

Teachers attending school..................................All Teachers ha/e the rele/ant sylla4i.....................All Are you using /olunteers to teach......................Ges Children attending school...................................All Children ha/e te>t4oo#s.....................................All Children ha/e materials ?pens 4oo#s etc@...........All Children come to school hungry.........................All There is a school feeding programme................Ges The school has enough furniture........................Ges The school has chal#$4lac#4oards......................Enough 9o1 many e>tra children in school 4ecause of recent displacements.......................Many 9a/e local education officials 4een a4le to reach and support the school.........................Monthly 9a/e pupils$the school recei/ed assistance from N As$BN...................................................A lot Note any help recei/ed&

32

Constraints Indicate 1hether the follo1ing are factors affecting school attendance and$or *unction5 use& -es . /arge *actor5 -es . Small Factor or NO @not a ,ro'le#A !ar(e-S#all- NO School damaged !ac# of furniture No education materials for children No resources for teachers School too far to 1al# !ac# of te>t4oo#s Children cannot afford school fees Teachers do not attend 4ecause of pay Not enough teachers Children needed at home to help family Children needed to raise income$food Insecurity . Children$ teachers do not feel safe !ar(e-S#all- NO

Enough safe and hygienic sanitary facilities Other8 1. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR.. 2. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR.. 3. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR.. Total nu#'er of e#,lo"ed Teachers8 RRRRR. Nu#'er in School RRRRRRR.. MaleRRR.. Students Enrol#ent Grade ECD 5 A ECD 4 : 0 * 2 . $ % & ) +hat languages are used for instruction RRRRRRRRRRRRRRRRRRRRRR. 9o1 many of the children ha/e a different nati/e language to the a4o/eRRRRRR.. +hat is roughly the a/erage distance$time children tra/el to schoolRRRRRRRR 2o many children tra/el further ?ho1 many5 ho1 far$long@RRRRRRRRRRRRRRR. Is there a functioning 9I;$AI2S Clu4RRRRRRRRRRRRRRRRRRRRRR Girls :o"s Total Attendin( in No3 Girls :o"s Total G disa'led students Attendance 2000 @da"sA 0emaleRRR. Num4er +ith Teaching SualificationRRRRRR.

33

En3iron#ent Classroo#s T of Classrooms & RRRR Roo# G :lack 'oard @"-nA Indicate condition of the classroom and the amount of furniture 2urniture @Chairs- desks- ta'lesA Classroo# condition& In (ood state5 Needs #inor repair Needs #a=or repair 2urniture& Num4er of chairs and ta4les$des#s Classroo# Condition

!atrines-Toilets ?ho 2or Staff irls 6oys ?ater Source ?indicate 1hat 1ater sources are used at the school and the distance$time to them@ Clean F 2unctionin( Dirt" 'ut 2unctionin( Not 2unctionin( Total Total Num4er of +or#ing !atrines$ Toilets& RR..RRR.

Recreation Areas F E<ui,#ent ?list the recreational facilities C e7uipment a/aila4le such as playground5 sports pitches etc. Indicate if a/aila4le to girls5 4oys or 4oth@.

1ealth /ro3ision . +hat health pro/ision$facilities a/aila4le locallyH +hat main health issues affect children in this areaH Is there a Nutrition programme locallyH 9ygiene trainingH

Resources TeBt'ooks& !ist ho1 many te>t4oo#s are a/aila4le per child& ?1 4et1een 2 children5 etc. e.g. *-2@ Grade 0 * 2 . $ % & Ratio Indicate s,ecific ,ro'le# su'=ects

34

) Resource Roo# ?Is there a resource room for disa4led studentsH a/aila4le@ i/e details of resources

!earnin( Materials ?does the school ha/e ade7uate chal#5 pens5 e>ercise 4oo#s etc. indicate if there is enoug"5 some5 *e% or none@

Teachin( Aids ?such as A9,5 Atlas C Encyclopaedia5 school li4rary5 flash cards5 manila sheets etc@

Classroo# O'ser3ation radeRRRRRRRR Su4=ectRRRRRRRRR..RRRRRRRRRRRRRR. T Children& girls RRR 4oys RRR Total&RRR Sualified Teacher ?y$n@RRRR UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU 1. +hat are children doingH 2. +ho is tal#ing most . teacher or childrenH 3. +hat is the mood of the childrenH Are they attenti/eH %. +hat are the children using to learnH Are there enough te>t4oo#sH ). +here are they sittingH Is there enough spaceH Are they upright$together$congestedR.. '. Are there any children 1ho are not included in an acti/ityH (. Are there children 1ho appear upsetH :. +hat is the teacher doingH +hyH *. 9o1 is the teacher tal#ingH 2o the children as# 7uestionsH 13. 2oes the teacher address indi/idual childrenH the 1hole classH A mi>ture of 4othH 11. Is teaching and learning happening in the classH 2escri4e ho1.. 12. 2oes the teacher sit 1ith children at allH 13. +here in the classroom is the teacher most of the timeH 1%. 9o1 does the teacher manage the childrenH If the teacher punishes a child descri4e ho1. 1). 2escri4e the classroomR facilities$furniture$lighting$the 1alls$chal#4oardR.

35

1'. Are there any issues that affect children<s safety and 1ell 4eingH Su((ested Huestions Children +hat do you li#e a4out schoolH +hat don<t you li#e a4out schoolH Are you a4le to come to school e/ery dayH If not 1hyH 2o you ha/e friends 1ho can not come to schoolH 9o1 can 1e help them to comeH +hat is school li#e at the moment compared to last yearH 2o you e/er get scared or sad at schoolH If yes 1hy is thatH +hat are the 3 4iggest pro4lems you face at the momentH +hat do you thin# could 4e done a4out themH

Teachers +hat is the most challenging aspect of your =o4 in the current conte>tH +hyH +hat are your plans for ne>t yearH +hat #ind of support and training do you recei/e on a regular 4asisH +hy do you thin# teachers lea/e the professionH +hat reasons do you 4elie/e stop children from attending school +hat are your 3 main concerns for children and their learning in this area$school Suggest 1ays these issues can 4e sol/ed

1ead Teachers +hich children are e>cluded from school and 1hyH +hat factors currently stop children from learningH Are there factors that currently hamper children<s de/elopmentH 9o1 and to 1hat e>tentH +hy do teachers lea/e the professionH 9o1 do teachers deal 1ith issues of disciplineH +hat are your 3 main concerns for children and their learning in this area$school Suggest 1ays these issues can 4e sol/ed

/arents-School Mana(e#ent Co##ittee Is there a functioning SMC at this school and 1hat is its roleH 9o1 is school maintenance managedH 9o1 is it fundedH Is there support from communities$SMC in addition to go/ernmental fundsH 2oes the SMC contri4ute to staff salariesH +ith funding does it ha/e capacity to pay staffH 9o1 does the SMC contri4ute to ensuring children<s safety and protection from /iolenceH 2id the SMC undergo any training . formal or informalH

36

2oes the group help children 1ho ha/e dropped out of school in any 1ayH Name the 3 4iggest priorities that need to 4e addressed. Suggest 1ays these issues can 4e sol/ed

37

.+$ Sa#,le Ra,id Education Assess#ent 5 Co##unit" !e3el

*+ Assess#ent tea# infor#ation Arganisations participating in assessment UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU Name of team leader UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU 2ate of assessment UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU + 2+ Geo(ra,hic infor#ation 2istrict UUUUUUUUUUUUUUUUUUUUUUUUUU Ione UUUUUUUUUUUUUUUUUUUUUUUUUUUUUU +ard UUUUUUUUUUUUUUUUUUUUUUUUUUU Ather UUUUUUUUUUUUUUUUUUUUUUUUUUUUUU .+ Education ser3ices Attendance& Since the disaster5 1hat are the main effects on primary school attendanceH ?choose from list@& 1. No-one attending school no1 2. Some still attending 3. Initially all attendance stopped 4ut is no1 partially resuming %. Initially all attendance stopped 4ut no1 fully resumed ). No effect on primary school attendance '. Ather5 specifyUUUUUUUU

+hat are the 4iggest constraints to school attendance in your community no1H 1F yesL 2F no Schools destroyed$damaged Educational materials destroyed$looted No teachers No resources for teachers5 supplies No money to pay for school fees Not enough places$schools No instruction in our language !ocal schools ha/e a different religion$culture Children or teachers traumatised Education /riorities8 +hat are the most urgent educational needs right no1 in your communityH ,rimary school a/aila4le 4ut no secondary school I2,s or refugees cannot attend local schools Insecurity5 is unsafe for children and teachers Children needed at home to help family Children enrolled in army or la4our School inaccessi4le to lost 4ridges5 trails School too far to 1al# Ather5 specify Ather5 specifyUUUUUUUUUUUUUUUUUU 1F yesL 2F no

38

1F yesL 2F no Identify locations for classes "epair to damaged 4uildings +ater and sanitation at school sites "esources to pay for teachers etting teachers etting teachers 1ith local language5 religion etting teaching supplies$#its Share or integrate affected children into local schools Early Childhood 2e/elopment programme ,rimary teaching$schools Secondary teaching schools Ensuring safety and security of children and teachers "econstruction 4ridges trails for safe routes Counselling for trauma +or#ing 1ith the community to get children 4ac# in school 2emo4ilisation of conscripted children Non-formal education classes Ather5 specifyUUUUUUUUUUUUUUUUUU

1F yesL 2F no

+hat are the ris#s to safe and protecti/e learning spaces ?including early learning spaces@H "is#s for esta4lishing safe and protecti/e learning spaces& 1. 6asic sanitary$1ater conditions 2. Conditions of 4uildings are unsafe 3. ,hysical danger from ri/ers5 landslides etc to reach schools %. No caregi/ers or teachers a/aila4le ). ,lace su4=ect to incursions from 1arring factions ?e.g. 1here children are li#ely to 4e in danger of a4duction from school or cross-fire@ 9o1 can learning spaces 4e made protecti/e for learners and teachersH

Education Infrastructure8 +hat is the le/el of destruction of e>isting facilities and materials in your communityH Ra,id Eilla(e-Ione Assess#ent Num4er of ;illages$Iones affected ...................... Num4er of ;2Cs sur/eyed .......................... ;illage Name +ard T School Name rades 1-) '-13 T classrooms Completely 2estroyed T classrooms ,artially damaged

39

2amage Codes& 1F Minor repairs re7uired 2F ,artially destroyed 3F Mostly destroyed %F Completely destroyed )F No damage +here there is a large degree of destruction of education facilities ?most schools coded 3 and a4o/e@5 1hat alternati/es are currently 4eing employedH UUUUUUUUUUUUUUUUUUUUUUUU ?Codes& 1F tented schools5 2F outdoor schools5 3F sending children to school in other districts$areas5 %F more children in remaining schools5 )Fother5 specifyUUUUUUUUUU@ Education S"ste# Ca,acit"8 E>isting teaching human resources in the community ?use indirect source from MoES 0lash 2ata and from local informants@. 9o1 ha/e num4ers of trained teachers 4een affectedH T",e 1o; #an" a3aila'le ,re4crisisD 1o; #an" a3aila'le no;D /aid '"D @Go3t9 If reduced nu#'ers9 NGO9 UN9 etc+A #ain reason8 *+ In=ur"- trau#a 2+ Death .+ !oss of fa#il" #e#'ers $+ Sick fa#il" #e#'ers %+ !oss of ,ro,ert" &+ Not ,aid )+ Other9 s,ecif" VUUV VUUV VUUV VUUV

,re-primary teachers ,rimary teachers 9eadmaster Ather5 specify

VUUVUUV VUUVUUV VUUVUUV VUUVUUV

VUUVUUV VUUVUUV VUUVUUV VUUVUUV

Education Materials +riting materials "eading materials ?te>t4oo#s5 etc.@ 6asic classroom$teaching space materials ?4lac#4oards5 chal#5 etc.@ "ecreation$self-e>pression materials and conditions of space for sports and play$recreation

A3aila'le8 Jes-No

If not9 ;h"D @see 'elo;A

Categories for solutions I0 NAT& E>istence of local printing capacity ?copy printer5 off-set5 etc.@ A/aila4ility of purchased materials at Central$"egional MoES5 or pri/ate sector. In-country. 6asic local 1arehousing and distri4ution capacity for printed and 1riting materials. Ather5 specifyUUUUUU

40

.+% Sa#,le Infor#ation Mana(e#ent 2lo; Chart for Assess#ent Data and Infor#ation

Ministry of Education (Capital)

National Education Cluster UNICEF, MoE & NGOs

Ministry of Education (Provincial) Local Education Cluster UNICEF, MoE & NGOs Ministry of Education (Districts)

MoE Zonal Staff

Main Information/ Data flow Other Information/ Data flow

Schools / Head Teachers

41

$+ E#er(enc" Education Res,onse /lannin(

%.1 2ata Analysis ,lanning Tool for Education "esponse %.2 Sample Emergency "esponse ,lanning Tool

/re,aredness Actions for Education Res,onse /lannin(

Create education contingency plans for li#ely emergency scenarios at national$su4-national le/els5 including preparedness acti/ities for each technical component of education response5 roles and responsi4ilities of sector partners5 types and num4er of resources re7uired5 target groups5 and estimated 4udget Ad/ocate for inclusion of education in national multi-sectoral contingency plans Ensure 4aseline$pre-crisis data for /ulnera4le areas is accessi4le Esta4lish agreements$MoB 1ith education sector partners a4out roles and responsi4ilities for technical and geographic response in li#ely emergencies Ensure uniform education response plan template that all partners ha/e agreed on

Res,onse Actions for Education Res,onse /lannin(

Acti/ate education sector$cluster at national le/el and in affected pro/inces$districts Acti/ate sector$cluster go/ernance structures5 communication and information management systems Acti/ate coordination and communication mechanisms 1ith other sectors in response planning Nointly complete education response plan using agreed template 4ased on assessment data and findings and pre/iously conducted capacity mapping e>ercise Create and implement education sector response plan5 esta4lishing roles and responsi4ilities5 target groups and locations to 4e assisted5 and num4er and type of resources re7uired. Identify acti/ities for the components of emergency education response5 including& assessment5 human and financial resource mo4ilisation5 esta4lishment of temporary learning spaces5 procurement and deployment of education supplies5 pro/ision of psychosocial support5 mo4ilisation and training of teachers and other education personnel5 implementation of appropriate emergency education curricula5 and de/elopment of monitoring plan 2e/elop a coordinated 4udget and timeline for the response plan and ensure that all partners5 including MoE5 agree on priorities identified 0or reco/ery phase of the emergency5 implement response plan acti/ities including reha4ilitation and construction of schoolsL resumption of formal education5 including 4ac# to school campaigns5 reintegration of students and teachers5 and education curricula and align plan according to date collected in on-going assessments

42

$+* Data Anal"sis /lannin( Tool for Education Res,onse

1. +hat are the tar(et (rou,s that 1ill 4e ser/ed in each districtH Consider& Ages 3-)5 '-125 13M Aut of school children in 4oth host and displaced communities School going children in 4oth host and displaced communities 2isplaced children from Momaland 2isplaced children from "omaland 9ost community children 2. Is there sufficient information to plan education ser3ices for these target groupsH If so 1hat education ser/ices 1ill you plan forH If not5 1hat are the information gaps that you need to fill to plan your education responseH 9o1 1ill you fill themH 3. Is there sufficient information to deploy e>isting su,,lies or order ne1 supplies for education ser/icesH If so 1hat ho1 many5 for 1hat locations5 for 1hat target groupsH +hat are the information gaps5 if any5 to plan your education responseH 9o1 1ill you fill themH %. Is there sufficient information to plan te#,orar" learnin( s,acesH +hat acti/ities 1ill you need to conductH 0or 1hat target groupsH +hereH +hat supplies 1ill need to 4e orderedH +hat are the information gapsH 9o1 1ill you fill themH ). Is there sufficient information to #o'ilise and train facilitators and teachers for temporary learning spacesH If so ho1 many5 for 1hat locations5 for 1hat target groupsH +hat are the information gapsH 9o1 1ill you fill themH '. Is there sufficient information to esta4lish emergency education curriculaH +hat are the information gapsH 9o1 1ill you fill themH (. Is there sufficient information to esta4lish a #onitorin( s"ste# for education responseH Education /lannin( Ratios
EC2 #it School #it !earner<s #it "ecreation #it Tent Teachers$facilitators 1 per :3 children 1 per :3 children 1 per child 1 per :3 children 1 per :3 children 1 per :3 children

43

$+2 Sa#,le E#er(enc" Education Res,onse /lannin( Tool

COM/ONENTS O2 EMERGENCJ EDUCATION RES/ONSE @;ith Acti3itiesA G AND TJ/E O2 RESOURCES REHUIRED MONITORING INDICATORS TARGET GROU/ NUM:ER O2 C1I!DREN SEREED 21 1 2 3 % ) Sector Coordination Mechanis# 1. 2. 3. Assess#ent 1. 2. 3. Education Su,,lies and !o(istics 1. 2. 3. Te#,orar" !earnin( S,aces 1. 2. 3. Mo'ilisation and Trainin( of Teachers and other Education /ersonnel !OCATION MONT1 * MONT1 2 MONT1 .

IM/!EMENTING /ARTNERS

COST

22 1 2 3 %

23 123

+ee#s 1 2

+ee#s 1 2

+ee#s 1 2

44

COM/ONENTS O2 EMERGENCJ EDUCATION RES/ONSE @;ith Acti3itiesA 1. 2. 3. /s"chosocial Su,,ort and Strate(ies 1. 2. 3. E#er(enc" Curricula 1. 2. 3. Re,air and Construction of Schools4 ?AS1 1. 2. 3. Resu#,tion of 2or#al Education 1. 2. 3. Monitorin( and E3aluation 1. 2.

IM/!EMENTING /ARTNERS

G AND TJ/E O2 RESOURCES REHUIRED

COST

MONITORING INDICATORS

TARGET GROU/ NUM:ER O2 C1I!DREN SEREED

!OCATION

MONT1 *

MONT1 2

MONT1 .

45

%+ 1u#an and 2inancial Resources

).1 Staff Identification and Mo4ilisation ,lanning Tool ).2 Sample Terms of "eference for Emergency Education Coordinator ).3 Sample 0lash Appeal& Education Sector5 6am5 Iran Earth7ua#e ).% Sample CA, ,roposal

/re,aredness Actions for 1u#an and 2inancial Resources

Identify human resource needs as part of contingency planning for minimum le/el of readiness for li#ely emergency scenarios 2etermine ho1 emergency education staff . from MoE5 BN and N As - 1ill 4e deployed or local N As and C6As engaged to meet the needs of li#ely affected areas ,repare To" for emergency education staff$coordinators to 4e readily adapted and ad/ertised in the e/ent of an emergency Ensure all education sector$cluster partners are familiar 1ith funding mechanisms5 including the Consolidated Appeal ,rocess ?CA,@5 the Central Emergency "esponse 0und ?CE"0@ ,ro/ide orientation for the sector$cluster on formats for fundraising proposals5 and learn ho1 to 1rite a 0lash Appeal 8no1 cost per unit of education supplies and freight costs Ensure all partners are in/ol/ed and included in resource mo4ilisation efforts and for drafting fundraising proposals Maintain and strengthen relations 1ith donors at the country le/el in ad/ance of emergencies

Res,onse Actions for 1u#an and 2inancial Resources

Identify human resource needs at national le/el and in affected areas Issue pre-prepared terms of reference for re7uired additional emergency education staff or N As to implement response actions If appropriate5 acti/ate procedures for deploying surge staff from international agencies 2etermine funding needs for supplies5 materials and human resources as outlined in the education response plan5 4ased on needs assessment 2e/elop 0lash appeal and apply for additional emergency funding ?e.g. CE"0@ as needed. Ensure that rationale for education as first response in the emergency is strongly emphasised using #ey messages including education as life-sa/ing and life-sustaining5 children<s right to education in emergencies is fundamental5 communities prioritise education in disaster or conflict situations and schools are a critical protecti/e en/ironment for children

46

%+* Staff Identification and Mo'ilisation /lannin( Tool

/osition needed /rofessional staff Su,,ort staff /lace of de,lo"#ent National le3el /ro3incial le3el District le3el >e" res,onsi'ilities to i#,le#ent co#,onents of e#er(enc" education A(enc" res,onsi'le De,lo"#ent Internal fro# countr" !ocal EBternal recruit#ent Ti#e of de,lo"#ent EB,ected duration of assi(n#ent Esti#ated costs

47

%+2 Sa#,le Ter#s of Reference for E#er(enc" Education /ro(ra##e Coordinator

Ko' Title& /lace of ?ork8 Contract !en(th Re,orts to& !e3el8 Emergency Education ,rogramme Coordinator 2istrict UU office ) months5 rene1a4le Emergency education focal point5 pro/incial office >>>

/ur,ose of the /ost "esponsi4le for ensuring education opportunities are a/aila4le for children affected 4y emergencies. A/ersight of identification5 design and implementation of appropriate education in emergency responses and coordination 1ith education authorities and other agencies acti/e in the education sector. Ma=or Duties and Res,onsi'ilities +ith implementing partners5 rele/ant education authorities5 and local communities in/ol/ed in the education sector$cluster& Bnderta#es rapid education assessments to assess impact of the emergency on the education system and prepares reports 1ith findings and recommendations for implementation 2e/elops strategy for education response for immediate and longer term needs5 in line 1ith agency policies5 components of education in emergencies response5 Minimum Standards for Education in Emergencies5 community needs5 and official education policies 2etermines educational supply needs and 1or#s 1ith supply and logistics officers to procure and deploy supplies to appropriate destination +or#s to esta4lish temporary learning spaces and reha4ilitate learning spaces5 ensuring child friendly en/ironments +or#s to identify5 mo4ilise5 and train teachers or paraprofessionals +or#s to re-esta4lish 7uality primary and secondary education 2e/elops a monitoring and e/aluation system to trac# educational acti/ities ,articipates in education sector$cluster planning5 implementation5 and reporting ,articipates in inter-sectoral meetings and pro/ides updates on education sector to AC9A ,repares reports as re7uired to education cluster$sector5 super/isor5 AC9A5 go/ernment5 and other rele/ant agencies Hualifications and Co#,etencies Bnderstanding of 7uality 4asic education5 1ith a focus on education in emergencies5 1ith communication and #no1ledge of latest de/elopment and familiarity 1ith current issues5 trends and priorities in emergency education. 0amiliarity 1ith emergency education supplies5 materials and curricula. E>perience or #no1ledge of educational assessment and monitoring in emergency situations. ,ro/en a4ility to conceptualise5 de/elop5 plan and manage programmes5 as 1ell as to impart #no1ledge and teach s#ills. !eadership5 a4ility to manage resources5 good =udgment5 a4ility to 4uild trust and team1or#. E>perience in coordinating amongst other agencies5 donors and 1ith go/ernments or e>perience 1or#ing 1ithin a multi-agency and donor en/ironment. ood analytical5 negotiating5 communication and ad/ocacy s#ills

48

2emonstrated a4ility to 1or# in a multi-cultural en/ironment and esta4lish harmonious and effecti/e 1or#ing relationships 4oth 1ithin and outside the organisation.

%+. Sa#,le 2lash A,,eal8 Education Sector

Cluster !eads8 UNICE2 and Sa3e the Children Alliance /artners8 Ministry of Education5 Action Aid5 Concern +orld1ide5 "ed Cross5 9andicap International5 A>fam5 ,lan International5 Samaritans ,urse International "elief5 Sa/e the Children Alliance5 BNAI2S5 BNESCA5 BN0,A5 BNICE05 +0,5 +orld ;ision Strate(" and ,ro,osed acti3ities The emergency education response 1ill ensure access to 7uality education for 1335333 learners affected 4y the floods and 1ill 4e implemented 1ithin a '-month time-frame under the coordination of the Education Cluster and in close colla4oration 1ith the Ministry of Education and the National 2isaster Management Agency. The strategy aims to pro/ide access to a minimum le/el of 4asic education for all children of school-going age in the flood affected areas. The cluster partners 1ill reach children from EC2 to secondary le/el 1ith immediate assistance5 including learning materials and temporary schools5 1hile also initiating long-term solutions to ensuring 7uality education including reha4ilitation of schools. The cluster mem4ers ha/e designated areas of 1or# to ensure that that all areas are co/ered ?as resources allo1@ and to a/oid o/erlap. The esta4lishment and reha4ilitation of schools 1ill 4e underta#en through mo4ilisation of communities and School Management Committees in colla4oration 1ith local go/ernments. Children and teachers 1ill 4e pro/ided 1ith learning and teaching #its. Teachers 1ill 4e trained and pro/ided 1ith specific s#ills and resources to manage classroom teaching$learning during the response and reco/ery periods. !ocal communities 1ill participate in restoration of educational ser/ices in addition to supporting outreach to out-of-school children5 especially girls and other A;C. To address the emerging health5 hygiene5 psychosocial and other life-threatening issues affecting the emergency-affected children5 the capacity of teachers5 School Management Committees and local education officers 1ill 4e strengthened to communicate and promote life-sa/ing 4eha/iours and to pro/ide IEC materials. 0urthermore5 cross-cluster coordination and partnership 1ill 4e ensured 1ith the +AS9 ?1ater5 sanitation and hygiene@5 protection ?psycho-social care@5 health5 nutrition and shelter clusters. A special focus 1ill 4e on the de/elopment of monitoring and super/ision capacities of local education authorities at all le/els to ensure 7uality learning5 normalisation of education ser/ices during the reha4ilitation phase and emergency preparedness. O'=ecti3es Re4esta'lish access to ECD9 ,ri#ar" and secondar" education for all children affected through the reha4ilitation and$or esta4lishment of 233 classrooms in 1%) schools and through pro/ision of 4asic education materials for 1335333 learners and 15)33 teachers 1ith logistical support to enhance planning5 monitoring and super/ision 4y local education authorities. /ro#ote the resu#,tion of <ualit" education acti3ities such as impro/ed classroom teaching$learning practices and promotion of life-sa/ing 4eha/iours5 including those related to 9I;$AI2S5 health5 hygiene and sanitation through training of 15)33 teachers5 School Management Committees and education officials in affected areas. Ensure su,,orti3e learnin( en3iron#ent through community mo4ilisation to 4uild community ser/ices in support of schools5 esta4lishing 1%) School Management Committees and 4uilding local capacity on emergency preparedness and response EB,ected Out,uts and Outco#es

49

233 classrooms in 1%) affected schools reha4ilitated and$or constructed5 including latrines and 1ater points1 1335333 children attend schools and ha/e 4asic learning and play materials. 15)33 teachers and education officials recei/e rele/ant support and materials5 and are trained on 9I;$AI2S5 psychosocial needs including trauma5 health and hygiene a1areness5 gendersensiti/e approaches and inclusion of children 1ith special needs. 1%) School Management Committees re/italised and local communities mo4ilised to support reha4ilitation of schools5 communicate life-sa/ing messages5 and trac# and enrol A;C5 including those marginalised 4y disa4ility. )3 education officials super/ise and monitor restoration of education ser/ices in 1) districts and are supported 1ith financial5 technical and logistical assistance.

I#,act Children in flood affected areas ha/e access to 4asic 7uality education5 ha/e increased #no1ledge of life-sa/ing 4eha/iours5 including 9I;$AI2S and hygiene issues5 and ha/e access to play and recreation5 as prioritised 4y their communities. The learning en/ironment is impro/ed and teacher capacity increased to manage classroom teaching$learning processes in flood affected areas. !ocal community and School Management Committees effecti/ely participate in school management5 and education authorities conduct school super/ision and planning for reha4ilitation and emergency preparedness.
EDUCATION C!USTER /ro=ect Title8 O'=ecti3es8 Sa3e the Children :eneficiaries8 /artners8 /ro=ect Title8 O'=ecti3es8 Ensuring access to 4asic education in flood-affected areas "e-esta4lish access to and impro/e 7uality of primary education for children in areas 1here SCA is 1or#ingL Esta4lish community ser/ices around schools including EC25 %3 School Management Committees and 4uild local capacity on emergency preparedness and response ,romote a protecti/e learning en/ironment 2)5333 learners5 )33 teachers in SCA areas ,ro/incial and district MoE5 BNICE0 C other cluster partners Ensuring access to 7uality education in flood affected areas "e-esta4lish access to and impro/e 7uality of education including school reha4ilitation5 teacher training5 and pro/ision of 4asic education materials in areas not co/ered 4y cluster partners for EC25 primary5 secondary. ,romote resumption of 7uality education through esta4lishment of () School Management Committees. ')5333 learners5 *23 teachers in areas not co/ered 4y other cluster mem4ersL :) SMCs5 %3 local education authorities 1) district pedagogic super/isors 1ith logistic support MoE at pro/incial and district le/els Supporting 4asic education in t1o flood affected districts Ensure continued access to 4asic 7uality education for children in 23 schools *%09000 L

.%09000

UNICE2

*9%009000

:eneficiaries8

/artners8 Concern ?orld;ide /ro=ect Title8 O'=ecti3es8

Esta4lishment of latrines and 1ater points is 4udgeted in this proposal 4ut 1ill 4e implemented 4y +AS9 cluster partners.

50

EDUCATION C!USTER ,romote protecti/e and ena4ling en/ironment in and around schools for 135333 school going children :eneficiaries8 /artners8 TOTA! 23 SMCs5 :3 teachers5 33 go/ernment officials5 and appro>imately 135333 learners in t1o districts National N As5 district MoE5

290009000

51

%+$ Sa#,le CA/ /ro,osal

A,,ealin( A(enc" /ro=ect Title Sector O'=ecti3e :eneficiaries I#,le#entin( /artners /ro=ect Duration 2unds Re<uested UNICE2 Ensuring education opportunities for children affected 4y emergencies in > Education Increase enrolment and impro/e retention of school-going population 1ith emphasis on gender e7uity and inclusi/eness )(25333 learners5 35)33 teachers ?including 153)3 female teachers@ and )33 ,TA mem4ers ?including 233 1omen@. MoE5 "egional Education Affices5 !N As and IN As. Nanuary-2ecem4er 233* L29& *9000

Needs The cumulati/e impact of deepening drought5 s#y-roc#eting food prices and massi/e displacement ha/e denied many school-age children the opportunity for 7uality education in Country D. Af the 2.' million people in need of humanitarian assistance ?including o/er 1 million recently displaced@5 appro>imately )(25333 are children aged '-13. Many I2,s ha/e settled in areas 1here there are no schools or 1here schools ha/e limited capacity to accommodate I2, students. As out-of-school children are more /ulnera4le to 4ecoming /ictims of the conflict and other dangerous acti/ities5 this pro=ect aims to ensure that displaced and other /ulnera4le children are pro/ided 1ith the opportunity to enrol in school5 particularly for girlsL that those learners already enrolled can continue their schoolingL and that children are protected from physical and psychological a4use 1hile in school. Through direct support and through coordination of the Education Cluster5 BNICE0 1ill pro/ide temporary$transitional and child-friendly learning spaces5 ensure educational materials are supplied5 and support teachers 1ith appropriate incenti/es and training to impro/e the 7uality of teaching pro/ided and thus the retention of children in school. This 1ill 4e complemented 4y community mo4ilisation to increase the enrolment of out-of-school children and youth from /ulnera4le communities. Acti3ities ,ro/ision of child-friendly and tented$traditional learning spaces ?1ith +ater5 Sanitation and 9ygiene W+AS9X facilities@5 1hich pro/ide a safe en/ironment for learners and educational and recreational materials for displaced and /ulnera4le children and youthL Short-term training and incenti/es to 35)33 teachers and )33 ,TAs to ensure effecti/e school management5 increased enrolment and impro/ed retention rateL Enhancement of MoE$N As$,TAs capacity for emergency responseL Community mo4ilisation to ensure access to education for the most /ulnera4le. EB,ected Outco#es Increased access to 7uality education for children and youth in areas of displacement5 as 1ell as those affected 4y humanitarian emergencies5 especially for girlsL Teachers and school managers ha/e the s#ills and capacity to pro/ide 7uality education5 including on 9I; pre/ention and psychosocial support.
2INANCIA! SUMMARJ :ud(et Ite#s Construction$reha4ilitation of schools5 pro/ision of temporary schools 1ith +AS9 facilities and pro/ision of education and recreational materials Teacher training$incenti/es5 community mo4ilisation5 local management 5 including emphasis on life s#ills5 M"E5 psychosocial care and support and 9I; pre/ention ,rogramme support5 management5 monitoring and reporting Indirect programme support costs ?(P@ L 15:2)5333 )()5333 11)5333 1('5333

52

Total

29& *9000

&+ Su,,lies and !o(istics

'.1 Sample Emergency Education 8its '.2 Tool for Supply and 2istri4ution ,lanning '.3 Tool for Supply 2eli/ery and Monitoring

/re,aredness Actions for Su,,lies and !o(istics

+ith education sector$cluster5 determine essential education and other supplies for li#ely emergency scenarios5 including costs5 freight5 and distri4ution charges Adapt or de/elop culturally appropriate education and recreation pre-pac#aged #its 2etermine options for local5 regional or o/erseas procurement of supplies Ma#e stand-4y agreements 1ith local or regional suppliers ,re-position education supplies in strategic locations across the country as feasi4le and appropriate and maintain accurate in/entories of supplies and locations5 including te>t4oo#s ,lan for potential logistical arrangements 1ith other sectors$logistics cluster

Res,onse Actions for Su,,lies and !o(istics

6ased on assessment data5 identify #ey supply needs as part of education response plan Identify funding sources to ensure sufficient funding to meet supply re7uirements 2eploy e>isting stoc#s of supplies from pre-positioned locations and order5 procure and deploy additional supplies to affected areas5 as re7uired5 including te>t4oo#s in colla4oration 1ith MoE and logistics partners Ensure instructions for use of supplies and related acti/ities are included as part of supply deli/ery Ensure timely deli/ery and distri4ution of supplies to local education authorities or directly to schools$temporary learning spaces Colla4orate 1ith logistics sector and other agencies to ensure o4stacles are o/ercome in supply deli/ery Monitor deli/ery to ensure arri/al5 7uality and proper end-user monitoring of utilisation on an on-going 4asis and to indicate if additional 7uantities are re7uired.

53

&+* Sa#,le E#er(enc" Education >its

EAR!J C1I!D1OOD DEEE!O/MENT >IT @UNICE2 South AfricaA 0 1it per 23 C"ildren
Ite# Toy 4ag ,aper5 ne1sprint for painting and dra1ing. A% siEe5 )33 sheets per ream +a> crayon in plastic 4ag Scissors safety school type5 4lunt round tips ,ermanent mar#ers5 4lue5 4lac#5 red and green ,resti# Art and craft 1hite glue ?pac#ed 12 in a 4o>@ "ound plastic hoola hoops5 /arious colours ,uEEles 12 piece5 card4oard5 African culture 2uplo siEe 4loc#s5 :3 pieces per 4ag5 plastic in different colours ,uEEles 2) piece5 card4oard5 African culture ,uEEles )3 piece5 card4oard5 African culture "agg doll for African child "u44er 4ounce 4alls 22K for 3-' year olds Soft plastic 4alls 22K for 3-' year olds Esti#ated Cost8 USD L2%0 Huantit" ,er kit 1 ) 1) 13 % > each colour5 1' per #it 2 2 13 % % % % ) 3 1)

C1I!D :OM 5 Sa3e the Children U> For c"ildren . 0 kit per class 4033 c"ildren5
No + 1 2 3 % ) ' ( : * 13 11 12 ITEM Solid Container $ 6o> Colour pencils . range of colours Colour felt tip pens - range of colours 96 1riting pencils . 12 in each pac# Thic# colour 1a> crayons Wdra1ing $colouringX Wappro> 13 in pac#X Thic# chal#s for colouring $ murals appro> 23 in each 4o> Erasers . 133 in pac# Metal pencil sharpeners 133 in pac# Note4oo#s for maths Wappro>. )3 pages in each 4oo#X Note4oo#s& half page lined5 half page plain Wappro> )3 pagesX "ulers . small plastic 6all point pens . 4lac#$4lue W12 in pac#X UNIT ,ce ,ac# ,ac# ,ac# ,ac# ,ac# ,ac# ,ac# ,iece ,iece ,iece ,ac# HUANTITJ 1 23 23 23 23 13 1 1 233 233 133 13 !oung children"s artwork #hick coloured chalks for drawing on walls $ ground %referred to plastic &ndividual books for children. 'ppro . (0 pages in each book) &ndividual books for children. 'ppro . (0 pages) For teachers $ group leaders COMMENTS For portage and storage of all contents. Must be robust and waterproof Quality colouring pencils about 20 or 30 colours in each pack Quality colouring felt tips appro 2 0 or 30 colours in each pack

Esti#ated Cost8 USDL*%0

54

C!ASSROOM4IN4A4:OM MATERIA!S 5 Sa3e the Children U> 200) For Teac"ers

No+ 1 2 3 % ) ' ( : * 1 3 1 1 1 2 1 3 1 % 1 ) 1 ' 1 ( 1 : 1 * 2 3 2 1 2 2 Esti#ated Cost8 USD L.00 Small seala4le transparent plastic 4ags ?1) > 13 cm $ 12 > ( cm@ ,lain Oflipchart paper< light$thin . 23 sheets only Typed !ist of contents - 1ithin each 4o> ,iece ,iece ,iece % 23 1 For storage of s.all stationary ite.s 4olled to fit into bo si5e '2 or larger 6?) 7ontents listed and placed in each bo ,ins Wappro> )3 per 4o>HX 6o> 2 /rawing pins for attaching notices +hite adhesi/e tape ,iece % 3ike .asking tape ,aper clips Wappro> 133 in 4o>HX 6o> % Chal# 4oard Wappro> 1.) > 2m@ ,iece 1 May have to be sent separately 2uster$chal# rag ,iece ' For teachers $ group leaders $ children A% note4oo# lined pages ,iece ' For teachers $ group leaders "uler . 33 cm . metal$1ood$plasticH ,iece 3 For teachers $ group leaders +hite chal# W133 stic#s in 4o>X ,ac# 2 Safe children<s scissors- plastic casing ,iece 33 Ite# Solid Container$ 4o> +orld map poster - countries only ?appro> 1m > 1.)m@ Small 4lan# coloured cards W1) cm s7X +hite4oard mar#ers- diff colours ?pac# of 13@ +hite A% 4lan# paper Coloured A% 4lan# card Stic#y la4els Wappro> 2> %cmX ,laying cards 1ith shapes String > appro> length 33 metres ,lastic Mats 3 s7 metre Unit ,iece ,iece ,iece ,ac# "eam "eam "oll ,iece ,iece ,iece Huantit" 1 % %33 2 % 2 2 2 1 % Co##ents For portage and storage of all contents. Must be robust and waterproof *hould be blank. +o writing$country labels please. Making flash cards etc, total about -00 cards stored in s.all plastic container /rawing $writing. #otal 200 pens appro /rawing Making cards $labels $ signs For writing labels +1 writing $ language i.age only For hanging drawings 2sed for sitting on or also for drawing chart on using .arkers. *hould be light in colour, not dark. Must be round edged, safe for children. %ref. %lastic casing

55

RECREATION >IT 5 UNICE2 For Classroom

Teacher Materials Ite# Descri,tion 6o>5 metal5 loc#a4le5 for storage 6oo#5 e>ercise5 A%5 ruled-:mm5 *' pages ,en5 4all-point5 4lac# 9and4all5 senior5 synthetic leather 9and4all5 =unior5 synthetic leather +histle5 refereeYs5 non-metallic Inflating-#it for 4alls Tape5 measure5 )m length Slate5 studentYs5 A% ?213>2*(mm@ Chal#5 1hite$6AD-133 6ag5 BNICE05 hand5 4lue nylon53'3 > 233 > '13mm T-shirt5 BNICE05 cotton5 large Cap5 BNICE05 4ase4all5 1hite5 cotton 2ecal5 BNICE05 round diameter 23)mm Student Materials No+ 1 3 12 2 3 2 2 1 2 3 1 1 1 2 Ta4ards5 red nylon mesh S#ittle5 1ooden 1. 2 4alls5 set ;olley 4all5 professional model ;olley 4all net5 *.) > 1 m 1$o posts 0oot4all round5 =unior synthetic leather 6all sponge ru44er '3-:3 m diameter ,ic#et 1. flag$SET ' S#ipping rope polyester 3m 0ris4ee5 23 cm diameter 9opscotch game

No+ 23 2 2 1 1 ) 1 ' % %

Esti#ated Cost8 USD L2%0

Contents and Use of the >it

The #it is designed for appro>imately %3 children. The components are sho1n in the ta4le 4elo1. The #it is di/ided into t1o sections 1ith materials for the teacher and learners. Metal :oB ;ith /adlock To ensure the safe storage of all items5 the #it is stored in a metal 4o> 1ith t1o coded padloc#s. At each session5 the teacher distri4utes the materials needed for that session and later reclaims them from the pupils5 puts them 4ac# into the 4o> and loc#s it. Ta'ards9 set of 20 The ta4ards are coloured tunics 1hich are used to distinguish 4et1een t1o teams during team sports. /ickets ;ith 2la( The pic#ets are also used to delineate a field. +hen playing it is5 ho1e/er5 difficult for the team players to see 1hether a 4all has landed inside or outside the field. The pic#ets 1ill pro/ide the team players 1ith the o/er/ie1. Si> pic#ets are pro/ided5 i.e. one for each corner and one each to 4e placed in the middle of each of the t1o long sides. Slate The slate is intended for #eeping team scores. Additional Supplies 46ptional5 Some materials5 including musical instruments and other indigenous materials mentioned a4o/e5 are not included in the #it. !arge items li#e posts for /olley4all nets are also not included. ;olley4all posts can either 4e supplied through the Copenhagen +arehouse or purchased locally.

56

&+2 Tool for Su,,l" and Distri'ution /lannin(

Section - Office8 Ite# descri,tion-s ,ecifications Huantit" Unit ,rice @a,,roB+A 2rei(ht Deli3er" Char(es Total ,rice @a,,roB+A Date8 Distri'ution ,lan-list EB,ected date of recei,t of re<uest

57

&+. Tool for Su,,l" Deli3er" and Monitorin(

Su,,lies

A(enc" res,onsi'le for deli3er" fro# ,ro3ince to district

A(enc" res,onsi'le for deli3er" fro# district to 6one and final destination

Esti#ated arri3al ti#e

A(enc" res,onsi'le for #onitorin( deli3er" and end use of su,,lies

T",e of #onitorin(

21 1 2

22 1 2

23 1 2

58

)+ Te#,orar" !earnin( S,aces

(.1 9o1 to Set up a Child 0riendly Space (.2 Temporary !earning Space ,lanning

/re,aredness Actions for Te#,orar" !earnin( S,aces

Ensure that pre-crisis 4aseline data is collected on num4er and location of schools and num4er of teachers and students in areas /ulnera4le to li#ely emergencies Consider model designs for temporary learning spaces 1ith community input in consensus 1ith MoE and all emergency education partners 6ased on li#ely emergency scenarios5 determine essential supplies needed for temporary learning spaces5 including 1eather appropriate tents5 tarpaulins5 local 4uilding materials5 and determine options for procurement 2etermine a/aila4ility of stoc#piled supplies 1ith other sectors and agencies and consider pre-positioning or stand-4y agreements Agree on minimum standards for +AS9 and protection for temporary learning spaces in colla4oration 1ith +AS9 and protection sectors$clusters ensuring they are education specific to location$conte>t

Res,onse Actions for Te#,orar" !earnin( S,aces

2etermine site location criteria for temporary learning spaces5 ensuring safety and security5 ensuring protection against 1eather5 noise5 main roads and a1ay from stagnant 1ater and upstream from latrines +ith community participation including teachers and learners5 plan sites and designs preser/ing pre/ious social arrangements to the e>tent possi4le Consider alternati/e shelters such as churches5 mar#ets5 homes5 and other 4uildings if a/aila4le5 and sal/age 4uilding materials from damaged school 4uildings 1here possi4le ,lan sites according to child friendly criteria5 and integrating ser/ices 1ith other sectors5 such as +AS95 protection5 shelter and mother support 2etermine essential supplies needed including 1eather appropriate tents5 tarpaulins5 4lac#4oards5 and ensure timely procurement Ensure local community is in/ol/ed in training5 designing5 4uilding5 erecting and maintaining temporary learning spaces Colla4orate 1ith child protection and +AS9 to ensure that temporary learning spaces ha/e ade7uate 1ater5 sanitation and hygiene facilities and supplies according to the agreed standards5 and that they are designed to protect children against a4use

59

)+* 1o; to Set U, a Te#,orar" !earnin( S,ace

Coordination Coordinate 1ith local education authorities5 other education partners and the +AS9 and protection sectors ?and if necessary5 camp management and shelter sectors@ If appropriate meet 1ith community5 parents and leaders to determine location and issues of safety Coordinate 1ith appropriate partners to ensure that children<s nutritional needs are addressed in the temporary learning spaces Ensure that the site is o cleared of harmful o4=ects5 such as BDA<s5 sharp metals and glass5 shade and protection against 1ind5 ran and dust o a1ay from main roads and distri4ution points o a1ay from stagnant 1ater5 polluted drainage sites o a1ay from military Eones o close to ma=ority of children5 especially girls $ disa4led children ,ro/ide access to sanitation and safe 1ater ser/ices Storage space for school supplies5 food ?if school feeding programme@ Climate and geographical constraints ?regarding reconstruction logistics@ Ensure safe access to learning space if children need to tra/el from home If no suita4le structures or 4uildings are a/aila4le5 consider prefa4ricated tents or other materials to create temporary structures This essentially in/ol/es the supplies and logistics di/ision and in/ol/es considerations such as local procurement and staff to install tents /ersus e>ternal e>pertise. Ad/antages of Otent schools< are that they can 4e stoc#piled and reused. They can also 4e set up 7uic#ly. Anly the minim necessary time5 effort and resources should 4e committed to temporary emergency learning spaces. Bsage of local materials or materials that can 4e retrie/ed from damaged 4uildings Ensure heating and ade7uate light if needed 2emarcate safety 4oundary 1ith locally a/aila4le materials 2etermine essential education and recreation supplies Arder and pre-position to start acti/ities as soon as possi4le Ensure all materials are culturally appropriate and rele/ant for 4oth 4oys and girls "ecruit /olunteers and pro/ide training in play5 recreation5 psychosocial classroom acti/ities5 and aspects of child rights Ensure communication channels are esta4lished and accessi4le ,ro/ide security 4riefing to staff and ensure that staff #no1 and adhere to code of conduct Conduct a /ariety of programs for children that are locally appropriate5 gender appropriate5 planned and pro/ided for all age

Selection of ,h"sical s,ace

/ro3ision of tents and other structures

Su,,lies

Staff ,re,aration and su,,ort

/ro3ision of child4 friendl" acti3ities

60

groups5 and allo1 girls and 4oys to play separately as 1ell as together. Ensure a reasona4le ratio of children to facilitator. Implement dou4le shifting if necessary to reduce ratio. If possi4le5 aim for 1 facilitator to 23 or 33 ?although it could 4e %3-)3@. Add more facilitators 1ith younger age groups. Arganise structured daily schedules 1ith a /ariety of play acti/ities5 including arts5 recreation and learning acti/ities. Ensure that acti/e play and 7uiet time scheduled If appropriate organise separate acti/ity stations for a /ariety of e>periences. Children can engage in self-directed learning and play acti/ities. Ensure that the acti/ities meet the psychosocial needs of children. Ensure access to safe spaces for adolescent acti/ities "ecruit and train adolescents to super/ise and lead recreational and other learning acti/ities 0acilitate the formation of youth clu4s for sports5 health and safety5 music5 and drama acti/ities Coordinate adolescent acti/ities 1ith education authorities

/ro(ra##in( for adolescents

S,here Standards for ?ater and Sanitation 5 So#e >e" /oints

Access to 1ater to 1ash hands after defecation and 4efore eating or preparing food Access to safe drin#ing 1ater +ater point drainage is 1ell planned 4uilt and maintained Separate toilets latrines for girls and 4oys and sited to minimise threats to users and offer a degree of pri/acy 0or schools 1 latrine to 33 girls and 1 latrine to :3 4oys including urinals Toilets are no more than )3 metres from d1ellings and 1here possi4le pro/ision is made for one toilet per 23 people ,it latrines are at least 33 metres from any ground1ater source that is used and should 4e 4uilt do1nhill from any 1ater supply In malarial en/ironments mos7uito control is underta#en such as good drainage5 co/ering latrines5 co/ering open 1ells i.e. refuse containers or clearly mar#ed and fenced refuse pits etc Shelters5 paths and 1ater and sanitation facilities are not flooded

61

)+2 Te#,orar" !earnin( S,ace /lannin( Tool

!ocations Needin( S,aces

G of S,aces Needed

T",es Structures Suita'le

Su,,lies Needed to :uild T!S

/artners9 Roles and Ca,acities

Esti#ated Costs

62

0+ /s"chosocial Su,,ort and Strate(ies

:.1 Tool for "ecognising the Symptoms of Stress in Children in Emergencies :.2 ,sychosocial Support Needs and Strategies for Children in Emergencies :.3 Age Specific Acti/ities for Children after Stressful E/ents :.% IASC uidelines on Mental 9ealth and ,sychosocial Support in Emergency Settings Chec#list :.) Tool for 2esigning a T1o +ee# ,rogramme in ,sychosocial Support

/re,aredness Actions for /s"chosocial Su,,ort Strate(ies

Map capacity of education sector$cluster mem4ers at national and local le/els 1ith e>pertise$e>perience in psychosocial support materials5 strategies and acti/ities Adapt5 translate5 localise and stoc#pile or safeguard psychosocial support teacher training and classroom materials for use in emergency-prone areas Ensure pre-positioning or stand 4y agreements 1ith local suppliers for recreation and play supplies re7uired for use in psychosocial support acti/ities Identify sector partners5 including local N As and C6As5 that can mo4ilise and train facilitators to pro/ide structured classroom and group play5 recreation and other acti/ities Ensure that all mem4ers of the education sector recei/e orientation on the rationale5 tools5 and strategies of psychosocial support and that they are aligned 1ith MoE policy Ensure coordination 1ith protection sector$cluster in all preparedness actions

Res,onse Actions for /s"chosocial Su,,ort Strate(ies

6ased on assessment data5 determine target num4ers of affected children and identify num4ers of facilitators$teachers re7uired to deli/er psychosocial support classroom acti/ities Ensure coordination5 recruitment5 mo4ilisation and training of facilitators 4y appropriate agencies Ensure dissemination and deployment of appropriate psychosocial teacher and classroom resources 1ith play and recreation supplies and materials to schools and temporary learning spaces5 in coordination 1ith MoE and logistics partners Ensure coordination of e>isting community resources and capacities to 4uild on culturally appropriate community 4ased support for children Coordinate deli/ery of ser/ices 1ith protection sector$cluster partners

63

0+* Tool for Reco(nisin( the S"#,to#s of Stress in Children in E#er(encies

Age roup ;ery young children ?3 . ) years@ ,ossi4le Symptoms An>ious clinging to caregi/ers Temper tantrums "egression5 e.g.5 in speech de/elopment' 0ear of going to sleep Nightmares and night terrors E>cessi/e fear of real or imagined things5 e.g.5 thunder5 monsters Adolescents ?13 . 1' years@ ,oor concentration5 restlessness or 4ad 4eha/iour at school An>ious 4eha/iour including hyperacti/ity5 stuttering and eating pro4lems ,sychosomatic complaints5 e.g.5 headache5 stomach pains 6eha/ioural change5 4ecoming aggressi/e or 1ithdra1n and passi/e Sleeping pro4lems "egression . acting li#e a younger child Self-destructi/eness and re4elliousness5 e.g.5 drug ta#ing5 stealing +ithdra1al . cautious of others and fearful of the future An>iety5 ner/ousness ,sychosomatic complaints5 e.g.5 headaches5 stomach pains

Goung children ?' . 12 years@

64

0+2 /s"chosocial Su,,ort Needs and Strate(ies for Children in E#er(encies

Three to %N of the children #a" re<uire s,ecialised inter3ention due to losses9 trau#a9 or unresol3ed (rief+ !"at to do( 8 #eachers and other adults need to know how to recognise these .ost vulnerable 9least resilient: children, and refer the. for special help 9i.e., .edical doctors, traditional healers, .ental health professionals, or other appropriate service providers.: #hese children should be included in all of the structured, nor.alising activities and education opportunities organised for the other children as .uch as possible. Inter3entions need to

. to %N re<uire s,ecialised inter3ention

20 to 2%N of the children are 3ulnera'le

"econnect children 1ith family mem4ers5 friends and neigh4ours 0oster social connections and interactions Normalise daily life ,romote a sense of competence and restore a person<s control o/er their life Allo1 for e>pression of grief 1ithin a trusted en/ironment5 1hen the child is ready and follo1 up is guaranteed ,ossi4le ,sychosocial Inter/entions Esta4lish an education structure 1here children feel included ,romote the restoration of cultural5 traditional practices of childcare5 1hene/er possi4le ,ro/ide a dependa4le5 interacti/e routine through school or other organised educational acti/ity Affer group and team acti/ities ?i.e.5 sports5 drama5 etc.@ that re7uires cooperation and dependence on one another Enlist teachers that can form appropriate caring relationships 1ith children ,ro/ide opportunities for social integration and unity 4y teaching and sho1ing respect for all cultural /alues5 regardless of differing 4ac#grounds Enhance child de/elopment 4y pro/iding a /ariety of educational e>periences

)0N of the children are resilient

Children<s Needs A Sense of 6elonging

"elationships 1ith ,eers

,ersonal Attachments

Intellectual Stimulation

65

0+. A(e S,ecific Acti3ities for Children after Stressful E3ents

/reschoolers 2ra1-a-picture Tell-a-story Colouring 4oo#s on disaster and loss 2oll5 toy play Ele#entar" @(rades >4%A 2ra1-a-picture Tell-a-story 6oo#s on friendship5 families5 animals5 up4eat and =oyful stories Create a play or puppet sho1 a4out a disaster . 6ut if it has a sad ending ne/er let the child lea/e 1ithout further discussions and al1ays end on a positi/e note Create a game a4out disaster reco/ery5 disaster preparedness5 partnerships School study or community ser/ice pro=ects As# the children to create a play or puppet sho1 a4out positi/e outcomes after a disaster . or simply Jhappy timesK 1ith friends and family. Middle-Kunior 1i(h to 1i(h School @(rades &4*2A Art5 music5 dance Stories5 essays5 poetry5 /ideo production 6oo#s on friendship5 ad/enture5 poetry Create a play5 puppet sho15 or If it has a sad ending ne/er let the child lea/e 1ithout further discussions and al1ays end on a positi/e note roup discussions a4out disaster preparedness5 or disaster reco/ery and partnerships School pro=ects on health or natural and social sciences Community ser/ice pro=ects roup discussions a4out 1hat they 1ould li#e to do$4e 1hen they gro1 up

roup games

Tal#s a4out disaster safety and selfprotection Colouring 4oo#s on happy family times

66

0+$ IASC Guidelines on Mental 1ealth and /s"chosocial Su,,ort in E#er(enc" Settin(s Checklist
Education Check !ist
,romote safe learning en/ironments Ma#e formal and non-formal education more supporti/e and rele/ant Strengthen access to 7uality education for all ,repare and encourage educators to support learners< psychosocial 1ell-4eing Strengthen the capacity of the education system to support learner e>periencing psychosocial and mental difficulties.

Core /rinci,les 9uman rights and e7uity 9umanitarian actors should promote the human rights of all affected persons and protect indi/iduals and groups 1ho are at heightened ris# of human rights /iolations. 9umanitarian actors should also promote e7uity and non-discrimination. ,articipation 9umanitarian action should ma>imise the participation of local affected populations in the humanitarian response. In most emergency situations5 significant num4ers of people e>hi4it sufficient resilience to participate in relief and reconstruction efforts. 2o no harm +or# on mental health and psychosocial support has the potential to cause harm 4ecause it deals 1ith highly sensiti/e issues. 9umanitarian actors may reduce the ris# of harm in /arious 1ays5 such as ,articipating in coordination groups to learn from others and to minimise duplication and gaps in response 2esigning inter/entions on the 4asis of sufficient information Committing to e/aluation5 openness to scrutiny and e>ternal re/ie1 2e/eloping cultural sensiti/ity and competence in the areas in 1hich they inter/ene$1or# 2e/eloping an understanding of5 and consistently reflecting on5 uni/ersal human rights5 po1er relations 4et1een outsiders and emergency-affected people5 and the /alue of participatory approaches 6uilding on a/aila4le resources and capacities All affected groups ha/e assets or resources that support mental health and psychosocial 1ell-4eing. A #ey principle5 e/en in the early stages of an emergency5 is 4uilding local capacities5 supporting self-help and strengthening the resources already present. E>ternally dri/en and implemented programs often lead to inappropriate mental health and psychosocial support and fre7uently ha/e limited sustaina4ility. +here possi4le5 it is important to 4uild 4oth go/ernment and ci/il society capacities. Integrated support systems Acti/ities and programming should 4e integrated as far as possi4le. The proliferation of stand-alone ser/ices5 such as those dealing only 1ith rape sur/i/ors or only 1ith people 1ith a specific diagnosis5 can create a highly fragmented care system. Multilayered supports In emergencies5 people are affected in different 1ays and re7uire different #inds of supports. A #ey to organising mental health and psychosocial support is to de/elop a layered system of complementary supports that meets the needs of different groups.

67

68

0+% Tool for Desi(nin( T;o ?eek Classroo# /ro(ra##e in /s"chosocial Su,,ort
Age !e/el UUUUUUUUUUUUUU Acti/ities
2ay 1 2ay 2 2ay 3 2ay % 2ay ) 2ay ' 2ay ( 2ay : 2ay * 2ay 13 2ay 11 2ay 12 2ay 13 2ay 1%

Materials Needed

Time

;enues

Education ,ersonnel Needed

69

+ E#er(enc" Education Curricula

*.1 0rame1or# for !earning for Children Affected 4y Emergencies *.2 Tool for ,lanning Emergency Education Curricula

/re,aredness Actions for E#er(enc" Education Curricula

Assess capacity of MoE to deploy te>t4oo#s and teaching materials to affected areas in li#ely emergencies and agree on alternati/es Identify appropriate materials in literacy5 numeracy5 life s#ills and other emergency education curricular needs. Translate5 adapt and localise materials and safeguard$preposition soft or hard copies as appropriate Identify strategies for mo4ilising and training teachers and /olunteers in ad/ance 1ith education sector$cluster mem4ers in emergency-prone areas

Res,onse Actions for E#er(enc" Education Curricula

2etermine if it is feasi4le and appropriate to teach the formal curriculum and 1hether te>t4oo#s are a/aila4le for deployment to affected areas. In cases of refugee learners5 ensure that curricula from countries of origin are accessi4le 2eploy appropriate literacy5 numeracy5 life s#ills5 and other appropriate emergency education curricula5 including on health5 hygiene promotion5 9;$AI2S pre/ention5 en/ironmental education5 peace education5 and other appropriate emergency themes Ensure culturally and linguistically appropriate materials are accessi4le 4y all education sector$cluster partners 2e/elop a curricula plan that reaches early childhood learners through secondary school age children In/ol/e community sta#eholders including children and youth in curricular planning and implementation Integrate psychosocial support classroom materials in curricular plan Mo4ilise and train teachers and community facilitators in deli/ery of emergency curricula

70

+* 2ra#e;ork for !earnin( for Children Affected '" E#er(encies Skill

Sur/i/al s#ills& learning to li/e 1here you li/e #o participate in co..unities safely and productively

The#e
Safety measures 9I; and AI2S education 9ealth and hygiene promotion and understanding health threats in emergency conte>t ?e.g.5 1ater4orne diseases5 diarrhoea@ Bnderstanding unity in di/ersity En/ironmental education Social de/elopment Social harmony5 peace and tolerance Conflict resolution Moral education Ci/ic responsi4ility and a4ility to effect change A1areness of human rights and rights of children ,sychosocial de/elopment Emotional 1ell 4eing and de/elopment in the conte>t of conflict "ecreation and creati/ity Coping 1ith the effects of insta4ility ,hysical de/elopment Cultural identity and heritage !anguage ?mother tongue@ 0unctional literacy 0unctional numeracy +orld learning Science 9istory eography The arts

2e/elopmental s#ills& learning to 4e #o develop resilience, co.petence and a sense of belonging !earning s#ills& learning to learn #o develop$strengthen basic acade.ic skills of literacy and nu.eracy, which help children to learn

71

+2 Tool for /lannin( E#er(enc" Education Curricula

Curriculu# Areas Instru#ents and Materials Teacher Trainin( and Ca,acit" :uildin( Ti#e 2ra#e Res,onsi'le A(encies Coordination ;ith Education Authorities A,,ro3als

*+ /s"chosocial Su,,ort Materials @Recreation and /la"A EC2 Ages 3-) Ages '-12 Ages 13M 2+ !iterac" and Nu#erac" EC2 Ages 3-) Ages '-12 Ages 13M *+ Su,,le#entar " E#er(enc" The#es EC2 Ages 3-) Ages '-12 Ages 13M

72

*0+ Mo'ilisation and Trainin( of Teachers and other Education /ersonnel

13.1 8ey Steps in Teacher Mo4ilisation and Training 13.2 Approaches to Teacher Training 13.3 ,lanning Tool for Teacher Mo4ilisation and Training 13.% Sample Terms of "eference for ;olunteer Community 0acilitator 13.) Sample Teacher<s Code of Conduct 13.' Strategies for Teacher Compensation5 Incenti/es5 and Certification /re,aredness Actions for Mo'ilisation and Trainin( of Teachers and Other Education /ersonnel
Map capacity of sector$cluster at national and local le/els to recruit and mo4ilise teaching personnel5 including esta4lishment of a data4ase of retired teachers5 local N A facilitators5 etc. Identify5 localise5 adapt and translate teacher training materials and safeguard$preposition for use in emergency-prone areas Ad/ocate for policies on /alidation and certification of emergency education teaching personnel prior to an emergency5 including for teachers from refugee populations ,repare =o4 descriptions and codes of conduct in ad/ance 1ith MoE Identify teacher training design options and include in contingency plans Include emergency education preparedness and response in pre-ser/ice and in-ser/ice training for teachers in colla4oration 1ith rele/ant MoE 4odies

Res,onse Actions for Mo'ilisation and Trainin( of Teachers and Other Education /ersonnel
Estimate the num4er of teaching staff re7uired 4ased on needs assessment data Ensure funding 1here appropriate for N As and other implementing partners for training of e>perienced teachers as 1ell as para-professionals and facilitators 1ith MoE Support MoE to create =o4 descriptions and selection committees for rapid recruitment and deployment of additional teachers 2esign teacher training strategy 1ith MoE in colla4oration 1ith affected community5 including curriculum and teacher guides to 4e used. Consider a cascade training approach if there is an urgent need to train large num4ers in a short period Train teachers and super/isors to collect and update information on all children<s access5 attendance and education progress +ith sector$cluster leaders at national and local le/els5 mo4ilise trained teachers as leaders of clusters of paraprofessional teachers$facilitators5 and older children or adolescents to assist in facilitating acti/ities for younger children Train teachers$education personnel on use of education #its if they are 4eing usedL psychosocial support and gender sensiti/ityL materials on emergency themes if 4eing usedL literacy$numeracy and life s#ills materialsL accelerated learning materialsL managing multi-grade and large classroomsL child friendly methodologyL gender sensiti/ity and social inclusion Ensure that there are codes of conduct and compensation mechanisms for teachers Ensure that teaching personnel recei/e credit for training recei/ed during emergency and that processes are put in place for future certification

73

74

*0+* >e" Ste,s in Teacher Mo'ilisation and Trainin(

Assess A3aila'ilit" Estimate num4er of teaching staff needed. Bse a ratio of one teacher to %3 children ?or :3 if dou4le shifting@ Assess the a/aila4le teachers in the affected areas5 host communities and areas of displacement Identify gaps in teacher$facilitator a/aila4ility Assess educational needs in affected area Mo'ilise Teachers and Eolunteers Identify and mo4ilise any community mem4ers 1ho are 7ualified or ha/e e>perience in teaching5 and other community mem4ers to act as teachers$facilitators . including older children$adolescents5 ?if necessary@ Bse trained teachers and mo4ilise them as Oleaders< of clusters of paraprofessional teachers. +or# 1ith community to mo4ilise teachers and paraprofessionals Mo4ilise teachers and /olunteers from other areas if necessary to fill the gaps +or# 1ith local N As5 community organisations and school committees to identify potential teachers Create =o4 descriptions and selection committees Desi(n Teacher Trainin( +ith education authorities5 other partners and teachers5 design a teacher training strategy5 including curriculum and teacher guides to 4e used In/ol/e education authorities in the training if possi4le5 especially those in/ol/ed in super/isory roles Train teachers and super/isors to collect and update information on all children<s access5 attendance and educational progress Train teachers on& - Bse of education #its if they are 4eing used - ,sychosocial support and gender sensiti/ity - Supplementary pac#ages and emergency themes if 4eing used - !iteracy$numeracy and life s#ills materials - Accelerated learning materials - Managing multi-grade and large classrooms - Child friendly methodology ender sensiti/ity and social inclusion Create Selection Criteria9 Incenti3es9 and Certification /rocesses +or# 1ith education authorities and partners to ensure a consistent approach in 7ualifications5 selection criteria5 training5 incenti/es5 support and monitoring Ad/ocate to ha/e teacher trainings /alidated and certified 4y the education authorities for future accreditation Create a code of conduct for teachers

75

*0+2 A,,roaches to Teacher Trainin(

A//ROAC1ES
/re4ser3ice 0ormal teacher training through institutes5 training colleges5 etc. Can 4e residential. Bses face-to-face lectures5 acti/ities. Bsually o/er longer O4loc#s< of time. Bsually leads to certification of teachers. 2ependent on e>istence of functioning institutes and systems. In4ser3ice Teachers taught for a short period of days5 or on 1ee#ends5 after school and$or in /acation time. Trainers follo1 up 1ith teachers 1hen they are teaching. ,rocess repeated for a Oseries< of 1or#shops or face-to-face training. More effecti/e if there are good trained teachers to 4e trainers 1ho can support One1< teachers in their schools.

MET1ODS
2ace4to4face ;orksho,s Allo1s direct interaction 4et1een teacher and trainer. Can 4e used in a num4er of 1ays5 including longer-term pre-ser/iceL shorter regular contact for in-ser/iceL occasional or irregular 1or#shops. Distance learnin( Aften com4ined 1ith face-to-face 1or#shops5 1here One1< teachers are gi/en some training and then ha/e modules or assignments to do 1hen they are 4ac# in their schools teaching. "egular on-going training of e>isting or ne1 teachers to upgrade their s#ills and$or gi/e 4asic training o/er a period of time. Cluster (rou,s Schools or learning spaces di/ided into Otraining clusters<5 1here one trained or e>perienced teacher mentors the One1< teachers in the cluster. Short training sessions can also 4e held 4y the trainer on 1ee#ends5 after school5 etc. Mentorin( Bsed in the cluster group. Can 4e used as a 1 to 1 approach in indi/idual schools5 1here4y the trained teacher?s@ in the school 1or# directly 1ith their untrained teachers in the same school. Bsually on a daily or regular 1ee#ly 4asis. Cascade #odel An e>ample of a diagram sho1ing a cascade approach is as follo1s&

76

MoE /artner s *0 National @CoreA trainers train $0 trainers+ Trainin( course8 2 ;eeks

Cascade A,,roach

0 (rou,s of % trainers @as tea#sA9 (o to each 3illa(e and train *&0 <ualified ,ri#ar" school teachers in a series of $ courses+ These *&0 teachers are re,resentati3es of 00 ,ri#ar" schools @fro# 0 3illa(esA+ Trainin( course8 * ;eek+ *&0 ,ri#ar" teachers return to their res,ecti3e 00 Oschools7 and train-#entor ,ara,rofessionals recruited as teachers in their schools+ Each school has a,,roB+ *0 teachin( staff+ Therefore a,,roB+ *&00 teachers- ,ara,rofessionals are trained-#entored.

77

*0+. /lannin( Tool for Teacher Mo'ilisation and Trainin(

*+ Edu cati on #at erial to 'e use d 2+ /ossi'l e teacher s,ara,ro fes4 sionals .+ @o3erall G to 'e trainedA 1:. 2*. 2:. 3(. 3:. 3*. %:. %*. )3. )*. '3. '1. (3. (1. (2. %3. %1. )2. '3. (3. (%. %2. )3. '%. (). %3. )%. '). ('. %%. )). ''. ((. %). )'. '(. (:. %'. )(. ':. (*. %(. ):. '*. :3. 1*. 33. $+ ?ho res,onsi'l e for #o'ilisatio n and trainin( su,,ort @ti#e4 fra#eA + *0+ **+ D D D 23. 31. 21. 32. 22. %+ ?ho ;ill do #onitorin( and su,,ort ne;l" trained teachers *2+ D 23. 33. 3%. *.+ D 2%. 3). *$+ D 2). 3'. &+ Content and #ethodolo(" of trainin(

1'. 1(. 2'. 2(.

)1.
'2.

/lannin( /rocess :1. Select one curricular area ?psychosocial support5 literacy5 emergency theme@ and a target group ?age group5 location@5 and outline a plan for the training strategy :2. ,ro=ect num4ers of teachers recruited :3. Identify 1hich agencies are responsi4le for recruiting and training :%. Identify 1hich agencies are responsi4le for monitoring :). +hat training approach 1ill 4e used ?in-ser/ice5 cascade5 mentoring5 or com4ination@ :'. Training content :(. Time frame

78

*0+$ Sa#,le Ter#s of Reference for Eolunteer Co##unit" 2acilitator

?Adapted from I"C@

Res,onsi'ilities 0acilitate acti/ities for children in the Jchild friendly spaceK that meet the immediate psychosocial needs of displaced children ,ro/ide on-going cogniti/e learning opportunities crucial for healthy child de/elopment ,rotect children from ris#s such as /iolence and possi4le e>ploitation 4y 1@ pro/iding #ey life sa/ing messages5 2@ pro/iding a safe forum 1here children can congregate and 4e o4ser/ed to ensure physical and psychological health Ad/ocate 1ith the community on issues related to protecting and caring for children 0acilitate sports and recreational acti/ities on a daily 4asis for children participating in the child friendly space 0oster leadership among youth and esta4lish clu4s and acti/ities that further empo1er children and youth Encourage participation of children in all program related acti/ities In/ol/e children in psychosocial acti/ities such as dra1ing5 singing5 reading5 youth peer support groups5 etc. Monitor any supplementary feeding pro/ided 1ithin the child friendly space Monitor attendance5 health issues related to children5 current needs5 and any related matters Hualifications ,ost high school education preferred E>perience 1ith non-go/ernmental agencies preferred +illingness to participate in trainings on psychosocial issues5 the protection of children5 and child centred education approaches Teaching and facilitation e>perience preferred ,re/ious 1or# 1ith children re7uired +illingness to commit to code of conduct and international la1s$codes related to the rights of children Committed to implementing programs that in/ol/e children and youth at all le/els of implementation 0le>i4ility along 1ith a team player attitude !ocal language s#ills re7uired. 2acilitator A(ree#ent The facilitator UUUUUUUUUU 1ill 1or# under the super/ision of UUUUUUUUUU 1ith the technical support of the community emergency education$protection program. The facilitator 1ill 4e 4ased in UUUUUUUU and the contract is for 3 months at a salary of UUUUUUU 1ith an option to e>tend if additional funding is secured. The facilitator 1ill 1or# 1ith the program staff in order to carry out his$her duties.

79

*0+% Sa#,le Co##unit"4:ased Teacher7s Code of Conduct

?Adapted from INEEA

At all ti#es9 the teacher should8 Act in a manner that maintains the honour and dignity of the teaching profession ,rotects the confidentiality of anything said 4y a student in confidence . action should 4e ta#en if information is a4out the safety and protection of the student ,rotects students from conditions 1hich interfere 1ith learning or are harmful to the students< health and safety 2oes not ta#e ad/antage of his or her position to profit in any 1ay 2oes not se>ually harass any student or ha/e any manner of se>ual relationship 1ith a student 2oes not discriminate against gender5 ethnicity5 religion5 culture In the classroo#9 the teacher& ,romotes a positi/e5 friendly and safe learning en/ironment ?free from corporal punishment@ Teaches in a manner that respects the dignity and rights of all students ,romotes students< self esteem5 confidence and self-1orth 9as high e>pectations of students and helps each student to reach his$her potential Encourages students to de/elop as acti/e5 responsi4le and effecti/e learners Creates an atmosphere of trust ,romotes girls< attendance and participation In his-her ,rofessional life9 the teacher8 2isplays a 4asic competence in educational methodology and his$her su4=ect Sho1s an understanding in his$her teaching of ho1 children learn Is al1ays on time for class and prepared to teach 2oes not engage in acti/ities that ad/ersely affect the 7uality of his$her teaching Ta#es ad/antage of all professional de/elopment opportunities and uses modern5 child-centred teaching methods Teaches principles of good citiEenship5 peace and social responsi4ility 9onestly represents each student<s performance and e>amination results ?ith res,ect to the co##unit" the teacher8 Encourages parents to support and participate in all their children<s learning "ecognises the importance of family and community in/ol/ement in schools Supports and promotes a positi/e image of the school

80

*0+& Strate(ies for Teacher Co#,ensation9 Incenti3es and Certification

?Adapted from IIE,@

Strate(ies8 1. Conduct5 co-ordinate or facilitate a sur/ey of teacher remuneration and conditions of 1or# in the emergency affected populations5 prepare a 4udget for go/ernment teacher salaries and de/elop a policy on remuneration 4y other education pro/iders. 2. 2e/elop a plan for hiring teachers and education staff5 including 4udgetary re7uirements. 3. Consider non-monetary forms of support that can 4e pro/ided to increase teachers< moti/ation5 in addition to salaries$cash payments %. Consider initiati/es to encourage community support for teachers ). "e/ie1 financial control systems related to teacher payment '. In situations 1here teachers or educated people ha/e fled persecution5 ensure that payroll lists cannot 4e used as a means of identifying and targeting indi/iduals (. In I2, situations5 consider the de/elopment of fle>i4le systems for redistri4uting go/ernment teachers 1ithin the go/ernment system and transfer teachers< salaries to the districts they mo/e to. :. o/ernment compensation scales should 4e shared to BN and N A representati/es to harmonise pay scales.

*. Ad/ocate to ha/e teacher trainings /alidated and certified 4y the education authorities for future accreditation for non-certified teachers.

Case Stud"8 Teacher Salaries for ID/s in Colo#'ia and Indonesia Salaries for teachers in Colom4ia are allocated to the teachers< pro/ince of origin. Therefore5 one of the difficulties faced 4y internally displaced teachers is that it ta#es a long time to ha/e their salaries transferred to a temporary area5 e/en if there is a need for teachers in those areas. In Indonesia5 teachers 1ho fled the conflict on the island of 9almahera and too# refuge in Sula1esi 1ere a4le to ha/e their salaries transferred5 4ut indicate that part of their reluctance to return to their home communities is the time it 1ill ta#e to ha/e their salaries transferred 4ac# 1ith them.

81

**+ Reha'ilitation and Construction of Schools

11.1 "oles of Sta#eholders in School "epair and Construction 11.2 School 2esign and 6uilding Standards 11.3 Sample 0lo1 Chart in ,rioritising and Assessing School "etrofit ,ro=ects 11.% 2e/eloping a ,lan to Implement School "epair and Construction

/re,aredness Actions for Reha'ilitation and Construction of Schools

2e/elop construction and retrofitting$reha4ilitation standards and codes 1ith the rele/ant national authorities to reduce ris# of school damage in li#ely emergency scenarios Ensure that design standards and policies for construction5 reha4ilitation and retrofitting reflect child friendly principles and include 1ater points5 latrines 1ith gender separation5 solid 1aste disposal5 ha/e pro>imity to homes5 ade7uate /entilation5 etc. Incorporate community and educator in/ol/ement in design and construction standard de/elopment Esta4lish stand-4y agreements 1ith local construction contractors

Res,onse Actions for Reha'ilitation and Construction of Schools

Identify main implementing partners in/ol/ed in funding construction or reha4ilitation of learning spaces5 classrooms5 and transitional classrooms5 including de/elopment 4an#s and other donors Conduct school damage assessment and needs for reha4ilitation and construction Ensure a/aila4ility of funding and efficient contracting process Ensure participation of local communities in planning5 designing5 4uilding5 and maintenance of reha4ilitation and construction pro=ects Encourage the use of local5 safe5 cost effecti/e construction materials Ensure that design standards and policies for construction5 reha4ilitation and retrofitting reflect child friendly principles 1ith appropriate +AS9 and protection considerations 1hich ha/e 4een agreed during preparedness phase Esta4lish monitoring systems 1ith community participation to ensure repair and construction are implemented ensuring safety and high 7uality Esta4lish maintenance protocols in/ol/ing community participation "emem4er to O4uild 4ac# 4etter<

82

**+* Roles of Stakeholders in School Re,air and Construction

?Adapted from INEE 2raft uidance Notes@

Res,onsi'ilit" 1a6ard assess#ent :uildin( code enact#ent

:uildin( code enforce#ent Desi(n and construction of schools

EBa#,le (o3ern#ental 'odies National or local emergency or disaster management agency National and$or state$pro/incial ministry and$or department s of pu4lic 1or#s5 architecture and construction5 municipal affairs and housing National5 regional or district5 or local go/ernment Ministry or department of education5 pu4lic 1or#sL regional or local go/ernment

Other stakeholders Scientific and technical research institutes 6uilding industry entities5 4uilding product manufacturers

Maintenance /ro3ision or ac<uisition of school site !and use ,lannin( Trainin( ,ro3ision and certification of contractors and construction ;orkers Trainin( ,ro3ision and certification of en(ineers and architects 2inancin(

School district5 !ocal school 2istrict or local go/ernment Ministry or department of planning or ur4an and rural de/elopment Ministry or department of /ocational and technical training Ministry or department of education5 Ministry or department of education or finance5 ,lanning Commission5 ,rogram coordination unit Ministry or department of education5 school 4oards or districts5 Ministry or department of education5 school 4oards or districts

Contract code enforcement5 testing la4oratories ,ri/ate school o1ners5 Materials suppliers Construction companies ,rofessional engineering5 architecture5 and 4uilding associations5 community Community Community Br4an and rural planning organisations5 ,lanning professional associations Trade unions$associations5 technical$/ocational schools Bni/ersity degree programs5 ,rofessional associations ,ri/ate sector companies 2onor organisations5 Nongo/ernmental organisations5 IN As5 regional 4an#s and other lenders School administrators associations !ocal schools5 community4ased organisations5 nongo/ernmental organisations

School ad#inistration School 5Co##unit" relations

83

**+2 School Desi(n and :uildin( Standards

Community in/ol/ement in design5 construction5 maintenance Bse of local materials and #no1ledge Application of child friendly principles Sufficient num4er of 1ater points and latrines 1ith gender separation and safety standards Access to solid 1aste disposal School locations adhere to standards for distances from home at primary and secondary le/el Cost effecti/eness Application of disaster ris# reduction$ mitigation principles !ocation and design use haEard assessment data to reduce ris#s of future damage Students $ classroom ratio !ight $ /entilation 2esign to accommodate needs of disa4led students Special su4=ect rooms Climate sensiti/e design Special geographical conditions 2esign for easy maintenance and repair Adapted to local conditions e.g. heat reduction or retention 2esign ad=usted to locally a/aila4le materials e.g. 4ric#s5 1ood5 4am4oo 2esign ad=usted to locally #no1n construction methods e.g. 4ric#laying and carpentry

84

**+. Sa#,le 2lo; Chart for /rioritisin( and Assessin( Retrofit /ro=ects
?Adapted from INEE 2raft uidance Notes@

Initial ris# screening "ele/ant haEards5 school locations C demographics5 any documentation on school 4uildings

Most /ulnera4le schools "apid ;isual Assessment Most /ulnera4le schools Technical assessment C structural analysis Bna4le to meet accepta4le standards or cost Z%3P Choose retrofitting strategies 2esign retrofitting plan

Mitigation potential

"eplace

!ogistical planning C determine se7uence of 1or#

"etrofitting Intensi/e super/ision C on-site training

Other factors ;hich #a" influence ,rioritisation8 2isruption of school operations Accessi4ility of haEard data A/aila4le engineering analysis5 design and construction e>pertise ,olitical pressure School calendar5 occupancy Age of children "esource mo4ilisation Type of school ?pu4lic5 pri/ate5 etc.@ Num4er of 4uildings and rooms

85

**+$ De3elo,in( a /lan to I#,le#ent School Re,air and Construction

2istrict& No of Schools to "epair No of Schools to 6uild Acti/ity MAB 1ith implementing agencies Agreements at district le/el 1ith implementing agencies Coordination of community in/ol/ement Communication$coordination plan 2amage and haEard assessments of damaged schools 6uilding code and standards enactment !and ac7uisition for ne1 schools 2esign 6udget Contracting 1ith construction firms and other organisations ,rocurement of materials Training of 1or#ers Implementation Suality assurance Maintenance Assu#,tions& 1. There is sufficient funding from donors to repair and re4uild. 2. The education authorities 1ill lead. 3. Communities 1ill play a #ey role. +ho is responsi4le Timeframe

86

*2+ Reco3er"8 Resu#,tion of 2or#al Education

12.1 Student "eintegration& ,olicy "ecommendations on Certification and !earning Attainments of I2, and "efugee Children 12.2 "eintegration of Teachers 12.3 "esumption of 0ormal Education ,lanning Tool /re,aredness Actions for Resu#,tion of 2or#al Education
Esta4lish$strengthen MoE policies and mechanisms for teacher recruitment5 compensation and certification prior to an emergency As part of regular programming5 implement strategies to recruit5 train and certify more female teachers Address needs of socially e>cluded groups in the de/elopment conte>t5 1hich 1ill pro/ide a foundation for reintegration of students in emergency conte>ts 6ecome familiar 1ith curriculum materials and strategies for student reintegration5 including accelerated learning programmesL /ocational5 distance and non-formal education curricula5 and curricula and programmes for special needs students and former com4atants ?if applica4le@ 6ecome familiar 1ith strategies for 6ac# to School and +elcome to School campaigns Create mechanisms for pro/ision of te>t4oo#s and uniforms to facilitate resumption of education ? local procurement processes5 stand-4y agreements5 pre-positioning5 etc@ Ensure MoE policies for /alidation of training for education personnel during emergencies and mechanism for additional training opportunities and certification post-emergency5 including for teachers from refugee communities +here displaced students are integrating or reintegrating into education systems5 support MoE to de/elop clear policy guidance related to the e7ui/alency of curricula5 programmes5 and e>aminations

Res,onse Actions for Resu#,tion of 2or#al Education

Conduct 6ac# to School and +elcome to School campaigns 1ith community le/el leadership to ensure that students return to school and non-school going children enrol in school during the reco/ery phase Ensure de/elopment or pro/ision of curricular materials including accelerated education5 /ocational education and non-formal education5 1hich also address the needs of children 1ith special needs and former com4atants Ensure that A;C ha/e e7ual access to education after emergencies through financial5 psychosocial5 health5 nutrition and community support ser/ices Ensure pro/ision of te>t4oo#s5 uniforms and other education and recreation materials to facilitate resumption of formal education Ensure that teachers recruited and trained during emergencies ha/e an opportunity for additional training and certification5 including teachers from refugee communities Implement policies that ensure accreditation and certification of learning attained 4y I2, and refugee children during emergencies. These accreditation and certification procedures should 4e underta#en in colla4oration 1ith rele/ant go/ernment departments so as to ensure their /alidity and acceptance in 4oth host and neigh4ouring countries.

87

88

*2+* Student Reinte(ration8 /olic" Reco##endations on Certification of !earnin( Attain#ents of ID/ and Refu(ee Children
?Adapted from IIE, International Seminar 233:@

Ad3ocac" and Coordination

BN and humanitarian and IN A agencies should coordinate ad/ocacy acti/ities on accreditation and certification of learning attained 4y I2, and refugee children during emergencies. These accreditation and certification procedures should 4e underta#en in colla4oration 1ith rele/ant go/ernment departments so as to ensure their /alidity and acceptance in 4oth host and neigh4ouring countries. I2 cards or lac# of them should not 4e a 4arrier to school entry5 progression5 formal e/aluation5 access to e>amination or educational progress.

Strate(ies and I#,le#entation

The most appropriate accreditation and certification options should 4e determined in partnership 1ith affected communities 2ocuments should 4e pro/ided as soon as possi4le after the completion of a learning programme and if rele/ant5 pro/ided in more than one language to facilitate smooth /alidationL +here displaced students are integrating or reintegrating into education systems5 MoEs should de/elop clear policy guidance related to the e7ui/alency of curricula5 programmes5 and e>aminations. 2issemination of policy guidance and procedures should 4e ensured to local le/els to eliminate potentially e>ploitati/e5 ad hoc decision-ma#ing 4y indi/idual schools and authoritiesL Education policies and procedures for integration or reintegration should also 4e disseminated amongst refugee and I2, communities to ensure clarity on their rights and opportunities "egional and cross 4order mechanisms5 such as e>amination and sylla4us 4oards and con/entions in conflict affected$ conflict-prone regions5 1ith e>plicit pro/ision made for refugees and I2,s should 4e supported if possi4le.

Ca,acit" :uildin(
Technical and capacity 4uilding support should 4e pro/ided to refugee and I2,-recei/ing Ministries of Education and local education authorities to facilitate effecti/e planning and policy de/elopment related to the effecti/e reintegration of returnee students and teachers. Specific tools and instruments should 4e de/eloped to support student mo/ement from and into different education systems such as Ocertification supports<5 grade con/ersion charts5 and sylla4us comparisons. "efugee and I2, teachers and education e>perts should 4e included in policy de/elopment related to accreditation and certification.

89

*2+2 Reinte(ration of Teachers

Certification Issues A ma=or part of achie/ing sustaina4ility of education programs is to ensure that the pre/ious e>perience of teachers mo4ilised during an emergency is properly recognised. The education sector should 1or# at the education policy le/el to ensure proper certification or accreditation of pre/ious teacher training or orientation courses during the emergency. Ensure that an Jemergency certificationK process allo1s teachers or paraprofessionals to access the re-esta4lished or ne1ly de/eloped teacher training system. Recruit#ent Needs Num4er of teachers re7uired "ecruitment5 =o4 descriptions and remuneration Code of conduct "ecruitment of female teachers Trainin( Needs Training strategies to lin# 1ith the formal education system . including methods and time-frame of training Identification of teacher trainersL follo1-upL monitoring and super/ision Training needs5 including training on core su4=ects and supplementary topics 2e/elopment of ne1 materials if original teacher training materials are not a/aila4le or appropriate Ad/ocacy for teacher training to 4e /alidated5 and certified 4y education authorities Education sector coordination is essential . from the onset of the emergency to the reco/ery and de/elopment stages. Co#,ensation Issues Support go/ernment in de/eloping a policy on teacher remuneration Consider non-monetary forms of support that can increase teachers< moti/ation5 including food or housing allo1ances5 4icycles5 in-ser/ice training5 and impro/ements in 1or#ing conditions Consider initiati/es to encourage support of teachers5 including community payments5 food5 housing "e/ie1 financial control systems related to teacher payment
?Adapted from IIE,@

90

*2+. Resu#,tion of 2or#al Education /lannin( Tool

District8 Ele#ent 6ac# to school$ go to school campaign Tar(ets @G of students9 teachers9 etc A Acti3ities and strate(ies ?ho is res,onsi'le Ti#efra#e

"eintegrating teachers

"eintegrating students

,ostemergency education curricula

91

*.+ Gender Education

and

Inclusion

in

E#er(enc"

13.1 2efinitions and 8ey Concepts used in the 2iscussion of ender 13.2 Some 6arriers to Access to Education E>acer4ated in Emergencies 13.3 Inclusion Strategies for Education in Emergencies 13.% ,re/ention Strategies in Schools for Se> and ender 6ased ;iolence

/re,aredness Actions for Gender and Inclusion

Address 4arriers to education of girls5 socially e>cluded children and A;C prior to emergencies through regular programming as part of E0A mandate Address specific policies to increase enrolment5 and strategies such as the follo1ing& adopt gender and child rights sensiti/e curricula and teacher training5 impro/e access to girl friendly 1ater and sanitation facilities5 adopt fle>i4le school calendars5 and change school fee and uniform policies to remo/e 4arriers for girls and A;C Increase community and child participation in education policy and promotion of girls< and A;C education prior to emergencies through social mo4ilisation 1ith all sta#eholders Agree through the education sector$cluster capacity mapping e>ercise ho1 inclusion strategies 1ill 4e addressed in an emergency response 4ased on geographical and technical co/erage and e>pertise of partners 2isseminate resources on inclusi/e education . such as the INEE ,oc#et uide on Inclusi/e Education in Emergencies . to all sta#eholders and ensure that all partners understand the #ey 4arriers ?13.2@ and strategies to address them ?13.3@ Ensure that all education sta#eholders are orientated on the IASC uidelines on ,re/ention of ender 6ased ;iolence in 9umanitarian Settings5 in schools

Res,onse Actions for Gender and Inclusion

Support the MoE at all le/els to implement pre/iously agreed policies to ensure enrolment of girls and A;C after an emergency Adopt gender and child rights sensiti/e curricula and teacher training Implement appropriate strategies for impro/ing access to girl friendly 1ater and sanitation facilities in colla4oration 1ith the +AS9 sector$cluster Adopt fle>i4le school calendars5 and change school fee and uniform policies to remo/e 4arriers for girls and A;C5 as appropriate5 including addressing disa4ility considerations Acti/ely recruit female teachers and those from e>cluded ethnic and language groups ,romote community sensitisation campaigns on 4enefits of girls< education in terms of employment and economic de/elopment Empo1er SMCs5 ,TAs5 youth clu4s and others to monitor access to education of girls and A;C Train teachers to encourage e7uity in the classroom through participatory child-friendly inclusi/e teaching methodologies Incorporate human rights and children<s rights in the classroom curricula and disseminate #ey resources such as the IASC uidelines on ,re/ention of 6;

92

*.+* Definitions and >e" Conce,ts Used in the Discussion of Gender

Gender . determined 4y cultural and social e>pectations of 1hat it is to 4e masculine or feminine in a particular cultural or social setting. SeB - the 4iological and physiological characteristics of females and males5 and the differences 4et1een them 4ased on the female and male reproducti/e systems. These are uni/ersal and more or less fi>ed 4efore 4irth and unchangea4le. Gender anal"sis . systematically gathering and e>amining information on differences 4et1een girls5 4oys5 men and 1omen and the social relations 4et1een them to identify5 understand and address ine7ualities that affect their a4ility to de/elop and en=oy their rights. Gender4a;are . the a4ility to understand that differences 4et1een girls and 4oys5 men and 1omen are constructed on the 4asis of e/eryday learned 4eha/iour and /alues5 and that they may ultimately affect life opportunities and choices une7ually. 6eing gender-a1are implies a continuous process of reflection on the impact of acti/ities on gender relations and see#ing to acti/ely engage girls5 4oys5 men and 1omen in this process. Gender e<ualit" . the a4sence of discrimination on the 4asis of se>5 1hen girls and 4oys5 men and 1omen ha/e e7ual rights5 responsi4ilities and opportunities in all spheres. This includes security5 health5 li/elihoods5 the care of home and dependents5 ta#ing part in pu4lic and political life and indi/iduals 4eing recognised5 respected and /alued for their capacities and potential as mem4ers of society. Gender e<uit" - ensuring =ustice in the distri4ution of resources5 4enefits and responsi4ilities 4et1een girls and 4oys5 men and 1omen. "ecognising that po1er relations 4et1een them are not e7ual and that such ine7ualities should 4e addressed.

93

*.+2 So#e :arriers to Access to Education EBacer'ated in E#er(encies

94

Cate(or" Econo#ic and fa#il" resource 'arriers

:arriers
School tuition fees5 clothing5 4oo#s5 supplies Clothing and shoes School 4oo#s$supplies 9ousehold girls<$4oys< 1or# Childcare and domestic duties Agricultural and mar#et duties 0etching 1ood5 fodder5 and 1ater irls<$child malnutrition 2isa4ilities ,o/erty !o1 status for 1omen $other groups ,arental illiteracy$lac# of a1areness a4out education Early marriage 0amily /alues Insufficient national 4udget for primary$ secondary education A4sence of policies to address dropout caused 4y emergencies5 pregnancy5 displacement A4sence of child la4our la1s !ac# of enforcement of compulsory education policies ,olicy fa/ouring 4oys$males as 1or#ers 0ees policy The policy of free education is 1ea# or not implemented 0ormulation of curricula Support of con/entional role for 1omen Education policy against married students 2istance to school A4sence of roads$transport Inade7uate 4asic ser/ices in communities ?e.g. 1ater5 electricity5 fuel@ Inade7uate 4asic ser/ices in schools ?e.g. separate5 clean latrines@ A4sence of$poor facilities ,oor design5 not meeting pedagogical and cultural re7uirements !ac# of #no1ledge of the social and pri/ate 4enefits of education ender5 cultural and other stereotypes ,erceptions of insecurity !imited roles for girls5 1omen and other disad/antaged groups 2ifferential treatment of girls ?e.g. poor nutrition and health care@ !ac# of economic and social opportunities for educated girls and other disad/antaged groups Early marriage lorification of Omotherhood< 0emale seclusion Se>ual a4use$harassment 2omestic /iolence 6elief that girls should lea/e school as soon as they ha/e enough education to ma#e money Men /ie1ed as 4read1inners Inheritance patterns Male-dominated $ ma=ority group .dominated education system ender differentiated child rearing practices !ac# of gender-sensiti/e and e>clusion sensiti/e teachers5 curriculum5 materials !ac# of role models School calendar$schedule in conflict 1ith girls< or rural children<s 95 domestic or li/elihood responsi4ilities Curriculum and instructional strategies not rele/ant to girls< learning needs

/olic" 'arriers

Infrastructure 'arriers

Co##unit" 'eliefs and ,ractices

Educationalschool4'ased 'arriers

96

*.+. Inclusion Strate(ies for Education in E#er(encies

Grou,
irls

Create access to education

In/ol/e communities and local authorities in designing strategies to 4ring girls to school Affer reduced or fle>i4le hours in the classroom Assess 1ays of ensuring safe routes to school Install 1ater points at schools Impro/e the school en/ironment to ma#e it more accessi4le for girls5 i.e.5 separate latrines for 4oys and girls Engage 1omen as mem4ers of school management committees Identify the presence of 1omen<s groups5 1hich can encourage girls< schooling Support the formation of children<s ad/ocacy groups in communities to encourage out-of-school children to attend ,ro/ide training for female teachers and recruit them Adopt appropriate targets for girls< education in line 1ith international goals ?Millennium 2e/elopment oals5 Education for All5 etc.@ +ai/e school fees ,ro/iding sanitary materials and facilities for girls and 1omen teachers In/ol/ing community mem4ers to ensure safe tra/el to and from school5 particularly for girls "esearch go/ernment policy on children 1ith disa4ilities and ad/ocate at national and local le/el for inclusion Autreach$sensitisation of community on importance of education for disa4led children ,ro/ide special transport 1hen needed 4y 4icycle5 /ehicle or 1heel4arro1 Encourage teachers to meet 1ith students indi/idually to find out access needs Identify num4ers of disa4led children and 1here possi4le num4er s of children infected 1ith 9I; and children li/ing 1ith AI2S and insist on 4udget to support accessi4ility

Once there9 aid learnin(

Include gender issues in teacher training and training programs 1ith education authority personnel Ensure the physical en/ironment is in/iting for girls . safety5 clothing5 sanitary supplies "e/ie1 the curriculum for gender 4ias and adapt to com4at stereotypes Affer culturally appropriate sports and recreation acti/ities for girls Create mechanisms for girls to report se>ual a4use ?peer counsellor5 trained teachers@ 2isaggregate attendance 4y se> Encourage the creation of a code of conduct for teachers if one does not already e>ist Support children<s ad/ocacy acti/ities for girls< education ,ro/ide childcare for teenage mothers and for young mothers in teacher training programs ,ro/iding school feeding programmes or ta#e-home rations for girls ?and for the 4a4ies of girl mothers

Children 1ith disa4ilities

"efugees and internally displaced children

Esta4lish primary schools using curriculum from place of origin 6uild capacity of local schools to admit I2, children 4y upgrading facilities and

9ire and train teachers 1ith disa4ilities ,ro/ide a1areness training on disa4ility issues for teachers and students +or# 1ith teachers to identify and cope 1ith JhiddenK disa4ilities5 e.g.5 learning Encourage teachers to profile students 1ith special needs and trac# their progress Adapt classroom and other school facilities 1here possi4le . seating arrangements5 limit 4ac#ground noise5 ensure good lighting5 accessi4le latrines Support de/elopment of a nondiscriminatory curriculum and learning materials Encourage teachers to use 4ody language clearly to support learning for hearing .impaired children Create space 1ithin learning structures to focus on psychosocial support and healing Affer teacher training on managing

97

 Ethnic or religious minority communitie s 0ormer com4atants

furniture ,ro/ide supplies to children to encourage attendance Initiate school feeding programs if needed and agree as #ey strategy 1ith education cluster ,ro/ide scholarships for children to attend secondary and higher education Introduce 4ilingual teaching for children 4y ma#ing use of mother tongue Ad/ocate for non-discrimination in education policy and practice 2e/elop school policies that stress the importance of e7ual treatment 1ith sanctions for discriminatory practices Include representati/es of minority groups on school management committees Support de/elopment of learning materials to represent minority perspecti/e$language Encourage adults from minority groups to ta#e part in learning acti/ities and 1or# 1ith teachers "e/ie1 any education programs that may ha/e 4een de/eloped for former child soldiers in-country and 4uild on these Affer accelerated learning programs to prepare children to return to school and re-enter the formal curriculum +or# 1ith transit centres to pro/ide education either lin#ed to the state system or focused on s#ills training Integrate education for e>-com4atant children 1ith pro/ision for other children !ocating schools and learning spaces close to the learners< homes and a1ay from different #inds of dangers5 such as soldiers< 7uarters and dense 4ush Children should attend community schools and not JinstitutionalK schools Indi/idual children could 4e supported 1ith school fees5 uniforms and supplies Centres may need to pro/ide s#ills training for adolescents +or# closely 1ith agencies responsi4le for reunification and tracing Support alternati/e schooling for rural children such as radio or distance learning Ma#e physical access to schools safe ,rioritise teacher recruitment in rural areas Ad/ocate for free education in rural areas Engaging girls and 4oys in the preparation of a Omissing-out map< . that

large class siEes and psychosocial support 9ire teachers form among refugees or I2,s In/ol/e community mem4ers as /olunteers as appropriate Affer out-of-school school acti/ities for host and displaced children to interact informally "e/ie1 teaching materials to ensure that they contain positi/e images of minority groups 9ire and train teachers form minority groups Allo1 space in schedule for religious practices if necessary ,romote a children<s group that focuses on learning and teaching a4out human rights and citiEenship Bse sport and recreation opportunities to assist integration of all children

Train teachers on issues of former com4atants and mechanisms of support Introduce fle>i4le hours in schools to allo1 for some income-generation needs Include s#ills training in schools Affer out-of-school acti/ities for informal interaction 1ith community children Create lin#s to secondary and tertiary education Include life s#ills programs as appropriate . peace5 health5 9I; and AI2S education Goung children should 4e taught name and place of origin as part of school curriculum ,repare teachers for greater importance of teacher-child relationship "egular contacts for children 1ho li/e a1ay from families should 4e supported Teachers should contact officials if they #no1 of separated children Ensure that rural children recei/e a 7uality education that is rele/ant to their needs

Separated children $ Ather /ulnera4le children ?A;C@

"ural children

98

is5 a map of the children in the community 1ho are currently not in school

99

*.+$ /re3ention Strate(ies in Schools for SeB and Gender :ased Eiolence
Fro. &'*7 ;uidelines for ;ender <ased =iolence &nterventions in >u.anitarian *ettings 9200(:

Support the colla4oration and com4ined efforts of rele/ant ministries in formalising protecti/e mechanisms and standardised regulatory frame1or#s5 1hich 1hen in place are functioning and recognised 4y the highest le/el of community leaders Include discussion of se>ual /iolence in life s#ills training for teachers5 girls and 4oys in educational settings Ensure all teachers sign understand a code of conduct

Esta4lish pre/ention and monitoring systems to identify ris#s in schools and pre/ent opportunities for teachers to se>ually e>ploit or a4use students

,ro/ide materials to assist teachers that include information on se> or gender 4ased /iolence and care for sur/i/ors ?school #its@ ,ro/ide psychosocial support to teachers 1ho are coping 1ith their o1n pro4lems as 1ell as their students< Esta4lish community 4ased protection acti/ities and mechanism in places 1here children gather for education +or# 1ith local authorities to de/elop and disseminate a code of conduct for teachers

and

Support the esta4lishment of a mechanism for children that pro/ides support and ena4les them to report se> or gender 4ased /iolence Acti/ely recruit female teachers

100

*$+ Monitorin( and E3aluation

1%.1 Tool for ,lanning Monitoring of Education "esponse 1%.2 Tool for 2e/eloping Monitoring Indicators 1%.3 Sample Monitoring Tools 1%.% Sample Education Acti/ity Monitoring Tool ?,a#istan Earth7ua#e@ /re,aredness Actions for Monitorin( and E3aluation
Agree on a monitoring and e/aluation frame1or# prior to emergencies 1ith education sector$cluster as part of contingency planning 1hich monitors impact of inter/entions on learners5 teachers and schools and effecti/eness of sector response Support the MoE to incorporate a data collection and analysis system at the national$ pro/incial$ district le/els for emergency education 1ithin the national EMIS Ensure that the EMIS is electronically stored and functioning and e7uip district education offices 1ith IT systems5 as feasi4le Agree on and pre-position standardised monitoring tools 1ith indicators for the sector and ha/e them ready to 4e adapted and used. ,ro/ide orientation as re7uired Identify capacities5 roles and responsi4ilities of sector$cluster mem4ers for MCE as part of capacity mapping e>ercise Identify potential mem4ers of monitoring team in /ulnera4le areas Ensure data4ase of pre-crisis data of schools5 teachers5 and students is accessi4le 2esign e/aluation strategies for education in emergencies inter/entions

Res,onse Actions for Monitorin( and E3aluation

Confirm roles and responsi4ilities of education sector$cluster mem4ers in implementing the monitoring plan Ensure participation and roles of community mem4ers and children in monitoring acti/ities Ensure that all partners ha/e access to standardised monitoring tools de/eloped during preparedness phase 1ith indicators for the sector and adapt as re7uired Coordinate the implementation of the monitoring5 including roles and responsi4ilities5 selection and training of monitoring team mem4ers5 determination of re7uired resources5 community in/ol/ement5 logistics5 data collection and analysis5 information management and reporting Create a comprehensi/e monitoring data4ase and analyse data collected Implement information management system at all le/els and across sectors and agencies and ensure that findings are accessi4le to all sta#eholders Coordinate ongoing monitoring at regular inter/als as the conte>t re7uires and modify emergency responses to conform to ne1 data Implement e/aluation of emergency response through e>ternal e/aluator or through "eal Time E/aluation5 if possi4le5 to assess effecti/eness of emergency response and impact on children and the education system

101

*$+* Tool for /lannin( Monitorin( of Education Res,onse

Monitoring tool "oles and responsi4ilities +hat information do you need to collectH +hat monitoring indicators 1ill you use to gi/e you the information you needH 9o1 1ill you create a monitoring tool or tools that 1ill trac# the information a4out planned results5 actual results5 and gapsH +hat locations 1ill you monitorH +hat do you need to #no1 to ad=ust the response acti/ities to meet the needs of the target populationsH +hat 1ill 4e the roles and responsi4ilities of the go/ernment and other education sector partners in data collection5 collation5 and sharing informationH +hat are the capacities of partnersH +ho 1ill ta#e the lead on information managementH 9o1 1ill tas#s 4e di/idedH +ho 1ill participate on the monitoring teamH +hat 1ill 4e the role of the district education officeH 9o1 1ill they 4e trainedH 9o1 many people are neededH 9o1 long 1ill the process ta#eH +hat are the transportation needsH +hat /ehicles or transport methods are a/aila4leH +hat resources do you ha/eH Mo4ile phones5 computers5 radiosH 2o you need logistical supportH 0rom 1homH +ho 1ill you inter/ie1H - teachers5 children5 education officials5 parents5 community leaders5 displaced people5 1omen<s organisations5 local organisationsH 9o1 1ill you locate themH 9o1 1ill you get the information you need on num4ers of teachers5 students5 etc.H o Classroom o4ser/ation o Analysis of school enrolment register and policy documents. o 2iscussion 1ith school head and committee. o 2iscussion 1ith student representati/es. o 2iscussion 1ith children 1ho are out of school ?and parents@ o A4ser/ation in community o Meetings 1ith #ey community groups$reps o 9o1 1ill you /erify the accuracy of the informationH +ill you collate data electronicallyH If not ho1H 9o1 1ill you create a data4ase for the information 9o1 1ill you train people to do the data entry5 cross-chec# and analyse the data collected 9o1 1ill you share data at different le/els and 1ith different agenciesH +ho should the information 4e disseminated toH 9o1 1ill the data 4e analysed and gaps determinedH 9o1 1ill the gaps inform the ongoing emergency response planningH ,rogramme ad=ustments are made5 1hen necessary5 as a result of monitoring. +ho 1ill 4e responsi4le for addressing gapsH

Monitoring team

!ogistics

Community in/ol/ement

2ata collection methods

2ata collation5 information sharing an reporting

ap analysis and response planning

102

*$+2 Tool for De3elo,in( Monitorin( Indicators

Co#,onents of Education E#er(enc" Res,onse Sector Coordination and Communication Mechanism Acti3ities 9uman and 0inancial "esources Temporary !earning Spaces ,sychosocial Support and Strategies Sa#,le Monitorin( Indicators P of districts in the affected area 1ith an education cluster $ or similar mechanism 0ocal points identified for cluster$ sector mem4ers Identification of capacities5 roles and accounta4ilities of partners Bniform assessment tools de/eloped 4y sector$cluster mem4ers and implemented E>tent to 1hich data from multi-sectoral assessment can 4e used 4y education sector to estimate num4ers and locations of children in need of education ser/ices Num4er of assessment teams mo4ilised and trained in targeted locations 2ata collation completed and information transmittal 2eployment time for surge capacity staff Num4ers of staff and consultants deployed Amount of financial resources mo4ilised to meet the needs of the education sector Num4er of education materials ?tents5 learners< #its5 teachers< #its5 school-in-a-4o>5 recreation #its5 EC2 #its5 hygiene #itsRetc@ distri4uted Num4er of 1ee#s$time for education supplies to targeted groups and locations Estimated num4er of children 4enefiting from temporary schools Num4er of tents set up as temporary learning centre Num4er of T!S set up 1ith local materials Num4er of alternati/e shelters esta4lished as T!S Num4er of sites esta4lished as safe areas for school and recreation P of schools and or learning spaces 1ith ade7uate learning materials P of schools or T!S 1hich ha/e initiated selfe>pression acti/ities ?recreation5 sports5 music5 dancing5 dra1ing5 story telling5 play among other acti/ities@ Num4er of facilitators trained in psychosocial support acti/ities for children 2eli/ery time for teaching and learning materials P of schools 1hich ha/e implemented emergencyrelated curricula ?9I;$AI2S5 Mine "is#5 1ater 4orne diseases5 natural disaster preparedness5 etc.@ P of schools$learning spaces 1hich ha/e initiated reading5 1riting and arithmetic ?3"@ acti/ities

Assessment Multi-sectoral "apid Education Assessment Angoing Assessment

Education Supplies and !ogistics

Emergency Education Curricula

103

 Mo4ilisation and Training of Teachers and Education ,ersonnel "esumption of 0ormal Education

Num4er of children 4eing co/ered 4y the te>t4oo#s Num4er of teachers$head teachers$,TAs trained T of teachers and para-professionals trained in teaching methods on literacy5 numeracy P of teachers trained$oriented5 4y gender Num4er of teachers and para-professionals recruited Suantity of reha4ilitation$construction materials distri4uted 2eli/ery time for classroom reha4ilitation materials Num4er of schools reha4ilitated Estimated T of pupils 4enefiting from impro/ed 1ater and sanitation in schools in affected areas Num4er and Pof children enrolled and attending classes from #ey identified disad/antaged groups5 including girls5 children 1ith disa4ilities5 former com4atants5 etc. P of schools reopened Num4er of students reintegrated into school through 4ac#-to-school campaign Num4er of out-of-school children enrolled through goto-school campaign Bniform monitoring tools de/eloped 4y sector$cluster mem4ers and implemented Num4er of monitoring teams mo4ilised and trained in targeted locations Num4er and fre7uency of monitoring reports completed Information management system esta4lished 0re7uency of monitoring information transmittal 4et1een field and country le/els and across sectors and agencies Num4er of gap analyses and response plan reformulation as a result of monitoring data analysis

"eha4ilitation and Construction of Schools

Monitoring and E/aluation

104

*$+. Sa#,le Monitorin( Tools

Student Enrol#ent
!ocation Age 3-) Target 6 Camp 1 T!S 1 T!S 2 T!S 3 T!S % +ard 1 School 1 School 2 School 3 School % Actual 6 ap 6 Age '-12 Target 6 Actual 6 ap 6 Age 13M Target 6 Comments Actual 6 ap 6

Teacher De,lo"#ent
!ocation ECD Target M 0 Camp 1 T!S 1 T!S 2 T!S 3 T!S % +ard 1 School 1 School 2 School 3 School % Actual M 0 ap M 0 /ri#ar" Target Actual M 0 M 0 ap M 0 Secondar" Target Actual M 0 M 0 Comments ap M 0

105

*$+$ Sa#,le Education Acti3it" Monitorin( Tool @/akistan Earth<uakeA Education Activity *onitoring Sheet (Pa+istan)
Location School. )o School ,ype School )ame -oys .irls School )ame ,otal no. (hildren )o. of (hildren %ith Disa"ilities

E* S (od e

-oy s

.irls

1 2 3 4

)o. of ,eachers

Teacher Trainin( )o. of ,eachers ,rained ,raining (ontent

,ent Erection

*ethodology

*ale

/emale

*ale

/emale

Su"0ect1 related

Emergency theme, (e.g. psychosocial)

(e.g. teaching)

'ther (e.g. gender)

mplementin g Partner

Planned

n Progress

(omplete d

mplementing Partner

School /eeding

%ater Supply

Latrines

2es

)o

Primary (dates, "iscuits)

Secondary (oil for girls)

mplementin g Partner

Planned

n Progress

(omplete d

mplementin g partner

Planned

n Progress

(omplete d

mplementing Partner

106

School *anagement (ommittee#Parent ,eacher Association ,raining (onducted

S*(#P,A /ormed

,raining (ontent

2es

)o

2es

)o

,ent Erection

School mprovement

P,A#S*( 3esponsi"ilities

'ther

*aterials Provided (Please indicate 4uantity)

School ,ent

S-

3ecreation 5it

/ire E$tinguisher

-lac+"oar d

Plastic *at

*eena ,eacher6s .uide

*eena -oo+let

,e$t"oo+

Supplementary 3eading *aterial

School -ag

107

*%+ Disaster Risk Reduction

1).1 School 2isaster "eduction and "eadiness Chec#list

/re,aredness Actions for Disaster Risk Reduction

Implement school disaster ris# reduction plan at the indi/idual school le/el5 in/ol/ing the 1hole school community5 setting milestones and ta#ing action steps to achie/e ris# reduction and response preparedness Communicate and coordinate 1ith education authorities to support school safety initiati/es such as conducting school drills and school-le/el ris# assessments5 pro/ision of first aid materials5 esta4lishment of early 1arning communication mechanisms and general a1areness raising on potential haEards and ho1 to react to them 1ith learners5 teachers and communities At national policy le/el5 implement policies on school retrofitting5 construction and design that mitigate potential impacts of li#ely emergencies in /ulnera4le regions. Ensure that ne1 schools are designed and site planning is according to ris# reduction principles5 and support retrofit of e>isting schools in disaster-prone areas Ad/ocate for inclusion of disaster ris# reduction in the national school curriculum and teacher training programmes Ensure that children are encouraged and facilitated to participate in disaster ris# reduction efforts as agents of ris# reduction 1ithin their communities 0acilitate coordination 4et1een de/elopment and humanitarian partners5 and their corresponding national counterparts5 to plan and 4udget for disaster ris# reduction in education as a long-term strategy to pre/ent loss of li/es and safeguard education
<e sure to keep all staff, parents$guardians, and students advised about the plan.

108

*%+* School Disaster Reduction F Readiness Checklist

ACTION STE/S
?. 2. 3. -. (. @. A. 0. 7onvene local school safety co..ittee representing ad.inistration, faculty, staff, students and parents, and local co..unity. *tudy the school safety planning and action steps below together. 's needed assign sub8groups or individuals to be responsible for investigating and .aking reco..endations for each task. 7reate plan based on task group reco..endations. &.ple.ent the plan, involving the whole school co..unity, setting .ilestones and taking action steps to achieve risk reduction and response preparedness. 7o..unicate and coordinate as needed with education authorities using the resources and support available, and advising the. of resource and support needs. 4eview and revise the plan as necessary, at least annually. <e sure to keep all staff, parents$guardians, and students advised about the plan.

ASSESSMENT F /!ANNING
An ongoing school safety committee has 4een esta4lished to lead disaster ris# reduction and disaster response planning in our school. +e hold regular meetings ?including staff5 parents$guardians5 students and local community leaders@ to de/elop and re/ie1 our mitigation5 preparedness and response plans. +e ha/e learned a4out local resources and assets ?e.g.5 fire e>tinguishers5 first aid #its5 people 1ith response s#ills5 generator5 ladder5 search C rescue e7uipment@ a/aila4le in the community near4y from pri/ate and pu4lic sources5 and discussed shared use of resources post-disaster. +e ha/e researched historical e/ents and current scientific studies and considered all of the different haEards that could affect us. +e are a1are of the needs of /ulnera4le groups or indi/iduals such as young children5 students 1ith disa4ilities5 and language minorities5 as 1ell as the concerns of staff5 students5 parents and community. +e ha/e site and neigh4ourhood maps and ha/e identified alternate staging and e/acuation locations. +e ha/e assessed and are addressing physical ris#s posed 4y 4uildings5 4uilding non-structural elements and 4uilding contents5 and haEards in our neigh4ourhood. +e ha/e e/acuation plans5 including safe assem4ly areas5 e/acuation routes5 safe ha/ens and alternati/es5 4uddy system. Student transportation systems ha/e plans to ta#e students to nearest safe school in case of disaster during student commute. ,arents$guardians are informed of location of all possi4le safe ha/ens for reunification. The e/acuation plan has 4een shared 1ith the nearest police5 fire and hospital officials and esta4lished communication and understanding in ad/ance of emergency situations. +e ha/e esta4lished a communication system for emergencies5 including a 1arning system 1here/er appropriate. All necessary contact information is a/aila4le for emergency response and family reunification. +e ha/e esta4lished student release procedures to ensure that children are released only to adults appro/ed 4y parents$guardians. If needed 1e ha/e planned to pro/ide emergency shelter for our local community. +e ha/e a plan for educational continuity for our students including alternate locations to continue classes5 alternate schedules and methods of instruction as needed and secure 4ac#-up of educational records. +e ha/e plans and regular contact 1ith local ne1s media ?radio5 ne1spapers5 tele/ision@ to communicate planning and emergency messages to families5 and to use our school-4ased acti/ities to promote ris# reduction community-1ide. +e pro/ide significant practical local disaster ris# a1areness and reduction acti/ity at all age le/els5 through school-4ased acti/ities and pro=ects and$or through the formal curriculum. +e encourage staff and students to prepare for disasters at home and pro/ide support material for doing so. +e ha/e insurance co/erage to pool economic ris#s.

109

/1JSICA! /ROTECTION
Aur 4uilding has 4een located appropriately5 designed and 4uilt according to current 4uilding codes$safety standards for disaster safety5 and inspected 4y a 7ualified structural engineer. The 4uilding has 4een chec#ed 4y local fire department for fire safety. If our school re7uired repair or retrofit5 this has 4een completed 1ithout minimal disruption of education. +e practice pre/entati/e maintenance on our 4uildings5 protecting them from damp and other damage5 and repairing damage 1hen it occurs. BarthCuake, windstor.D +e ha/e fastened tall and hea/y furniture5 secured computers5 tele/isions and other electronic e7uipment5 haEardous materials5 supplies5 propane gas tan#s5 1ater tan#s5 lighting fi>tures5 roof elements5 railings and parapets5 heating and cooling de/ices5 storage tan#s and other items that could #ill5 in=ure5 or impair educational continuity. +e ha/e put latches on ca4inets5 and hung pictures securely on closed hoo#s to protect oursel/es from in=ury and financial losses. Flood, stor., tornadoD +e #no1 a4out early 1arning systems in use in our community and ha/e plans to respond to these in order to mo/e people and assets to safety. +e ha/e smo#e detectors5 fire alarms5 automatic sprin#ler systems5 fire hoses5 fire e>tinguishers5 and automatic emergency lighting5 and maintain these. Aur 4uilding e>it routes are mar#ed. +e ha/e limited5 isolated5 and secured any haEardous materials to pre/ent spill or release. +e ha/e off-site 4ac#-up of critical information5 including student emergency contacts and release permissions. School transportation is inspected for safety and dri/ers and students are trained in respecti/e safety s#ills. Seat 4elts5 helmets and other transportation safety measures are ad/ocated and promoted. RES/ONSE CA/ACITJ8 SU//!IES F S>I!!S +e ha/e guidelines for and 1e hold post-disaster drills to practice safety s#ills 1ith all staff and students at least t1ice a year. +e ha/e a 4uddy system for those needing help. +e follo1 4asic 4uilding e/acuation rules& J2on<t tal#. 2on<t run. 2on<t push. 2on<t go 4ac#K. +e hold simulation e>ercises at least once a year 1here operational teams practice response organisation as 1ell as procedures and s#ills in damage assessment5 information-sharing5 light search and rescue5 first aid5 fire suppression and family reunification. +e discuss and impro/e on our practice. +e ha/e s#ills and practice 4uilding e/acuation drills t1ice yearly as 1ell as applica4le drills for the threats faced ?e.g. first aid s#ills for life safety5 drop5 co/er5 and hold for earth7ua#es5 1ater safety and s1imming s#ills for floods5 shelter-in-place for /iolent threats@. +e ha/e access to relia4le e>ternal information sources on disasters and to an internal communication system. +e ha/e practiced recei/ing updates on emergency situations5 1arning our community and informing the rele/ant authorities. +e ha/e emergency supplies for students and staff to last for at least the first (2 hours ?including at least 12 litres of 1ater per person5 food5 first aid supplies5 emergency po1er5 emergency lighting5 alternate communications5 alternate transportation5 shelter and sanitation supplies@ ?Students can 4e as#ed to 4ring emergency supplies 4ag at the 4eginning of each year5 and ta#e it home again at the end of the school year@. School staff and older students ha/e and learn response s#ills including& first aid5 mass casualty triage5 light search and rescue5 fire suppression5 1ireless communication5 pychological first aid5 emergency po1er operation5 student release procedures5 shelter5 nutrition5 and sanitation s#ills. School staff #no1 ho1 to turn off our electricity5 1ater and gas. +e ha/e a standard organisational system and #no1 the principles for organising post-disaster selfhelp. +e ha/e identified resources for psychosocial support if needed. +e ha/e plans to use our resources for mutual aid and to support local community response. Risk RED: Risk Reduction Education for Disasters www.riskred.org

110

*&+ E#er(enc" Education durin( and after Ar#ed Conflict

1'.1 Approaches to Ensuring Access to Education 2uring and After Armed Conflict 1'.2 ,reparedness and "esponse ,lanning Tool for Education in Armed Conflict /re,aredness Actions for Education durin( and after Ar#ed Conflict
2e/elop education sector$cluster contingency plan for li#ely armed conflict scenario coordinated 1ith other sectors Identify emergency education materials and deli/ery modalities appropriate for ensuring access to education and continuity of education during possi4le prolonged conflict and /iolence Stoc#pile appropriate education supplies and materials Support the MoE to de/elop curricula for home-4ased schooling and accelerated learning and appropriate teacher training methodologies for situations of chronic conflict Ad/ocate for policies preser/ing schools as Eones of peace and gain commitment to adhere to these policies or principles from go/ernment5 political parties5 elected officials5 and community leaders and other potential sta#eholders Consider de/eloping peace$human rights and ci/ic education as part of national curriculum and in non-formal education settings Ad/ocate for adoption and implementation of Education for All policies

Res,onse Actions for Education durin( and after Ar#ed Conflict

Esta4lish appropriate education deli/ery modalities during armed conflict including distance learning5 accelerated and open learning programmes If necessary5 identify alternati/e /enues to schools to ensure the safety of students and teachers Negotiate 1ith political leaders and community officials for adherence to policies of schools as Eones of peace to guarantee that schools are not targeted during conflict and that teachers and students are not threatened or recruited into armed groups If necessary coordinate education agreements 1ith 4ordering countries to ensure that children 1ho 4ecome refugees can continue their education in their mother tongue and sylla4us of country of origin Create programmes and policies to reintegrate former com4atants into the education system after armed conflict Ad/ocate for eradication of impunity in the case of attac#s on education staff5 students5 teachers unions5 etc through BN sanctions and enforcement of BN "esolution 1'12 Implement peace$human rights$ci/ic education in formal and non-formal education settings to promote a culture of =ustice and peace Ad/ocate for adoption and implementation of Education for All policies

111

*&+* A,,roaches to Ensurin( Access to Education durin( and after Ar#ed Conflict
9Eith infor.ation adapted fro. Bducation under 'ttack, 2+B*71, 200A:

Education A,,roaches
Distance learnin( ,ro(ra#s use a /ariety of media5 including print and radio5 to pro/ide education to a large num4er of students. In a refugee conte>t5 it is primarily used for secondary schooling and teacher training. 2uring armed conflict it can ensure access to education during school closures Accelerated learnin( ,ro(ra#s and su##er ca#,s condense the formal curriculum ?from ' years to 3@ to accommodate children 1ho ha/e missed years of education due to chronic crises. O,en learnin(-indi3idual learnin( ,ro(ra#s do not re7uire constructing schools or employing full time or highly s#illed teachers. Sets of teaching materials can often 4e produced locally and replace the need for e>pensi/e te>t 4oo#s. Students can enrol any time and study at their o1n pace. Co##unit" in3ol3e#ent in curricula content and school (o3ernance mo4ilises community mem4ers to defend children<s right to education 4y pro/iding opportunities to 4e in/ol/ed in school management and content. "eligious leaders can participate in identifying and teaching religious curricula and th1arting opposition to education on ideological grounds. Alternati3e 3enues for education to reduce the ris# of targeting schools. Ta#ing education out of traditional 4uildings and mo/ing to safe spaces such as homes5 cellars5 and other gathering places can reduce the threat of attac#s. /eace and reconciliation ,ro#otion. Education can ha/e a /ital role in facilitating reconciliation 4et1een children 1ith the potential of ha/ing a 1ider impact in the community. In MoEam4i7ue5 teachers had an important role to play in 1or#ing 1ith parents and children to help reintegrate children 1ho had 4een recruited into the guerrilla army. In the refugee camps for Somalis in Gemen5 the camp schools 1or#ed effecti/ely to promote reconciliation 4et1een people from different tri4al groups5 pro/iding a Jfree EoneK despite the e>istence of tri4al conflicts 1ithin the community. ?A"C Training 233:@

Other A,,roaches
Co##unit" en(a(e#ent in ,rotection and defence of schools+ Communities can 4e mo4ilised against attac#s and organise positi/e responses in their aftermath. In Afghanistan religious and political leaders are trained to 4e /igilant against attac#s5 reopen schools and persuade parents to send their children to school. School protection committees ha/e 4een created to 4e supported 4y the esta4lishment of a national system for gathering information on security related incidents5 supported 4y military and local leaders. En(a(e#ent ;ith non4state entities to pursue its humanitarian acti/ities. BNICE0 and other BN agencies need to engage and negotiate 1ith non-state entities5 typically insurgent groups5 to ensure the pro/ision of assistance and protection to children and security for humanitarian 1or#ers5 and includes5 inter alia5 negotiations for access and

112

ad/ocacy for the respect of children<s rights. In some instances5 Ocorridors< of peace Oand Jdays of tran7uility< ha/e 4een designated to allo1 the deli/ery of food5 medicine and other supplies. These measures are limited and temporary in scope and cannot replace the 4roader protection5 namely the end of conflict. The Schools as Iones of ,eace initiati/e 1as a4le to pre/ent some attac#s on school and students through negotiations 1ith the army and insurgents. Monitorin( and re,ortin(+ The BN "esolution 1'12 re7uires 4oth go/ernments and armed groups to use time-4ound plans of action to end the use and recruitment of child soldiers and re7uires the BN system to monitor and report on si> gra/e /iolations against children5 including attac#s against schools. reater effort 4y the BN system and the human rights mo/ements to press for the application of rights instruments to cases in/ol/ing these particular groups might result in significant progress across the range of attac#s on education. In Nepal5 the Education Nournalists Association had mem4ers in all conflict affected districts and regularly reported attac#s 4y insurgents and the army on schools5 teachers and students to BN agencies. Ad3ocac" and international ,ressure on the part of the international community. o o o The BN should 1or# 1ith Mem4er States to eradicate impunity in the case of attac#s on education staff5 students5 trade unionists5 officials and institutions. reater resources should 4e gi/en to the International Criminal Court to 4ring more cases to trial to 1iden its deterrent effect. o/ernments should use e/ery opportunity to set conditions of adherence to human rights norms5 1ith particular reference to the rights of children5 the right to education and protection of 4oth education institutions and the process of education 1hen entering trade or aid agreements 1ith parties in conflict. Special attention should 4e paid to the /iolation of girls< right to education and 1omen<s right to teach5 gi/en the increased targeting of girls< education in some countries. BN agencies5 N As and teachers unions should campaign for international solidarity 1ith targeted groups and institutions to raise pressure for human rights instruments to 4e applied more 1idely to attac#s on education and for impunity to 4e eradicated. The international community5 BN agencies and N As should 1or# 1ith go/ernments of conflict-affected states and go/ernments that are assisting in pre/enting or limiting conflict to de/elop mechanism to protect threatened students5 teachers5 academics5 education trade unionists5 and officials and to assist them in relocating internally or e>ternally 1here appropriate. The BN should demonstrate its commitment to the right to education 4y setting up a glo4al system for monitoring /iolent attac#s on education and support the esta4lishment of a pu4licly accessi4le5 glo4al data4ase to #eep trac# of the sale of the attac#5 types of attac#5 perpetrators5 moti/es5 impact on education pro/ision and the nature and impact of pre/ention and response strategies. The international media should recognise their critical role and responsi4ility in 4ringing to the 1orld<s attention the targeting of education and its impact on children.

113

*&+2 /re,aredness and Res,onse /lannin( Tool for Education in Ar#ed Conflict

Impact of current or likely conflict on education

Current education responses

Gaps and needs

Possible new approaches

Preparedness measures

114

*)+ Education /re,aredness and Res,onse to 1ealth E#er(encies

1(.10i/e Essential Components of a Comprehensi/e Education "esponse to 9I;$AI2S 1(.2Sample Chec#list for School$Education ,reparedness to Epidemics and ,andemics 1(.3Template for Education in 9ealth Emergencies /re,aredness-/re3ention Actions for 1ealth E#er(encies
In/ol/e all rele/ant sta#eholders including education and health officials5 teachers5 C6As5 local disaster management team5 SMCs$,TA5 youth clu4s and students in de/elopment of preparedness and pre/ention plans for health emergencies Identify roles5 responsi4ilities5 and accounta4ilities in preparedness and pre/ention among education partners in coordination 1ith health5 +AS9 and other sectors 2e/elop scenarios descri4ing the potential impact of health emergencies on student learning ?e.g.5 student and staff a4sences@5 school closings5 4ased on ha/ing illness scenarios among students and teachers and include in education contingency plans Support MoE to de/elop alternati/e procedures to assure continuity of instruction ?e.g.5 distance learning /ia local radio or T;5 mo4ile phone trees5 home 4ased learning materials@ in the e/ent of school closures and early 1arning mechanisms in the e/ent of pandemics Implement 9I;$AI2S pre/ention curricula adapted and appropriate for /arious le/els . primary5 secondary$tertiary5 /ocational5 formal and non-formal5 focused and tailored to /arious groups including children$orphans and /ulnera4le children ?A;C@5 young people out of school5 people 1ith 9I;5 minorities5 refugees and internally displaced persons5 men 1ho ha/e se> 1ith men5 se> 1or#ers5 in=ecting drug users5 prisoners Support MoE to train teachers in pre-and in-ser/ice training programmes5 in teaching 9I;$AI2S pre/ention and pandemic$epidemic pre/ention curricula 1ith rele/ant partners Train non-formal educators5 including youth leaders5 religious leaders5 traditional healers

Res,onse Actions for 1ealth E#er(encies

2e/elop education sector$cluster response in/ol/ing all rele/ant sta#eholders 4ased on geographic co/erage and technical e>pertise. Ensure coordination 1ith +AS9 and health sectors$clusters at all stages and le/els "ecruit5 mo4ilise and train teachers and other education personnel as re7uired in the e/ent of large-scale emergency responses and disseminate health and hygiene materials Implement pre/ention curricula using alternati/e procedures if necessary to assure continuity of instruction ?e.g.5 distance learning /ia local radio or T;5 mo4ile phone trees5 home 4ased learning materials5 in the e/ent of school closures. Ensure infection control ?see 1(.2@ 0orm strategic partnerships5 including coordination5 ad/ocacy and resource mo4ilisation 1ith +AS95 health and protection sectors and ensure participation of children5 community groups and local N As in any response strategies Implement monitoring and e/aluation to assess impacts and outcomes of pre/ention and response programmes

115

*)+*8 2i3e Essential Co#,onents for a Co#,rehensi3e Education Sector Res,onse to 1IE-AIDS *+ Hualit" education9 includin( cross cuttin( ,rinci,les
"ights 4ased proacti/e and inclusi/e ender responsi/e Culturally sensiti/e Age specific Scientifically accurate

2+ Content9 curriculu# and learnin( #aterials

Specifically adapted and appropriate for /arious le/els . primary5 secondary$tertiary5 /ocational5 formal and non-formal 0ocused and tailored to /arious groups including children$orphans and /ulnera4le children ?A;C@5 young people out of school5 people 1ith 9I;5 minorities5 refugees and internally displaced persons5 men 1ho ha/e se> 1ith men5 se> 1or#ers5 in=ecting drug users5 prisoners ,re/ention #no1ledge5 attitudes5 and 4eha/iours co/ering se>ual transmission5 drug use including in=ecting5 and other ris# factors 0ocused on stigma and discrimination as 1ell as care5 treatment an support

.+ Educator trainin( and su,,ort

Teacher education5 pre-and in-ser/ice5 including modern and interacti/e methods Non-formal educators5 including youth leaders5 religious leaders5 traditional healers Support groups . mentoring5 super/ision5 positi/e teachers5 etc. School and community lin#ages Educational support materials

$+ /olic"9 #ana(e#ent and s"ste#s

+or#place policies Situation analysis$needs assessment ,lanning for human capacity5 assessment and pro=ection models Strategic partnerships5 including coordination5 ad/ocacy and resource mo4ilisation Monitoring5 e/aluation and assessing outcomes

%+ A,,roaches and illustrati3e entr" ,oints

+or#place policies Situation analysis$needs assessment ,lanning School health !ife s#ills ,eer education Counselling and referral Communications and media Community 4ased learning and outreach School feeding Adult education and literacy

from E2BCAI2S& To1ards a Comprehensi/e Education Sector "esponse5 BNAI2S$BNESCA5 233'

116

reater in/ol/ement of people li/ing 1ith 9I; and AI2S

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*)+28 Sa#,le Checklist for School-Education /re,aredness to E,ide#ics and /ande#ics

/lannin( and coordination Identify all sta#eholders for implementing community response plan In/ol/e all rele/ant sta#eholders including education and health officials5 teachers5 C6As5 local disaster management team5 SMCs$,TA5 youth clu4s5 students. Identify roles5 responsi4ilities5 and accounta4ilities. Incorporate age$se>$/ulnera4ility considerations at planning stage to ensure needs of most /ulnera4le are addressed5 such as A;C Strengthen emergency and response capacity at /illage5 1ard5 district and national le/els and ensure in/ol/ement of 1omen and children Continuit" of student learnin( and instruction 2e/elop scenarios descri4ing the potential impact of a pandemic on student learning ?e.g.5 student and staff a4sences@5 school closings5 4ased on ha/ing /arious le/els of illness among students and teachers 2e/elop alternati/e procedures to assure continuity of instruction ?e.g.5 distance learning /ia local radio or T;5 mo4ile phone trees5 home 4ased learning materials5 in the e/ent of school closures 2e/elop a continuity of operations plan for essential central office functions including payroll and ongoing communication 1ith students and parents Infection control ,olicies +or# 1ith the local health officials to implement effecti/e infection pre/ention policies and procedures that help limit the spread of influenEa at schools ?e.g. promotion of hand hygiene5 cough$sneeEe practices@. Teach good hygiene in the schools 4efore health emergency ,ro/ide sufficient and accessi4le infection pre/ention supplies5 such as soap5 ash5 alcohol4ased$1aterless hand hygiene products5 tissues5 hygiene #its Esta4lish policies and procedures for students and staff sic# lea/e a4sences uni7ue to a pandemic influenEa ?e.g.5 non-puniti/e@ Co##unications and IEC #aterials 2e/elop a dissemination plan for communication 1ith staff5 students5 and families5 including lead spo#espersons and ensure strong community outreach strategies 2e/elop health and hygiene IEC materials using schools as platforms for information and dissemination to homes and /illages. Ensure materials are in local languages and include pictorial formats for illiterate adults and children. Ensure language5 culture and reading le/el appropriateness in communications 4y including community leaders representing different language and$or ethnic groups on the planning committee5 as#ing for their participation 4oth in document planning and the dissemination of pu4lic health messages 2e/elop and test platforms ?e.g.5 mo4ile phone trees5 local radio or T; stations@ for communicating pandemic status and actions to school district staff5 students families

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*)+.8 Te#,late for Education in 1ealth E#er(encies

Emergency& 9I;$AI2S 9ealth threats during emergencies ?cholera5 diarrhoea5 ST2s incl. 9I;$AI2S@ Epidemics and pandemics ?cholera5 a/ian flu5 s1ine flu@ Co#,onents Coordination mechanism 1ithin education sector Education sector coordination 1ith other sectors Assessment Education supplies Education curricula and IEC Access to educationL deli/ery modalities of curricula Teacher$para-teacher mo4ilisation Teacher training ,re-ser/ice In-ser/ice ,olicy at national le/el /re3ention /re,aredness Res,onse

,olicy at pro/incial$ local le/el Monitoring

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*0+ /re,aredness and Contin(enc" /lannin(

1:.1 ,reparedness and ,olicy ,lanning 0or Education in Emergencies 1:.2 Mapping Education Sector Needs at Country and !ocal !e/els 1:.3 Education Cluster$Sector Contingency ,lan Template

120

*0+* /re,aredness and /olic" /lannin( Checklist for Education in E#er(encies

Co#,onents of Education in E#er(encies
1. Cluster$sector coordination mechanism at country and local le/els 2. Education assessment including information management system 3. "esponse planning

/re,aredness Actions

?ho is :" ?henD Res,onsi'leD

/olic" Goal

%. 9uman and financial resources ). Education supplies

'. Temporary learning spaces (. ,sychosocial support and strategies :. Emergency education curricula *. Mo4ilising and training teachers and education personnel 13. "eha4ilitation and construction of schools 11. "esumption of formal education 12. Monitoring and e/aluation

121

122

*0+2 Ma,,in( Tool for Education Sector Needs at Countr" and !ocal !e3els
!e3els Country le/el Me#'er a(encies 2ocal ,oints Ca,acit" 'uildin( needs NeBt ste,s

,ro/incial

2istrict

Ather

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*0+. Education Cluster Contin(enc" /lan Te#,late 9/isaster profiles to be attached:

67erall 6$8ecti7e Speci*ic o$8ecti7es Planning Assumptions Re9uirements Acti7ities to $e undertaken $e*ore an emergenc# T 1. 2. 3. %. ). '. Acti/ities 6y 1hom +hen

Acti7ities to $e undertaken during an emergenc# T 1. 2. 3. %.. ). '. Acti/ities 6y 1hom +hen

T 1. 2. 3. %. ). '.

Acti7ities to $e undertaken a*ter an emergenc# Acti/ities

6y 1hom

+hen

124

Resources re<uired Education materials+supplies: ;uman resources: FundingD Disaster mitigation acti7ities to $e undertaken T 1. 2. 3. %. ). '. Acti/ities 6y 1hom +hen

EDUCATION C!USTER MEM:ER /RO2I!ES ROE-Or(anisation Contact ,erson and contact details Education acti3ities Geo(ra,hic co3era(e Resources a3aila'le

125