EDUCATION IN EMERGENCIES - HumanitarianResponse

EDUCATION IN EMERGENCIESA Resource Tool Kit

United Nations Children's FundRegional Office for South AsiaP.O. Box 5815Lekhnath MargKathmandu, Nepal

Tel: 977-1-4417082Fax: 977-1-4418466/4419479e-mail: [email protected]: http://www.unicef.org

For every childHealth, Education, Equality, ProtectionADVANCE HUMANITY

A Publication of

Regional Office for South Asiain Conjunction with New York Headquarters



A Publication ofRegional Office for South Asiain Conjunction with New York Headquarters

Cover Photo: © UNICEF/HQ05-0323/Josh Estey, INDONESIAModule 1: © UNICEF/AFGA01222S/ Katarina Premfors, AFGHANISTANModule 2: © UNICEF/HQ04-0209/Asad Zaidi, PAKISTANModule 3: © UNICEF/HQ06-0302/Giacomo Pirozzi, PAKISTAN

© United Nations Children’s FundRegional Office for South Asia (UNICEF ROSA) 2006

Parts of this publication may be reproduced or quoted without permission.For further information and copies, please contactRegional Education AdvisorUNICEF Regional Office for South Asia (ROSA)P.O. Box 5815, Lekhnath MargKathmandu, NepalEmail: [email protected]

CreditsOverall technical direction, supervision, writing and editing:Melinda R. Smith, Education in Emergencies Project Officer, ROSA

Concept development and writing:Pilar Aguilar, Programme Officer, Education Section, New York HQ

Researcher:Lisa Woods, Communication Consultant

Designed & Processed by: WordScape, 977-1-5520755Printed in Kathmandu, Nepal

ContentsAcknowledgement ivForeword vGuide To Using The Tool Kit viTable of Tool Kit Annexes and CD Contents viiList of Acronyms xiiEmergency Preparedness Checklist xiiiEmergency Response Checklist xvi

MODULE 1: EMERGENCY EDUCATIONPREPAREDNESS AND RESPONSE 1

Section 1.1: UNICEF Emergency Policy and Rationale for Education in Emergencies 3Section 1.2: Framework for Rapid Education Response 13Section 1.3: Rapid Education Assessment 23Section 1.4: Temporary Learning Spaces 37Section 1.5: Pre-packaged Kits 45Section 1.6: Supplementary Packages and Emergency Curriculum Themes 62Section 1.7: Teacher Mobilization, Identification and Training 70Section 1.8: Supplies and Operations 80Section 1.9: Framework for Emergency Education Preparedness 104

MODULE 2: TRANSITION TO RECOVERY ANDRECONSTRUCTION OF EDUCATION SYSTEMS 123

Section 2.1: Re-establishing Formal Education 125Section 2.2: Reintegrating Students 127Section 2.3: Rehabilitation and Construction of Schools 130Section 2.4: Curriculum Development 134Section 2.5: Teacher Reintegration and Training 138

MODULE 3: CROSS-CUTTING COMPONENTS OFEMERGENCY EDUCATION PREPAREDNESS AND RESPONSE 141

Section 3.1: Monitoring and Evaluation 143Section 3.2: Coordination, Partnerships and Leadership 155Section 3.3: Gender in Education in Emergencies 166Section 3.4: Minimum Standards for Education in Emergencies 171

RESOURCES 174

END NOTES 176

EDUCATION IN EMERGENCIESA RESOURCE TOOL KIT

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ACKNOWLEDGEMENTS

Education in Emergencies: A Resource Tool Kit isdrawn from materials in a ‘back to school” guidedeveloped by UNICEF Headquaters New York as wellas materials from the Emergency Field Handbook, theTechnical Notes, and the experiences of officers in thefield.

The thoughtful comments and suggestions fromUNICEF Education Programme Officers fromPakistan, China, and India are greatly appreciated. Inaddition, we would like to acknowledge the specialassistance of the UNICEF East Asia and PacificRegional Office in providing input into the structure andcontent of the Tool Kit and training materials.

For assistance in piloting the Tool Kit andaccompanying workshop materials, our appreciationgoes to the UNICEF Sri Lanka Country Office.


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In South Asia, almost all of the eightcountries in the region are prone to naturaldisasters, some on an annual basis,including floods and droughts, while othersare subject to phenomena such asearthquakes. The Indian Ocean tsunamiand the Pakistan earthquake haddevastating effects on children, destroyingfamilies, communities, livelihoods, andeducation systems.

Countries in South Asia, as well as inmany other regions, are also experiencingvarious types of complex political conflict.The scale and sudden onset of the recentnatural disasters and the ongoing impactsof armed conflicts have highlighted theneed to enhance emergency preparednessto meet immediate needs of affectedpeople and to reconstruct essentialservices and livelihoods.

Re-establishing education after anemergency not only meets a fundamentalright of children to education regardless ofthe circumstances, but also plays a criticalrole in normalizing the environment forchildren and contributes significantly tohelping children overcome thepsychological impact of disasters. Equallyimportant, education provides a protectiveenvironment for children, who are morevulnerable to exploitation and abuse in thewake of emergencies or armed conflict.

The planning for rebuilding the educationsystem provides all opportunity to ‘buildback better’. This means not only forplanning school construction with girl-friendly sanitation to increase girls’enrolment, but also for developing newstrategies to meet the needs of all childrento complete at least the basic cycle ofeducation. These might include building

full-grade schools close to home, orsupplementing face-to-face education withforms of distance learning to ensure thatchildren in remote areas have an equalopportunity to complete their education. Inaddition, investment is needed ahead ofemergencies in order to create robustsystems that respond better to the shocksof emergencies. If building codes areadhered to, damage, trauma and loss oflife will be greatly reduced. Development istherefore part of the continuum before,during and after emergencies.

UNICEF Regional Office for South Asia, incollaboration with New York Headquarters,has undertaken the development of aneducation in emergency capacity buildingpackage for UNICEF educationprogramme officers and partners in orderto better fulfil UNICEF’s CoreCommitments to Children in the educationsector. This manual, entitled Education inEmergencies: A Resource Tool Kitprovides step by step recommendationsand tools for preparing for and respondingto emergencies. Coupled with theaccompanying CD and workshopmaterials, it will assist country offices intheir ongoing efforts to improve theirpreparedness planning in collaborationwith partners in the education sector.

ROSA is deeply grateful for the ongoingsupport of colleagues at Headquarters andthe East Asia and Pacific Regional Officeduring the development of these materials.We hope that the Tool Kit will result inimproved educational services and outcomesfor children in South Asia and beyond.

Cecilia LotseRegional DirectorUNICEF Regional Office for South Asia

FOREWORD


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The Tool Kit has been developed forUNICEF officers, and presents informationand tools to enable them to prepare forand respond to emergencies to complywith UNICEF’s Core Commitments forEmergencies in the education sector. TheTool Kit is based on the premise that inorder to respond effectively to the deliveryof education in emergencies, UNICEFoffices must take the requisitepreparedness actions. These materialscan be used in three main ways: 1) as aresource in conjunction with education inemergencies training, 2) as a guide foremergency preparedness, and inparticular, for preparing EmergencyPreparedness and Response Plans, and3) as a reference in the face of anemergency.

Emergency Preparednessand Response ChecklistsAt the beginning of the guide, there is anEmergency Preparedness Checklist toassist education programme officers inidentifying areas that may require action.This may be helpful in preparing theeducation sector’s portion of the annualEmergency Preparedness and ResponsePlan.

Following the Preparedness Checklist isan Emergency Response Checklist. Thiscan serve as a summary of actions to betaken in the event of an emergency.

ModulesThe Tool Kit is divided into three modules.Module 1 presents sections on eachcomponent of emergency response duringthe acute phase of an emergency andconcludes with a section on emergencypreparedness. Module 2 provides sectionson components of emergency responseduring the transition to recovery andreconstruction of education systems.Module 3 consists of sections on crosscutting components of emergencyresponse. Each of the sections not onlyprovides information and tools for

emergency response, but also provideslinks to preparedness.

Annexes and CD DocumentsMost sections contain annexes, which aretools to assist in preparing and respondingto emergencies. The Table of Tool KitAnnexes and CD Documents at the front ofthe Took Kit provides a complete list of toolsand documents in the modules andsections where they are located. Amongthe tools are sample emergency workplans,rapid assessment formats, an emergencysupply planning matrix, monitoring tools,and emergency education trainingagendas. The annexes for each section areshown directly under the section title page.Most sections also indicate other materialsrelevant to the section, which are alsoindicated on the section title page andwhich are contained on the accompanyingCD. For example, the section onSupplementary Kits and EmergencyCurriculum Themes contains a number ofteaching and learning materials thatUNICEF country offices can translate andlocalize to use for emergency education.

In order to make copies of both theannexes and CD documents, simply putthe CD in a computer and find the sectionsand their corresponding annexes anddocuments. The tools and documents canbe translated, localized, and adapted forthe particular needs of the countries andemergencies they face.

ResourcesThere is a wealth of resources that can beaccessed on education in emergencies,including documents, web sites, andorganizations listed in the Resourcessection of the Tool Kit. In addition, there isan Annotated Bibliography of ResourceMaterials for Education in Emergencieson the accompanying CD. For each entrythere is a web site where the documentcan be found and information aboutprocurement if the document is notavailable electronically.

GUIDE TO USING THE TOOL KIT


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ANNEX

! Annex 1.1.1 Excerpts fromHuman Rights and UNICEFPolicy Documents

! Annex 1.1.2 Excerpts fromMedium Term Strategic Plan2006-09

! 1.2.1 Sample EmergencyManagement Plan

! 1.2.2 Emergency Curriculumand Training Planning Tool

! Annex 1.3.1 Integrated RapidAssessment Field DataChecklist – Education (DraftEMOPS 2006)

! Annex 1.3.2 Rapid EducationAssessment from EmergencyField Handbook

! Annex 1.4.1 Specifications forSchool Tents (Pakistan)

! Annex 1.5.1 Recreation KitContents

! Annex 1.5.2 Recreation Kit:Guidelines for Use

! Annex 1.5.3 School-in-a-Box KitContents

! Annex 1.5.4 School-in-a-BoxGuidelines for Use

! Annex 1.5.5 Early ChildhoodEducation Kit

! Annex 1.5.6 ECD Kit Guidelinesfor Use

SECTION

MODULE 1

1.1UNICEF Emergency Policy andRationale for Education inEmergencies

1.2 Framework for Rapid EducationResponse

1.3 Rapid Education Assessment

1.4 Temporary Learning Spaces

1.5 Pre-packaged Kits

CD DOCUMENTS

! Core Commitments forChildren in Emergencies

! Rewrite the Future

! Rapid Educational Responsein Complex Emergencies

! Rapid Education Assessment(Pakistan)

! Multi-sectoral RapidAssessment - the First 72Hours after Rapid OnsetEmergency: An Integrated ToolKit (Draft, EMOPS)

! Integrated Rapid AssessmentField Data Checklist (Draft)

! Information Gathering and NeedsAssessment (Technical Notes)

! Temporary School Project,Aceh, Indonesia

! Maldives Early ChildhoodDevelopment Kit (TeachingActivities)

! Early Childhood DevelopmentKit, Guideline for Caregivers(Teaching Activities), EDC Unit,UNICEF HQ

! Recreation Kit Guidelines! Recreation Kit Learning

Activities Parts 1-7 (in French)! Rapid Education Response

Teachers Guide (Generic fromLiberia to be adapted withSIB)

! Teacher Emergency Package:Basic Literacy, Numeracy andThemes for Everyday Life,NRC/UNESCO

The Tool Kit annexes are also provided on the accompanying CD sothat copies can be duplicated as needed.

TABLE OF TOOL KIT ANNEXESAND CD DOCUMENTS


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SECTION

1.6 Supplementary Packages andEmergency Themes

CD DOCUMENTS

Psychosocial Teacher Training/Curricula! Teacher Training, Psychosocial

Support, Norwegian RefugeeCouncil

! IRC's Psychosocial TeacherTraining Guide

! Children and Disaster: TeachingRecovery Techniques

! Psychosocial Care for Children,Manual for Teachers (postearthquake)

! Psychosocial Play and ActivityBook for Children and YouthExposed to DifficultCircumstances, UNICEF-MENA

! Life Has Changed: Teacher'sGuide, Meena Series, UNICEFROSA

! Life Has Changed, Booklet,Meena Series, UNICEF ROSA

Health/Sanitation/HIV AIDSCurricula! Health Education Curriculum for

Kindergarten, InternationalRescue Committee

! UNICEF HIV/AIDS PreventionEducation Teacher's Guide

Mine Risk Education! Child to Child Mine Risk

Education! Mine Risk Education Guidebook! Riskland Game Board! Riskland Rules of the Game! Riskland Question Spaces! Riskland Surprise Spaces

Peace, Reconciliation and RightsEducation! Peace Education Curriculum -

UNICEF Liberia! INEE Peace Education Teacher

Training Manual! UNESCO Peace Education

Module! Peace Education Curriculum -

UNICEF Solomon Islands

Environmental Education! Environmental Education Training

of Trainers Manual, UNESCO


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ANNEX

! Annex 1.7.1 Approaches toTeacher Training

! Annex 1.7.2 Sample Training ofTrainers Agenda in Non-formalEducation

Supplies and Logistics! Annex 1.8.1 Supply Plan ! Annex 1.8.2 Air Freight

Estimate Calculator ! Annex 1.8.3 Goods Receipt

Form ! Annex 1.8.4 Supply End Use

Monitoring Report Human Resources! Annex 1.8.5 Staff Identification

and Mobilization Planning Tool ! Annex 1.8.6 Sample Terms of

Reference for EducationEmergency Officer

Resource Mobilisation! Annex 1.8.7 Resource

Mobilization (from EPRP) ! Annex 1.8.8 Format for

Fundraising Proposal by Sector

! Annex 1.9.1 Emergency Profile(EPRP)

! Annex 1.9.2 Scenarios andMinimum Levels of Readiness(EPRP)

! Annex 1.9.3 Pre-crisisSecondary Data for EmergencyPreparedness (EMOPS, Draft)

! Annex 1.9.4 Rapid AssessmentPlanning (EPRP)

SECTION

1.7 Teacher Mobilization,Identification and Training

1.8 Supplies and Operations

1.9 Framework for EducationEmergency Preparedness

CD DOCUMENTS

! Teacher Training, PsychosocialSupport, Norwegian RefugeeCouncil

! IRC's Psychosocial TeacherTraining Guide

! Psychosocial Care forChildren, Manual for Teachers(post earthquake)

! Psychosocial Play and ActivityBook for Children and YouthExposed to DifficultCircumstances, UNICEF-MENA

! Recreation Kit LearningActivities Parts 1-7 (in French)

! Rapid Education ResponseTeachers Guide Liberia (forSIB)

! Teacher Emergency Package:Basic Literacy, Numeracy andThemes for Everyday Life,NRC (for SIB)

! Gender Teacher Training,Norwegian Refugee Council

! Gender and Development,CEDPA Training Manual Series

! Writing TORs (EFH)! Sample Pitch Document (Haiti)! Sample Flash Appeal (Bam,

Iran)! Sample CAP (Nepal)

! UNICEF EmergencyPreparedness and ResponsePlans (EPRP)

! Let's Learn to PreventDisasters, Risk ReductionCurriculum, UNICEF

! Zandi's Song (Avian FluPreparedness Story) and FactSheet, UNISDR

! Risk Land Game(Preparedness Board Gamefor Children), UNISDR


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ANNEX

! Annex 1.9.5 EmergencyCurriculum and TrainingPlanning Tool

! Annex 1.9.6 HR Identificationand Mobilisation Planning Tool

! Annex 1.9.7 PartnershipAnalysis for Education (EPRP)

! Annex 1.9.8 ConsolidatedSupply List and Distribution forEducation (EPRP)

! Annex 1.9.9 ConsolidatedPreparedness Activities forEducation (EPRP)

! Annex 1.9.10 HumanitarianPreparedness and Response –Education by CCCs (EPRP)

! Annex 1.9.11 PreparednessPlan Monitoring Tool

! Annex 1.9.12 Human InfluenzaPandemic Contingency Plan forEducation

! Annex 2.3.1 Child FriendlySchools: Lessons and EmergingIssues

SECTION

MODULE 2

2.1 Re-establishing FormalEducation

2.2 Reintegrating Students

2.3 Rehabilitation and Constructionof Schools

2.4 Curriculum Development

CD DOCUMENTS

! Embracing Diversity: Toolkitfor Creating Inclusive,Learning-FriendlyEnvironments, UNESCO

! Children and AdolescentsLiving with Armed Conflict

! Training in the Community forPeople with Disabilities -Guide for School Teachers,WHO

! Accelerated LearningProgramme Syllabus, NewSudan

! Activities for Alternative Schools(Summer Schools), UNICEF

! Helping Children Outgrow War! Youth Pack, Literacy II, NRC

! Child Friendly Hygiene andSanitation Facilities in Schools,UNICEF/IRC

! Strategic Framework forSuccessful Community BasedConstruction Programmes inEducation (Maldives)

! Guidelines for Curriculum andTextbook Development inInternational Education,UNESCO

! Accelerated LearningProgramme Syllabus,Secretariat Education, NewSudan


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ANNEX

! Annex 3.1.1 MonitoringIndicators for CCCs Education

! Annex 3.1.2 CCC indicatorswith Targets and Methods

! Annex 3.1.3 Sample EducationActivity Monitoring Tool

! Annex 3.2.1 PartnershipAnalysis for Education (EPRP)

! Annex 3.3.1 IASC Guidelines,Education Sector Activities:Minimum Prevention andResponse Interventions

SECTION

2.5 Teacher Reintegration andTraining

MODULE 3

3.1 Monitoring and Evaluation

3.2 Coordination, Partnerships, andLeadership

3.3 Gender in Education inEmergencies

3.4 Minimum Standards forEducation in Emergencies

Resources

CD DOCUMENTS

! Tips on How to Manage aLarge Class

! Monitoring and EvaluationData Collection Methods

! MOU between UNHCR andUNICEF

! UNICEF/World FoodProgramme MOU inEmergency and RehabilitationInterventions

! IASC Guidance for Clusters

! Gender Teacher Training,Norwegian Refugee Council

! Gender and Development,CEDPA Training Manual Series

! Ensuring Gender Perspectivesin Education in Emergencies(IASC)

! Gender Based Violence TOTUNICEF

! Minimum Standards forEducation in EmergenciesHandbook

! Annotated Bibliography ofMaterials for Education inEmergencies


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LIST OF ACRONYMS

BTS Back-to-School (Campaign)CAP Consolidated Appeal ProcessCCC Core Commitments for Children in EmergenciesCEDAW Convention on the Elimination of All Forms of Discrimination Against WomenCFS Child Friendly Spaces (Schools)CO Country OfficeDHR Division of Human ResourcesDFAM UN Division of Finance and AdministrationDSS UN Department of Safety and SecurityEMIS Education Management and Information SystemEMOPS Office of Emergency ProgrammesEPF Emergency Programme FundEPRP Emergency Preparedness and Response PlanHC Humanitarian CoordinatorHQ Headquarters (New York)HRU Humanitarian Response UnitIASC Inter-Agency Standing CommitteeICRC International Committee for the Red CrossIDP Internally Displaced Person (People)IOM International Organization for MigrationINEE Inter-Agency Network on Education in EmergenciesMSEE Minimum Standards for Education in Emergencies, Chronic Crises

and Early ReconstructionMOSS Minimum Operating Security StandardsOPSCEN Operations CentreOCHA Office for the Coordination of Humanitarian AffairsPBA Programme Budget AllocationPBR Programme Budget RequestPGM Supply requisition in ProMSPO Purchase OrderPFO Programme Funding OfficeProMS Programme Management SystemPFO Programme Funding OfficeRA Rapid AssessmentRALS Rapid Assessment of Learning SpacesRO Regional OfficeSIB School-in-a-Box (Pre-packaged Kit)TEP Teacher Emergency PackageTOR Terms of ReferenceUNCT UN Country TeamUNDP UN Development ProgrammeUNESCO United Nations Educational, Scientific and Cultural OrganizationUNHCR United Nations High Commissioner for RefugeesUNICEF United Nations Children’s FundUXO Unexploded OrdinanceWES Water and Environmental SanitationWFP World Food ProgrammeWHO World Health Organization


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EMERGENCY PREPAREDNESS CHECKLIST

PREPAREDNESS

! Complete the annual education sector EmergencyPreparedness and Response Plan with all of the elementsidentified in this checklist.

! Make an emergency curriculum and training plan withcounterparts and partners based on likely emergencyscenario.

! Ensure that pre-crisis data has been gathered, includingdisaggregated data for gender and socially excluded groups.

! Decide which data sets are to be used in the UN CountryTeam and with government.

! Identify appropriate Rapid Assessment of Learning Spacestools in advance with MoE and partners.

! Make agreements in advance with counterparts and partnersabout assessment roles and responsibilities in preparationprior to an emergency.

! With government and partners, ensure that pre-crisisbaseline data is collected on number and location of schoolsand number of teachers and students in vulnerable areas.

! Determine essential supplies needed for temporary learningspaces, including weather appropriate tents, tarpaulins, etc.,and determine options for procurement.

! Identify relevant standby agreements with local suppliers andconsider warehousing essential supplies as the situationwarrants.

! With MoE and partners, use Annex 1.9.5 EmergencyCurriculum and Training Planning Tool to determine theessential education supplies based on likely emergencyscenario.

! Determine options for local, regional and Copenhagenprocurement of supplies.

! Identify stand-by agreements with local suppliers.! With MoE and partners, localize, adapt and translate

guidelines, teacher training and curriculum materials to beused in conjunction with each pre-packaged kit.

! Safeguard copies of school and teacher training curricula.! Develop an inventory of available stocks of educational

materials, supplies and human resources.

! With MoE and partners, use Annex 1.9.5 EmergencyCurriculum and Training Planning Tool to determine the typesof supplementary packages and materials appropriate forlikely emergency scenario.

! With MoE and partners, identify, localize, adapt and translateguidelines, teacher training and curriculum materials for likelyemergency themes.

! Prepare or adapt appropriate emergency preparednesscurricula and implement in schools.

AREA

Framework forRapidEducationResponse

RapidEducationAssessment

TemporaryLearningSpaces

Pre-packagedKits

SupplementaryPackages andEmergency

DATE COMPLETED


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PREPAREDNESS

! With MoE and partners, use Annex 1.9.5 EmergencyCurriculum and Training Planning Tool to outline teacher trainingand mobilization plans appropriate for likely emergencyscenario, including roles and responsibilities of all partners.

! With MoE and partners, identify, localize, adapt and translateteacher training materials for pre-packaged kits, psychosocialsupport materials, and other training materials for emergencythemes and ensure that copies

! With MoE and partners, and with UNICEF supply officer,determine essential education and school shelter supplies foremergency scenario, including costs.

! Determine options for local, regional and Copenhagenprocurement.

! Identify relevant stand-by agreements with local suppliers ifappropriate.

! Consider procuring and warehousing education supplies if thesituation warrants.

! With Human Resources officer, identify human resource needsfor minimum level of readiness in each area of the CCCs.

! With Human Resources officer, identify needs for contingencyplanning for likely emergency scenario according to CCCs.

! Determine how staff will be deployed, either through internal orexternal recruitment, or standby agreements, using Annex1.9.6.

! Have TORs ready to adapt, as in Annex 1.8.6.! Suggest candidates to be included in regional UNICEF

emergency roster.

! In coordination with Programme Funding Officer, determinelikely funding needs for potential emergency scenario, includingmaterials supplies, and human resources.

! Become familiar with funding mechanisms, includingEmergency Revolving Fund, Emergency Programme Fund, andthe Consolidated Appeals Process.

! Maintain and strengthen relations with donors at the countrylevel.

! Become familiar with format for fundraising proposals foreducation sector, as shown in Annex 1.8.8 and in sampleproposals on CD.

! Become familiar with curriculum materials and strategiesappropriate for reintegrating students, including acceleratededucation programmes, curricula for social inclusion andspecial needs, and child soldiers, with examples found on theCD.

! Work with MoE and partners to address needs of sociallyexcluded students in a development context, which will providea foundation for reintegration of students in emergencycontexts.

! Encourage the MoE to develop construction standards thatreduce the risk of damage to schools and children in the eventof an emergency.

! Work with MoE and partners to develop child friendlyapproaches to education to ensure that quality education isimplemented prior to emergencies.

! Encourage the improvement of girl friendly water andsanitation facilities prior to emergencies to ensure that thesestandards are a priority in emergency situations.

AREA

TeacherMobilization,Identificationand Training

Supplies andOperations

HumanResources

ResourceMobilization

ReintegratingStudents

RehabilitationandConstruction ofSchools

DATE COMPLETED


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PREPAREDNESS

! Work with MoE to improve existing curriculum, addressinggender issues, child friendly spaces and strategies, andpolitically or culturally sensitive areas if appropriate, toaddress divisive or discriminatory content that may contributeto existing conflicts.

! Work with MoE and partners to ensure that disasterpreparedness is included in the ongoing curriculum.

! As part of regular programming, work with MoE and partnersto increase recruitment, training and certification of femaleteachers.

! Work with partners to train teachers in multi-grade teaching,accelerated learning, and life skills to expand the base ofexperienced teachers in these areas.

! With government and partners, ensure that pre-crisisbaseline data is collected on number and location of schoolsand number of teachers and students in vulnerable areas.

! Identify local education authorities and partners in zonalareas that are able to be part of a data collection andmonitoring team.

! With partners, pre-position monitoring tools based on CCCsand have them ready at the onset of an emergency.

! Meet with the MoE and make agreements about roles andresponsibilities in emergencies assessment, temporarylearning spaces, supplies, emergency curriculum planning,teacher training, monitoring and reintegration of students inemergencies.

! Determine other key partners, including CBOs and (I)NGOsto meet the CCCs for Education and make agreements onroles and responsibilities for all elements of educationemergency response.

! Liaise and coordinate roles and responsibilities with otheragencies, especially UN partners and NGOs.

! Use Annex 3.2.1 to analyse and plan partnerships.! Review existing bilateral agreements with agencies such as

WFP and UNHCR and clarify roles and responsibilities.

! Address barriers to girls' education and other excludedgroups prior to emergencies to ensure that strategies toimprove access to education are being implemented.

! Advocate with MoE for policy changes to increase girls'enrolment, gender sensitive curricula and teacher training,access to girl friendly water and sanitation facilities, flexibilityin school calendars, and fee policies.

! Increase community and child participation in education policyand promotion of girls' and others' education prior toemergencies.

! Review Minimum Standards prior to emergencies anddetermine how standards align with UNICEF's CCCs forEducation.

! Ensure that agreements with partners about roles andresponsibilities prior to emergencies address the standardsestablished for Community Participation and Analysis.

! Conduct workshops with partners on UNICEF's CCCs andMinimum Standards and make agreements on roles andresponsibilities in order to meet appropriate standards inemergencies.

AREA

CurriculumDevelopment

TeacherReintegrationand Training

Monitoring andEvaluation

Coordination,Partnershipsand Leadership

Gender andSocialExclusion inEducation inEmergencies

MinimumStandards forEducation inEmergencies

DATE COMPLETED


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EMERGENCY RESPONSE CHECKLIST

RESPONSE

! Meet with the MoE, INGOs, NGOs, CBOs and otherkey education sector partners to confirm roles andresponsibilities in the emergency response in theareas of assessment, temporary learning spaces,supplies, emergency curriculum planning, teachertraining and monitoring.

! Clarify sector leadership roles and determine ifUNICEF is to undertake education sector leadership.

! If the emergency is in multiple locations, develop amethod for coordination and communication with thevarious zones and UNICEF offices.

! Establish a schedule of meetings, communication anddata sharing.

! Liaise and coordinate roles and responsibilities withother sectors within UNICEF.

! Review existing bilateral agreements with other UNagencies such as WFP and UNHCR and clarify rolesand responsibilities.

! With MoE and partners, confirm agreements aboutroles and responsibilities for assessment datacollection, integration and dissemination ofinformation.

! Agree on assessment objectives, breakdown ofschools in each province or district, summary ofexisting information and details of information to becollected, methodologies to be used, rationale for thesample, information analysis and application.

! Develop the rapid assessment tool adapted fromtools identified from generic tools available.

! Identify who will participate on the rapid assessmenteducation sector team

! Determine when the RA is to occur.! Define what logistics will be required, and who will

contribute to staff and resources.! Decide if assessment training is needed and how

assessment team will be trained.! Create a comprehensive database for the

information.! Train people to do data entry if necessary.! Feed assessment findings into the database for

analysis.! Compare with baseline data that has been collected

during the preparedness phase.! Disseminate the results to decision makers.! Continue to conduct ongoing assessments at regular

intervals as the context requires and modifyemergency responses and activities to conform tonew data.

! Continue information sharing and integrate monitoringand evaluation in funding appeals.

AREA

Coordination,PartnershipsandLeadership

RapidEducationAssessment

DATE COMPLETED


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RESPONSE

! Based on the rapid assessment data, make an initialemergency response plan in a time frame appropriatefor emergency and data adapted from the EPRP, thatincludes activities to fulfil the CCCs, along withmonitoring indicators, supplies, HR and resourceneeds, and a budget.

! In coordination with the MoE, and based on the rapidassessment, determine if conditions exist to implementthe formal curriculum.

! If conditions do not exist, create a plan for emergencyeducation, including emergency education curriculummaterials and training plan.

! With government and partners, determine wheretemporary learning spaces should be established,ensuring safety and security. Sites should have shadeand protection against wind, rain, cold and dust, andbe located away from stagnant water, very loudareas, main roads and distribution points.

! Plan sites with community as partner, preservingprevious social arrangements to the extent possible.

! Consider alternative shelters, besides formal schoolbuildings, such as markets, churches, mosques,temples, etc.

! Plan sites according to child friendly criteria, withservices to include primary education, recreation,psychosocial support, early childhood care anddevelopment, youth activities, WASH facilities, andmother support.

! Determine essential supplies needed for temporarylearning spaces, including furniture, weatherappropriate tents, tarpaulins, etc., and determineoptions for procurement.

! Deploy stockpiled supplies and order additionalsupplies required based on previous standbyagreements with suppliers to meet the demands oftemporary learning spaces. Order offshore if localsupplies are not available.

! Collaborate with child protection and WASH to ensurethat temporary learning spaces have water andsanitation facilities and are designed to protectchildren against abuse.

! If formal curriculum materials are not available workwith MoE officials and partners to identify numbersand types of pre-packaged kits needed for affectedlocations.

! If not already completed during the emergencyeducation preparedness phase, with MoE andpartners, localize, adapt and translate into appropriatelocal languages emergency education teacher's guidesand curriculum materials to be used in conjunction witheach pre-packaged kit.

! Develop a localized version of the Early ChildhoodEducation Kit if it was not done during preparednessphase.

AREA

RapidEducationResponsePlan

TemporaryLearningSpaces

Pre-packagedKits

DATE COMPLETED


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RESPONSE

! Deploy stockpiled School-in-a-Box, Early ChildhoodEducation and Recreation Kits if available along withtranslated teacher's guides and instructions forreception, distribution and safeguarding of materials.

! Activate supply agreements with local suppliers, or orderkits offshore from UNICEF Supply Division inCopenhagen if necessary.

! Move from imported or pre-assembled kits to localproduction or acquisition of learning materials andtraining guides wherever possible

! Centre teaching and learning activities using pre-packaged materials around a curriculum designed forpsychosocial healing, emphasizing basic literacy andnumeracy, sports and recreation, music and artactivities.

! With MoE and partners, determine the types ofsupplementary packages and materials appropriate foremergency.

! If not already completed during the emergencyeducation preparedness phase, with MoE and partners,localize, adapt and translate into appropriate locallanguages teacher's guides and curriculum materials inappropriate emergency themes such as health andhygiene, mine risk awareness, peace education, waterborne disease awareness, environmental awareness,and gender equity/social inclusion.

! Determine costs, quantity and logistics of printing orphotocopying supplementary materials and producematerials.

! Deploy supplementary materials to affected emergencylocations.

! Estimate the number of teaching staff required based onrapid assessment data.

! Provide funding where appropriate to governmentcounterparts, NGOs or other implementing partners forthe training of experienced teachers as well asparaprofessionals.

! With MoE, local education authorities and otherpartners, mobilize trained teachers as leaders ofclusters of paraprofessional teachers.

! Identify and mobilize paraprofessionals and olderchildren or adolescents with leadership and teachingskills to assist in teaching younger children.

! Ensure the recruitment of female teachers and thosefrom socially excluded groups.

! With MoE and local education authorities, design ateacher training strategy in collaboration with otherpartners and with qualified teachers. Design a 'cascade'training approach if there is an urgent need to train manyteachers in a relatively short period of time.

! Train teachers and paraprofessionals in emergency non-formal education incorporating literacy, numeracy, lifeskills, and psychosocial support based on culture- andcommunity-specific ways of dealing with stress andtrauma.

! Train teachers in the use of materials on emergencythemes appropriate for the emergency context.

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! Offer monetary or in-kind support incentives to attractteachers to work in adverse conditions and to help recruitsmeet their own or their families' emergency needs so theycan focus on the needs of the children.

! Work with local education authorities, NGOs and otheragencies to establish clear policies to ensure standardizedremuneration rates for teachers and parateachers.

! Based on the information gained from the RALS, and incollaboration with MoE counterparts and partners, identifythe key supplies needed to restart educational activities.

! With Supply Officer, identify the sources of potentialsupplies. Consider pre-positioned supplies and existingstocks of supplies from the regular country programmethat can be diverted to meet emergency needs.

! Decide whether to order supplies locally or offshore,based on availability, quality, cost and delivery time.

! Get cost estimates from the Supply Officer, includingfreight, warehousing, and delivery costs.

! Identify funding sources and ensure there is sufficientfunding available for the supply requirements.

! Complete supply requisition/PGM in ProMS. Includeinformation on the target arrival date at the final destinationor port of entry

! Follow up to ensure timely delivery and distribution ofsupplies.

! If there are obstacles to delivery due to the emergency,work with NGOs and CBOs and other partners to findalternative ways to deliver supplies.

! Monitor delivery of supplies to ensure arrival, quality andproper use.

! With Human Resources officer, identify human resourceneeds in each area of the CCCs for Education.

! Prepare Terms of Reference for required additional staff.! Identify funding source of additional needs, including CRQ

number, PBA number, and programme and project codes.! Coordinate with human resource officer, who will process

the recruitment with emergency focal point in DHR atNYHQ.

! If appropriate, get assistance from regional office toidentify candidates from Regional Office emergency roster.

! If needed, activate procedures for using standby partnersthrough the focal point of the Office of EmergencyProgrammes (EMOPS) in Geneva.

! Based on the emergency education plan and incoordination with Programme Funding Officer, determinefunds needed for supplies, materials, and humanresources.

! Re-programme regular resources or other resources. Thecountry office must contact the government to obtainapproval for diversion of funds from existing programmes.Diversions should be reported to the regional office andEMOPS and Programme Division.

! Apply for additional emergency funds from the UNICEFEmergency Programme Fund or the UN CentralEmergency Revolving Fund if necessary.

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! Identify key messages on the educational problemsand needs of children affected by the emergency.

! Write the Education sector portion of the flash appeal,including the following sections: issue statement, futureactivities, expected impact, funding requirements.

! Prepare the Education sector portion of UNICEF'scontribution to any inter-agency appeal.

! Consider funding sources such as the UN ConsolidatedAppeals Process (CAP), Central Emergency RevolvingFund (CERF), Emergency Programme Fund (EPF),individual donor appeals and Flash Alerts.

! Work with MoE and partners to determine appropriatecurriculum materials and strategies for reintegratingstudents, including accelerated education programmes,curricula for social inclusion and special needs, andchild soldiers.

! Work with MoE and partners to address needs ofsocially excluded students in a development context,which will provide a foundation for reintegration ofstudents in emergency contexts.

! Increase the capacity at the school level to haveintegrated classes that can provide vulnerable childrenequal opportunity to access education.

! Promoting local and community based rehabilitationinitiatives, particularly for children victims of war.

! Identify the main implementing partners and agenciesinvolved in the construction or reconstruction of learningspaces, classrooms, and schools, and establishUNICEF's relationship with these partners, includingWorld Bank or regional banks.

! Assess the extent of damage to learning spaces andthe needs for reconstruction or rehabilitation.

! Ensure participation of local communities in theplanning of rehabilitation and construction.

! Provide technical support to ensure the schools beingrehabilitated or reconstructed are 'child friendly'schools and offer appropriate grade levels

! Advocate for construction standards that reduce therisk of damage in future emergencies.

! Provide funding as needed for repair and rehabilitationof schools.

! Consider the possibility of adding temporaryclassrooms onto existing schools to accommodaterefugee children where possible.

! Establish indicators to assess the safety and securityof schools and ensure that they are gender-sensitiveenvironments

! In cooperation with the WES programme, estimatehow many latrines will be needed for schools to meetminimum standards.

! Provide a safe water supply and sanitation and hand-washing facilities at schools and health posts.

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! With local education authorities, MoE and other partners,check whether textbooks and curricular materials areavailable and appropriate for the post-crisis and transitionsituation.

! If teaching and learning materials are not available orappropriate, assist partners in developing new teaching andlearning materials.

! If necessary revise the content of textbooks and teacher'sguides, leaving out politically sensitive contents or possiblyillustrations (such as maps) that may no longer beappropriate.

! Involve the refugee or local community members, teachers,and local educational authorities in the identification anddevelopment of new learning materials and guides.

! For refugee or IDP populations, determine whether it ismore appropriate to offer them the curriculum of the homeor host communities.

! If appropriate, introduce other relevant topics into thecurriculum. In some cases, the changed circumstances andthe impact of the emergency may create or highlight criticallearning needs that are not covered in the existing (orprevious) curricula. Child centred and gender inclusiveteaching methodology can be introduced.

! Support the translation of materials as necessary into therelevant language.

! Support the local production, acquisition and deployment oftextbooks, teacher's guides and supplementary materialswhenever possible.

! Collaborate with relevant educational authorities and otherimplementing partners, including teacher training institutes,to establish (or refine) a teacher training and supportstrategy. This should incorporate the emergency strategiesused into the recovery/development phase.

! Try to negotiate with the relevant educational authorities forrecognition or acknowledgement of previous teachertraining conducted during the early response phase of theemergency.

! Work with implementing partners to set up a teachertraining unit or programme for community teachers.

! Establish a core team of national trainers to implement theteacher training or orientation.

! Make sure that female teachers form part of the core team.! Implement the teacher training programme.! In cases where the original teacher training materials

cannot be found, new materials should be developed.! Incorporate in the training such issues as child centred

teaching methodology, alternative classroom organizationstrategies (such as children working in groups, sitting in acircle rather than in rows, peer support activities, etc.), andproblem-solving approaches to learning.

! Ensure the recruitment of female teachers.! Ensure an adequate ethnic balance of teachers in schools

where appropriate, with teachers who speak the locallanguage.

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! Ensure that previous experience during early phasesof the emergency is properly recognized. Negotiatewith the relevant educational authorities to ensureproper certification or accreditation of previousteacher training or orientation, as well as educationalactivities undertaken by students.

! Ensure that this 'emergency certification' allows suchteachers or paraprofessionals to access the re-established (or newly developed) teacher trainingsystem.

! Identify roles and responsibilities of MoE and partnersin monitoring. (Monitoring should be done under thedirection of the MoE or relevant educationalauthorities to assess the situation and map it, in orderto update or develop the Education ManagementInformation System. However, UNICEF staff should beresponsible for ensuring the quality and reliability ofthe data.)

! With partners identify monitoring indicators based onemergency education plan.

! Develop a monitoring tool.! Identify who will serve as monitors.! Define the frequency of monitoring, and data

collection logistics and reporting.! If needed, provide funds for monitoring process.! Decide if monitoring training is needed and how

monitoring team will be trained.

! Advocate with MoE for policy changes to increasegirls' enrolment, gender sensitive curricula and teachertraining, access to girl friendly water and sanitationfacilities, flexibility in school calendars, and feepolicies.

! Increase community and child participation ineducation policy and promotion of girls' education.

! Actively recruit female teachers and those fromappropriate ethnic and language groups.

! Sensitize the community as to the benefits of girls'education in terms of employment, child care andeconomic development.

! Empower PTAs to facilitate and monitor girls' othersocially excluded students' access to education.

! Include girls' education issues in teacher training, e.g.teacher behaviour that encourages equity in theclassroom.

! Include girls' education and equity issues in teachertraining.

! Review Minimum Standards and determine howstandards align with UNICEF's CCCs for Education.

! Ensure that agreements with partners about roles andresponsibilities address applicable standards.

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M O D U L E O N E

SECTION 1.1: UNICEF Emergency Policy and Rationale for Education in Emergencies

SECTION 1.2: Framework for Rapid Education Response

SECTION 1.3: Rapid Education Assessment

SECTION 1.4: Temporary Learning Spaces

SECTION 1.5: Pre-packaged Kits

SECTION 1.6: Supplementary Packages and Emergency Curriculum Themes

SECTION 1.7: Teacher Mobilization, Identification and Training

SECTION 1.8: Supplies and Operations

SECTION 1.9: Framework for Education Emergency Preparedness

EMERGENCY EDUCATIONPREPAREDNESSAND RESPONSE

M O D U L E O N E

! Annex 1.1.1 Excerpts from Human Rights and UNICEF Policy Documents! Annex 1.1.2 Medium Term Strategic Plan 2006-09! Core Commitments for Children in Emergencies! Rewrite the Future

UNICEF EMERGENCY POLICY AND RATIONALEFOR EDUCATION IN EMERGENCIES

Turkey, Albania, East Timor, Kosovo, NorthCaucasus, El Salvador, Afghanistan,Liberia, Angola, Côte d'Ivoire andIndonesia, among others, are examples ofcountries where this type of educationalresponse has been implemented. Despitethe harsh circumstances existing in theaffected nations and an acute lack ofresources, in most cases ministry/localeducational counterparts havedemonstrated a strong political will toreconstitute the educational system byimmediately resuming educationalactivities. In this sense, Back-to-SchoolCampaigns (BTS) have been at the core ofUNICEF's commitment to education,which is particularly well positioned toaccompany government counterpartsthroughout the transition to longer-termdevelopment.

Providing education in emergencies hasbeen a powerful first response in terms offacilitating access to education for childrenaffected by armed conflict and naturaldisasters. Advocacy and communicationhelp to mobilize donors, governments,partners and affected populations toquickly restore educational activities andprevent the further collapse of the socialfabric. Since Rwanda, UNICEF hascontributed in providing access toeducation to approximately 4 million

IntroductionNumerous experiences over the last twodecades reveal that educational systemsare severely damaged or disrupted byarmed conflicts, natural disasters orpandemics. During emergenciescommunities often become mobile and/orare displaced, suffer economic hardshipsand destruction of property. The socialnetworks and support systems thatnormally protect children can erode andcause girls and boys to become heads ofhouseholds, seek unsafe employment tosupport their families, and adopt otheradult roles and responsibilities that removethem from a protective environment. Thesecircumstances affect children physically,psychologically, socially and intellectually.Even if a school is operating, theseadverse impacts can be long lasting.

UNICEF has adopted a rapid educationresponse to the initial phase ofemergencies that focuses on gettingschools or learning environmentsreopened, getting children back to school,and revitalizing the collapsinginfrastructure of the educational system.This is an immediate effort to restorenormalcy to the lives of children and fulfiltheir right to education. Education hasbeen a key focus since the 1994 genocidein Rwanda. Somalia, Rwanda, DRC,

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SECTION 1.1UNICEF EMERGENCY POLICY AND RATIONALE

FOR EDUCATION IN EMERGENCIES

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children, and each education emergencyresponse has built upon the experiences ofthe previous ones.

Although much has been achieved, thereare still challenges that need to beaddressed to improve our response, interms of maintaining sustainability,providing capacity building, ensuring asmooth transition, and monitoring andevaluation of our impact in bringingchildren back to school. Field educatorsand practitioners need guidance and skillsto carry out education responseseffectively during and after emergencies.

When emergencies strike, they do moreharm where systems and people are notrobust enough to take the shock.Therefore, good development policies andpractices are essential not only on theirown merits but also to lessen the shock ofemergencies and to promote quickrecovery. UNICEF has the advantage ofpresence in development and has aunique opportunity to link development toemergency contexts, before and afteremergencies. While many of thesuggestions in the Tool Kit are focused onemergencies, they are good practices fordevelopment.

The Tool Kit is practical and easy to use atthe three interconnected levels ofinstitutional policy-making, programmingand operations. The Tool Kit has beenprepared to complement UNICEF'sTechnical Notes and the Emergency FieldHandbook.

Information from the Tool Kit is taken fromUNICEF Technical Notes, RapidEducational Response to Emergencies(Aguilar/Retamal), UNICEF EmergencyField Handbook, and interviews witheducational field officers and informationfrom officers in other sectors/sections.

Natural DisastersCurrent situation analyses and globalearly-warning indicators suggest analarming increase in the number, scale,

complexity and duration of emergencies inmany regions of the world today. Anincrease in emergencies has implicationsfor preparedness, increased focus onpartnerships and collaborative ventures,better donor coordination and a morerational approach to emergency educationresponses:! Floods are most frequent in Africa, Asia

and Europe.! Windstorms are most common in the

Americas and Oceania.! Windstorms are the second most

frequent cause of disasters in Asia andEurope and floods in the Americas andOceania.

! Half of all earthquakes and tsunamidisasters occur in Asia.

! Two-fifths of droughts and faminesoccur in Africa.

There are rapid-onset disasters such asstorm surges, earthquakes, floods andtsunamis. In such natural disasterschildren may witness or directlyexperience mass destruction of life andproperty, be displaced from their homes,have immense fear of repeated disasters,suffer psychosocial distress, and have nostructured activities because of thetemporary closures of schools. Slow-onsetnatural disasters such as droughts maylead to the displacement of populationsand can erupt in conflicts between hostcommunities because of competition forscarce resources. In both situations, theeducation system may be burdened bylarge classes, teacher shortages,language instruction issues, inadequateschool supplies, and damagedinfrastructure.

Epidemics, Pandemicsand HIV/AIDSHealth emergencies can have adevastating impact on education systems.In Africa, for example, HIV/AIDS has had aterrible impact, leading to increasedteacher attrition and absenteeism forteachers and students alike. Children dropout of school due to changes in familycircumstances when they are forced to



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become heads of households. Becauseof the stigma of HIV/AIDS, orphans areoften excluded from school. All theseeffects need special planning andprogrammes to address them. Theimpact of a potential Human InfluenzaPandemic would require that educationalsystems be shut down for months,making preparations for home anddistance learning essential.

Armed ConflictArmed conflict traumatizes children,leaving deep and lasting scars that canremain far longer than the violence. Evenwhen children do not experience thedirect consequences of the violence,they may become orphans, experiencesexual abuse or exploitation, sufferlandmine injuries or death, or be forcedto join in the fighting. Once the conflictebbs, they may have to battle disease,inadequate shelter, or limited or noaccess to basic essential services.Conflict has a notable impact onchildren's schooling as students oftenhave interrupted attendance because ofinsecurity, lack of teachers, or attacksdirected at schools and teachers.cts arenow the leading cause of world hunger.

Impact of Armed Conflict onChildren in the l990s1

! More than two million children havedied as a direct result of armedconflict.

! More than three times that numberhave been permanently disabled orseriously injured.

FIGURE 1: Total Number of Disasters: by Year and World Regions 1994-2003

OECD: High income countries 91 90 77 90 102 97 132 116 128 113 1036CEE and CIS 43 39 31 38 43 45 81 54 55 39 468Sub-Saharan Africa 47 54 62 65 89 150 216 205 190 147 1225Arab States 21 17 21 23 20 53 59 40 71 57 382East Asia & Pacific 96 86 93 91 96 122 166 169 163 135 1217South Asia 66 66 74 93 101 110 109 100 128 100 947Latin America & Caribbean 48 81 65 60 80 96 107 85 117 80 819Countries not classified 3 8 11 10 6 11 11 12 9 10 91Total 415 441 434 470 537 684 881 781 861 681 6185

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 Total

! An estimated 20 million children havebeen forced to flee their homes, andmore than one million have beenorphaned or separated from theirfamilies.

! Some 300,000 child soldiers – boysand girls under the age of 18 – areinvolved in more than 30 conflictsworldwide.

! Armed conflicts are now the leadingcause of world hunger.

Internally Displaced People (IDPs)! The total IDP population is 25 million

(December 2004) in at least 49countries.

! Women and children representbetween 70 and 80 per cent of conflict-induced IDPs.

! The worst affected continent is Africawith 13.2 million IDPs in 19 countries.

! There are 14 countries without UNinvolvement in IDP assistance (nearlyone third of all countries affected).

UNICEF's Principles andFrameworks for Action2

Education in emergencies is not onlyimportant as a fundamental right ofchildren, but as a means for bothpsychological recovery and socialintegration. Children are empoweredthrough education. Access to education inemergencies is important because:3

! Education is a fundamental right of allchildren in all countries and in allsituations. It is essential to the normaldevelopment of children in allcircumstances. The psychosocial


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aspects of education and schooling areparticularly important to a child's overalldevelopment.

! Regular schooling is one of the mostimportant means of restoring a sense ofnormality to the lives of children indisrupted communities, and itcontributes significantly to overcomingthe psychological and other forms ofdistress that many will haveexperienced.

! Children in emergencies have the samerights as any other children toeducation of good quality that meetstheir basic learning needs. Modes ofdelivery, approaches and content mayhave to reflect the contextual realities,but the goal is to strive for the highestpossible quality of learning experiencefor children.

! Emergencies often create additionalurgent learning needs that must beincorporated into the learning activities,including messages about safety andprotection, health, hygiene andsanitation, HIV/AIDS and mineawareness.

! Equal access for girls is a necessarybut not sufficient condition for genderequality in education. The entireeducation system, not just thecurriculum, must be gender-sensitiveand attentive to equity and diversityissues.

! Education programmes in situations ofcrisis or chronic instability shouldinclude provision for the needs ofchildren at risk, such as children withdisabilities, unaccompanied minors,street children, children affected by HIV/AIDS, child soldiers, and childlabourers.

! An emergency education programmeshould have a long-term developmentperspective and not merely be a seriesof stop-gap measures. Simple initialsteps should be designed to contributeto the ultimate rebuilding of theeducation system.

! Emergency situations often presentopportunities to 'build back better' byintroducing innovations and change tothe system, curriculum and teaching/learning practices, and buildingconstruction codes.

! This does not mean building a newsystem from scratch, but rather startingwith what is familiar while identifyingthe issues and practices that need tobe transformed.

! Parents and community should berespected key initiators in the re-establishment of learning, and keypartners in its subsequentdevelopment. Community resourcesshould be included as part of the'package' of learning materials.

! Emergency education responses must,wherever possible, be conducted inpartnership with whatever localauthorities exist - be they localeducation committees, camp

FIGURE 2: Children Out of School in CountriesAffected by Conflict4

Conflict-affected Primary agedfragile state children out of school

Afghanistan 1,139,000Angola 553,000Burundi 536,000Cambodia 301,000Central African Republic 354,000Chad 577,000Colombia 497,000Cote d'Ivoire 955,000Democratic Republic of Congo 5,290,000Eritrea 312,000Ethiopia 5,994,000Guinea 493,000Haiti 572,000Iraq 818,000Liberia 142,000Myanmar (Burma) 968,000Nepal 1,049,000Nigeria 7,662,000Pakistan 7,813,000Papua New Guinea 231,000Republic of Congo 292,000Rwanda 206,000Sierra Leone 431,000Somalia 1,580,000Sri Lanka 22,000Sudan 2,405,000Timor Leste 75,000Uganda 1,068,000Uzbekistan 491,000Zimbabwe 498,000Total 43,304,000



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committees, the local governmenteducation authorities, or thegovernment of the host country in thecase of refugees. Planning shouldprovide for reintegration of emergencyeducational activities into the normalnational education system, and shouldestablish links, in the case of refugees,with the educational authorities in thecountry of origin, wherever practical andpossible.

! The right of adolescents to basiceducation, which may have beendisrupted by conflict or emergency,must be accommodated. Non-formaland formal approaches may be used tomeet the basic learning needs of youth.

To promote access to quality earlylearning and education for all children inaffected communities, with a specificfocus on girls, in collaboration withpartners, UNICEF will:

First six to eight weeks1. Set up temporary learning spaces

with minimal infrastructure.2. Resume schooling by reopening

schools and starting the reintegrationof teachers and children by providingteaching and learning materials andorganizing semi-structuredrecreational activities.

Beyond initial response3. Re-establish and/or sustain primary

education. Provide education andrecreation kits and basic learningmaterials and teacher training.

4. Promote the resumption of qualityeducational activities in literacy,numeracy and life skills issues suchas HIV/AIDS, prevention of sexualexploitation and abuse, conflictresolution and hygiene.

5. Establish community services aroundschools (such as water supply andsanitation), where appropriate.

CORE COMMITMENTSFOR CHILDREN INEMERGENCIES – EDUCATION

The Core Commitments forChildren in EmergenciesUNICEF's Core Commitments for Childrenin Emergencies outline the organization'srole in providing protection and assistanceto children and women in natural disastersand armed conflict. The CoreCommitments enhance the timeliness andeffectiveness of UNICEF's response andhelp prioritize and clarify its partnershipswith national counterparts, other UNagencies, and the broader community ofnon-governmental agencies. In keepingwith those commitments, the goal ofemergency education is to promoteaccess to quality learning and educationfor all children in affected communities,with a specific focus on girls and othermarginalized groups.

Medium Term Strategic Plan5

UNICEF’s Medium Term Strategic plan for2006–09 identifies accountabilities foreducation in emergencies. In Focus Area2, Basic Education and Gender Equality,Key Result Area 4 ‘aims to ensure thateducation is restored in emergency andpost-conflict situations, and to help tosafeguard education systems againstthreats such as HIV/AIDS. This will beachieved through implementation of theCCCs in relation to education duringdeclared emergencies.’ See Annex 1.1.2for the full text.

International Lawand Policy InstrumentsA number of international legalinstruments (see Annex 1.1.1) endorsechild protection and advocate for the rightsof children to education in general andespecially in emergency or conflictsituations:

! The Universal Declaration of HumanRights in 1948 specifies the right tofree and compulsory primary educationfor all children.

! The Fourth Geneva Convention of1949 describes the responsibilities ofan occupying power to provide


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education to children in situations ofmilitary occupation.

! The 1951 Convention and 1967Protocol Relating to the Status ofRefugees state that refugee childrenshould be guaranteed the sameopportunities to primary education asnationals of their host country.

! The 1979 Convention on theElimination of All Forms ofDiscrimination against Women statesthat both girls and boys should be givenequal rights to education.

! The Convention on the Rights of theChild of 1989 declares education as aright and calls for all States to makeprimary education free andcompulsory.6

! The Millennium Development Goals 2and 3 address the need to achieveuniversal primary education and topromote gender equality by 2015.7

! A number of international conferenceshave addressed the issue of children’sright to education in emergencysituations as well, including the WorldConference on Education for All

(EFA) in 1990 and the DakarFramework for Action in 2000.8

! The 1996 UN study on the impact ofarmed conflict on children (the GracaMachel report) places a particularemphasis on the importance ofmaintaining education systems duringconflicts.9

Additional ResourcesUNESCO: www.unesco.org.

Convention on the Rights of the Child:www.unicef.org/crc/.

Millennium Development Goals:www.un.org/millenniumgoals/.

Convention on the Elimination of All Formsof Discrimination:

www.un.org/womenwatch/daw/cedaw/.

Planning for education in the context ofHIV/AIDS, M.J. Kelly, 2000. IIEP/UNESCO:www.unesco.org/iiep.



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1948 Universal Declaration ofHuman RightsArticle 26 states that, 'Everyone has theright to education. Education shall befree, at least in the elementary andfundamental stages. Elementaryeducation shall be compulsory. Technicaland professional education shall bemade generally available and highereducation shall be equally accessible toall on the basis of merit.'

1989 Conventions on the Rightsof the ChildIt may be necessary for UNICEF toadvocate with States and non-state entitiesfor the education of all affected childrenbased on the following three articles:

! Article 2Requires that 'States Parties shallrespect and ensure the rights set forthin the present Convention to each childwithin their jurisdiction withoutdiscrimination of any kinds, irrespectiveof the child's or his or her parent's orlegal guardian's race, colour, sex,language, religion, political or otheropinion, national, ethnic or social origin,property, disability, birth or other status.'

! Article 28Requires States Parties to makeprimary education compulsory and freeto all, on the basis of equal opportunity,and to take measures to ensure regularattendance at schools and reduction ofdrop-out rates. Education is not only aright in itself, it also enables children toaccess other rights.

Human Rights Based Approachto Programming10

UNICEF-supported activities are rooted inthe realization of the human rights ofchildren and women, as afforded in theConvention on the Rights of the Child(CRC) and the Convention on theElimination of All Forms of Discriminationagainst Women (CEDAW). Embodied inthese legal instruments are the principlesof universality, non-discrimination, thebest interests of the child, the right tosurvival and development, the indivisibilityand interdependence of human rights,accountability and respect for the voice ofthe child. These basic assumptions guideactivities in all areas of programmecommitments, at each phase of theprogramme cycle.

The guiding principles for UNICEF'shumanitarian response are that:11

! Children in the midst of armedconflict and natural disasters such asdrought, floods and earthquakes havethe same needs and rights aschildren in stable countries.

! Our response will recognize thepriority of humanitarian action whileassuring safe access to affectedpopulations and safety and security ofstaff and assets.

! The emergency response will build onexisting activities and partnershipsdeveloped through the countryprogramme of cooperation.

EXCERPTS FROM HUMAN RIGHTSAND UNICEF POLICY DOCUMENTS

ANNEX 1.1.1


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! Article 29Implies that children are entitled toeducation of good quality. Whileconditions in an emergency maymake delivery of education of goodquality even more challenging, it is nolonger acceptable to say, 'accessfirst, quality later'. Rather than seek todetermine 'minimum standards' foreducation, the focus should be onongoing efforts to ensure the bestquality possible in the circumstances.

Millennium DevelopmentGoals (MDGs)! Ensure that, by 2015, children

everywhere, boys and girls alike, willbe able to complete a full course ofprimary schooling.

! Eliminate gender disparity in primaryand secondary education, preferablyby 2005, and to all levels of educationno later than 2015.

World Declaration onEducation for AllWorld governments committed to basiceducation for all at a 1990 meeting inJomtien, Thailand. A decade later theDakar World Education Forum tookplace, at which governments andagencies agreed that emergenciespresented a major challenge toachieving the Education for All (EFA)goals. At this forum, the DakarFramework of Action was conceived.This framework was a concerted call togovernments to rid disparities in accessto education for children - particularlygirls, working children, refugees, thosedisplaced by war and disaster, andchildren with disabilities.

1949 Fourth Geneva ConventionRelative to the Protection ofCivilian Persons during Timesof War12

Article 24 states that, 'The Parties to theconflict shall take the necessarymeasures to ensure that children underfifteen, who are orphaned or areseparated from their families as a resultof the war, are not left to their ownresources, and that … their education [is]facilitated in all circumstances.' Article 50states that, 'The Occupying Power shall,with the cooperation of the national andlocal authorities, facilitate the properworking of all institutions devoted to thecare and education of children.' Theconventions guarantee schools and otherinfrastructures used for civil purposesprotection from military attacks.

1951 Convention Relating to theStatus of Refugees and the1967 Protocol Relating to theStatus of RefugeesArticle 22 states that refugees shall beaccorded 'the same treatment as …nationals with respect to elementaryeducation' and 'treatment as favourableas possible, and, in any event, not lessfavourable than that accorded to aliensgenerally in the same circumstances,with respect to education other thanelementary education.'



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EXCERPTS FROM MEDIUM TERMSTRATEGIC PLAN 2006-09

ANNEX 1.1.2

programmes. UNICEF will work withUNESCO through key mechanisms of theEFA movement, the FTI and UNGEI, withinthe United Nations reform process to providestrengthened support to countries.

63. The UNICEF life cycle approach toeducation leads it to focus on the primaryschool age-group as the core concern, butalso to address the early years (3-to-6) as thestage at which gender and other disparitiesbegin and future learning takes root. Basiceducation in many countries encompassesthe early years of secondary education aswell. Reaching adolescents is alsoimportant, as this is the age when life skills-based education is critical and gender parityin education starts to be transformed intogender equality. UNICEF will begin toacquire experience in secondary education,especially for girls, with a view to extendingsuch cooperation in future plans periods.

64. As is the case in all focus areas, area 2will use an inter-sectoral approach, so thatinterventions in other sectors facilitate andstrengthen quality basic education, whilework in education helps to meet key resultsin other areas, particularly, water andsanitation, HIV/AIDS, health, nutrition andchild protection.

65. UNICEF will promote quality educationthrough use of 'child-friendly' school modelsthat encompass multiple dimensions ofquality, including safe, healthy learningenvironments that are inclusive, gender-sensitive and effective and provide school-based health and nutrition services, safe

UNICEF MEDIUM TERMSTRATEGIC PLAN 2006-09B. Focus area 2: Basic educationand gender equality61. Key result area 4 aims to ensure thateducation is restored in emergency andpost-conflict situations, and to help tosafeguard education systems againstthreats such as HIV/AIDS. This will beachieved through implementation of theCCCs in relation to education duringdeclared emergencies, as well asimplementation of the International LabourOrganization (ILO) Code of Practice on HIV/AIDS in the World of Work in the educationsystems of 54 countries with generalizedHIV/AIDS epidemics.

62. UNICEF will continue to promote ahuman rights-based approach to education,placing high priority on support in situationswhen children's right to education isendangered by disparities or discrimination,or by natural disasters, conflict orepidemics. Through its leadership of theUNGEI, UNICEF will continue to pursuetargets related to gender parity and equality.The UNGEI will be carried out inconjunction with two other global initiativesto strengthen partnerships for Goals 2 and3: Education for All (EFA), coordinated bythe United Nations Educational, Scientificand Cultural Organization (UNESCO) andFast Track Initiative (FTI), led by the WorldBank. The UNGEI will intensify efforts toinfluence decision-making and budgets infavour of gender equity and equality innational education policies, SWAps and


12

water and sanitation, and foster equality,respect for human rights and participationof all children, instructional programmesthat promote relevant life skills (such as HIVprevention and good health and nutritionpractices); and a child-centred style ofteaching and learning. This approach willlink with initiatives by the World FoodProgramme (WFP) to support school mealprogrammes, especially in areas with highlevels of family food insecurity.

66. Partnerships with governments, NGOsand community-based organizations willhelp UNICEF to support appropriate deliverymechanisms for both formal schooling andalternative learning opportunities, in caseswhere children lack ready access to formalschooling, while at the same time

advocating strongly for links between thetwo systems within basic education.

67. During emergencies and post-conflictsituations, UNICEF will act quickly torestore learning and safeguard educationsystems by establishing initial, temporarysafe learning spaces for the resumption ofquality learning activities, linked closely tothe restoration of other community servicessuch as water supply and sanitation. To thisend, UNICEF will strengthen collaborationwith key humanitarian assistance partners(e.g. the Office for Coordination ofHumanitarian Affairs (OCHA), the Office ofthe United Nations High Commissioner forHuman Rights (UNHCHR), WFP andUNESCO), and technical networks such asthe Inter-Agency Network for Education inEmergencies.

Key Phases of a RapidEducational ResponseRegarding the provision of education inemergencies, three main phases ofeducational response have been identifiedby UNICEF, UNHCR and UNESCO.13

While these phases are presentedseparately for analytical purposes, from aprogramming perspective they may beimplemented at the same time or becombined depending on the situation onthe ground:Phase 1: Recreational and preparatoryPhase 2: Non-formal educationPhase 3: Return to formal education.

From an implementation standpoint, andin terms of procurement, stockpiling anddistribution of educational materials, thefirst and second phases are oftencombined. During this time, preparationsshould be made for the resumption offormal schooling at the earliest possibleopportunity. In certain cases, formaleducation may be restarted fairly quickly,while in more unstable situations it may benecessary to maintain a more temporaryarrangement for a protracted period. Oncethe needs assessment is completed, it isnecessary to determine which phase ofeducation is appropriate forimplementation.

Phase 1: Recreational andPreparatoryEmphasis is first put on establishingstructured activities for children, involving

establishment of ‘safe areas’. Routines areestablished through recreation in the formof sport, music and art activities, whichcan bring about some normalcy andprepare children to return to a classroomsetting. Displaced and refugee teachers,community members, including olderchildren or adolescents with leadershipqualities and basic teaching capabilities,should lead activities.14

Phase 2: Non-formal EducationThis initial emergency responseemphasizes non-formal approaches,permitting a more flexible deployment ofspace, time and materials, which takesinto consideration the unstable situation atthe onset of an emergency.

Objectives for Non-formal EducationThe objective of non-formal education in ahumanitarian setting is to teach childrenbasic skills through the study of coresubjects such as literacy, numeracy and lifeskills, pending the restoration of normalschooling. This phase also involves groupactivities such as recreation, to relieve orreduce children’s psychosocial stress.Specifically, non-formal education aims to:! supply children with basic reading and

writing materials in their language ofinstruction

! promote recreational and play activities! provide teachers with basic teaching

instruments and training! strengthen community-based schooling

initiatives

! Annex 1.2.1 Sample Emergency Education Plan! Annex 1.2.2 Emergency Curriculum and Training Planning Tool! Rapid Educational Response in Complex Emergencies

FRAMEWORK FOR RAPIDEDUCATION RESPONSE

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SECTION 1.2FRAMEWORK FOR RAPID

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14

! promote the rehabilitation of theeducational system, schools andclassrooms.

The details of implementing non-formaleducation will be addressed in the followingsections. Figure 3 depicts a flow chartindicating the activities to be conductedduring the non-formal education phase.15

Phase 3: Return to FormalEducationOnce the data based on the needs/riskassessment is gathered, determinewhether the conditions necessary(including materials, infrastructure,equipment and stability/security) toimplement the formal curriculum are in

place. Some areas may be less affectedthan others and children may be able toreturn to schools without much delay.

Objectives for Formal EducationThis phase involves activities gearedtowards the stabilization of the educationand the introduction of formal schooling.The goal is to move towards a normalizedclassroom situation, which includes someof the following features:! Schools try to operate based on a

normal timetable.! Schools have an organized system of

teaching and learning.! Schools incorporate most normal

school subjects.

FIGURE 3 Non-formal Education Implementation Procedures


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! Schools have the capacity to holdexaminations.

! Textbooks are produced and updated asnecessary.

! Teachers are trained to cope with thenew situation.

Things to consider! See Figure 9 in Section 2.1, Re-

establishing Formal Education.! If the conditions to start moving to the

formal education system do not exist, thenreview the list of decisions and activities tobe undertaken during the process of non-formal education in Figure 3.

Education Activities underCore Commitments forChildrenThe Core Commitments for Childrenmandate Core Corporate Commitmentsthat UNICEF promote access to qualityearly learning and education for all childrenin affected communities, with a specificfocus on girls. Below are the CCCs forEducation and recommendedcorresponding actions to move from non-formal to formal education. Theserecommended actions will be described indetail in subsequent sections of the Tool Kit.It is assumed that UNICEF will work withgovernment and partners in all activities tothe extent possible.

NOTE: ‘Schooling’ refers to education taking place in both formal structures as well as non-formallearning spaces such as tents. In protracted emergencies, formal schooling activities may be ableto be implemented, but not conducted in a stable, formal school.

FIRST SIX TO EIGHT WEEKS

1 Set up temporary learningspaces with minimalinfrastructure.

2 Resume schooling byreopening schools andstarting the reintegration ofteachers and children byproviding teaching andlearning materials andorganizing semi-structuredrecreational activities.

WHAT TO DO (EMERGENCY FIELD HANDBOOK)

! Select safe, secure sites for the establishment of temporaryclasses. A site should have shade and protection againstwind, rain and dust, and be located away from stagnantwater, very loud areas, main roads and distribution points.

! Use prefabricated tents, poles and plastic sheeting ifnecessary. Tents should be available in stockpiles and willprovide adequate temporary shelter against the weatherwhen the improvisation of other shelters is not feasible.

! Promote alternative classroom models where classrooms arewithout desks and students sit in a circle.

Reintegration of Teachers! Estimate the number of teaching staff required.! In coordination with the ministry of education, determine

whether the curriculum, syllabus and teacher’s guides areavailable and appropriate for use.

! Mobilize trained teachers as leaders of clusters ofparaprofessional teachers, giving special attention to theselection and training of trainers.

! Identify and mobilize community members with previousteaching experience who can play a leading role in teacherpreparation.

! If there are large numbers of paraprofessionals, begin with asimple literacy test to help place the right person in the rightkind of job.


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BEYOND INITIAL RESPONSE

3 Re-establish and/or sustainprimary education. Provideeducation and recreationkits and basic learningmaterials and teachertraining

WHAT TO DO

! How to use School-in-a-Box and other rapid educationresponse kits will be discussed in more detail inSection 1.5, Pre-packaged Kits. Procurement isdiscussed in Section 1.8, Supplies and Operations.

Teacher TrainingBelow are some tips on how to jump-start a successful teachertraining programme:! Provide funding where appropriate to government

counterparts, NGOs or other implementing partners forthe training of experienced teachers as well asparaprofessionals and for the production of trainingmaterials and refresher training for existing educationworkers.

! Reactivate or design an in-service training programmeto support teachers in their work.

! Train community members to act as teachers orfacilitators.

! Train teachers and paraprofessionals in psychosocialsupport based on culture- and community-specificways of dealing with stress and trauma.

FIRST SIX TO EIGHT WEEKS WHAT TO DO (EMERGENCY FIELD HANDBOOK)

! Identify and mobilize older children or adolescents withleadership qualities and basic teaching capabilities toassist in teaching younger children.

! Offer monetary or in-kind support incentives to attractteachers to work in adverse conditions and to helprecruits meet their own or their families’ emergencyneeds so they can focus on the needs of the children.

! Establish clear policies with other agencies andNGOs to ensure standardized remuneration rates forworkers.

Providing Teaching and Learning Materials! With the community, identify the key supplies

essential to restart primary education.! If supplies are not available locally, provide an initial

supply of School-in-a-Box and recreational kits,appropriate to the number of children who need them.

! Move from imported or pre-assembled kits to localproduction or acquisition of learning materials andtraining guides wherever possible.

Organizing Semi-structured Recreational Activities! Encourage and provide recreational facilities. Musical

groups, dance ensembles, art festivals, sportscompetitions, football games and group outings areimmensely popular and can be organized by teachersand community workers.

! Encourage involvement of humanitarian agencies andother implementing partners in non-formal education,i.e. basic literacy, numeracy and life skills basededucation not necessarily recognized by diplomas andcertificates.


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BEYOND INITIAL RESPONSE

4 Promote the resumption ofquality educational activitiesin literacy, numeracy andlife skills issues such asHIV/AIDS, prevention ofsexual exploitation andabuse, conflict resolutionand hygiene.

5 Establish communityservices around schools(such as water supply andsanitation), whereappropriate.

WHAT TO DO

! Centre activities around a protected space and acurriculum designed for psychosocial healing,emphasizing basic literacy and numeracy, sports andrecreation, music and art activities.

! Match the content of activities to local needs andconditions. For example, health promotion shouldconsider the relevant health issues in a community suchas the leading causes of morbidity and mortality inchildren.

! Do not limit life skills based education toschoolchildren. Adolescents who are not in school –and who are often already married, facing recruitmentand working – are also prime candidates.

! Use local languages in education activities. Thisenables full participation by learners.

! Arrange in-school feeding (MoU with WFP). Beyond itsnutritional benefits, it is useful in enabling children toremain in the learning environment.

! In cooperation with the WES programme, estimatehow many latrines will be needed for schools to meetminimum standards.

! Provide a safe water supply and sanitation and hand-washing facilities at schools and health posts.

! Establish child-friendly spaces and schools.

Preparing an Emergency PlanThe emergency response planningprocess should involve MoE counterparts,NGOs and local community. The planshould identify the target population to beserved based on assessment data,activities to be implemented to fulfil theCCCs, indicators to monitor progress ofthe activities, timeframe, human resourcesand supplies needed, estimated costs,and funding. Use Annex 1.2.1 as a sampleplanning format.

Planning Curriculum andTraining ActivitiesIn collaboration with partners, it isessential to develop a holistic plan forcurriculum and teacher mobilization andtraining for all phases of educationemergency response. An EmergencyCurriculum and Training Planning Tool isincluded as Annex 1.2.2 in this section andagain in Section 1.9, Framework forEducation Emergency Preparedness. It is

necessary to develop this plan as a tool incontingency planning with counterparts,and adapt it during the emergencyresponse activities. This will be acomponent of the emergencypreparedness section of the Tool Kit. It willrelate to Section 1.5, Pre-packaged Kits,Section 1.6, Supplementary Packages andEmergency Curriculum Themes, andSection 1.7, Teacher Mobilization,Identification and Training.

Curriculum in ComplexEmergencies16

When planning a curricular response inemergencies, it is critical to keep in mindthree factors:! the psychosocial impact of

emergencies on children! the purpose of education in

emergencies! the achievement of quality education in

complex emergencies.


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Due to the sense of urgency, internalorganizational demands and the logisticalprocess that needs to be put in place, theadaptation or development of emergencycurricula is often not considered, orprioritized. However, this element of aneducational response to an emergency orpost-conflict situation is essential for thehealing and well-being of children – bothto their immediate and future lives.

Psychosocial Impact of Armed Conflictand Natural DisastersThe social, psychological, moral andemotional deprivations children suffer,uprooting, the persistent fear ofpersecution, the actual loss of parents andcarers, are as damaging as being deprivedof food, water and health care.

In the aftermath of armed conflict andcrisis, children cannot resume ‘normal’educational activities without having thechance to heal their wounds. The learningspace needs to become a protectedhealing environment where pupils andteachers are given the opportunity forbuilding resilience, reflection, healing andself-expression. Reconciliation with theirown environment/society is an essentialprocess in which resilience through self-expression, play, sports, story telling,dancing and so forth are criticalelements.17

Expression and play can be fundamentalin building resilience for the lives ofchildren who have been the victims ofarmed conflict. Resilient children have thecapacity to make sense of stressful andtraumatic events confronting them. Helpingchildren to understand their traumaticexperiences and express them is afundamental operating principle ofsuccessful programmes for children livingin especially difficult circumstances.18

Contrary to what one might believe,creativity under these specialcircumstances becomes not only a healing

mechanism, but also a learningmechanism for adaptation to the new andextreme circumstances of flight ordisplacement.

The challenge, then, is to ensure that therange of experiences is broad enough toreveal each child’s voice and that thoseexperiences spring from events that all ofthe children have shared in common.19

The Purpose of Education in ComplexEmergenciesIt will take some time for the standardschool curriculum to be provided tochildren who are or have been victims ofarmed conflict. This process may take afew months and in some cases evenyears.

However, education is a fundamental rightof all children in all situations. Inemergencies, children are frequentlydenied this right. As a result, they are alsodenied the opportunity to develop andacquire the skills, knowledge andcompetencies to better cope with theprevailing difficult circumstances and tocontribute to the recovery of their familiesand communities.

Education gives shape and structure tochildren’s lives and can instil communityvalues, promote justice and respect forhuman rights and enhance peace, stabilityand interdependence. Schooling is alsowidely recognized as a ‘symbol ofnormalcy’ as it also provides the kind ofeveryday routines around which a widersocial stability can be rebuilt.

Therefore, timely educational interventionsare critical and urgently required on thegrounds that delay would not only have long-term adverse consequences but would leavecertain pressing problems unaddressed.Some of those consequences and problemsmay be specifically educational in characterwhile others have wider social or communitysignificance.


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A rapid educational response is justified interms of the need to ensure the right ofchildren to education, to minimize thedisruption of that education in the interestsof the children’s long-term development, toprovide timely psychosocial support toteachers20 and their pupils, and to at leastbegin the process of instilling new valuesand attitudes into young minds at risk ofbecoming brutalized by feelings of fear,hatred or vengeance.

Education and psychosocial support alongwith health, nutrition, water andenvironmental sanitation, have been givenhigh priority in the last decade. UNICEFhas sought to establish and develop thisintegrated approach through a childfriendly spaces/schools model.

Child Friendly Spaces aim to ‘re-centre’education strategies around childprotection activities that transition familiesand communities from the emergencysituation into the process ofreconstruction.

Quality Education in ComplexEmergenciesThe quality of learning in the classroom isconditioned by the ‘classroom climate’.The variables constituting this indicatormeasure levels of violent or positiveenvironment amongst students and thequality of teacher–student relations in thelearning processes. This variable has beendemonstrated to be far more relevant thanother aspects such as physical conditionsof the school, multi-classrooms or ‘normal’classrooms, systematic use of evaluation,or distribution of children by ability orquality of teacher training.21

In developing a positive classroomclimate, the following aspects needconsideration:! re-creation of habits! re-establishment of relational

behaviours! access to creative expression! play and humour.

Experience demonstrates that all forms ofcreative expression in children, whetherthrough body expression, dancing, singing,drawing, painting, storytelling or poetry,become necessary instruments forreconstructing the self and re-enacting badmemories in a healing process. Theemphasis on recreation and play and thedevelopment of related creative activities isas important as the support and provisionof reading, writing, numeracy and life skillseducation activities.

In other words, breaking the cycle of abuseof children who have been victims of warand trauma constitutes quality education,able to improve not only cognitive skills,but most importantly to prevent the cycle ofanger and human destructiveness atsocial and generational levels.22

Having an appropriate curriculum is vital tothe process. ‘Business as usual’ is nolonger a viable option. A curriculum thatdoes not take into account thepsychosocial needs of the generation ofchild victims of organized violence andnatural disasters is a recipe for exclusionand future social conflict. Thehumanitarian dimension and content ofeducation does not end with the formalend of war and crisis.

In most cases, in the initial stages ofturmoil, it is necessary to develop aminimum core curriculum, with a view tobuilding up a more formal educationsystem in the longer run. Integration oflocal educators with the support ofinternational organizations can developappropriate educational responses tosituations of emergencies, particularly inregard to the design and delivery ofsuitably adapted teaching and learningmaterials for children and young peopleaffected by armed conflict and/or naturaldisaster in the form of a minimum corecurriculum. This includes literacy,numeracy and life skills – landmineawareness education, cholera awareness,HIV/AIDS awareness, environmental


20

education, psychosocial support,recreation and play, human rights,education for conflict resolution and soforth.23

It is essential that pre-packaged andsupplementary materials be selected andused according to a set of objectives andactivities. Annex 1.2.2, EmergencyCurriculum and Training Planning Tool,provides the planning framework fordecisions to be made in an emergencycurriculum. Materials should never be

ordered without a planning process withcounterparts and partners.

The cognitive aspects of the schoolenvironment will not be an adequateparameter for measuring quality educationwhen dealing with situations of children incrises. Concurrent to the application of theminimum curriculum, a review orrethinking process encompassing a criticalanalysis and consultative process of arevised standard curriculum could also betaking place.

LINK TO EMERGENCY PREPAREDNESS– RAPID EDUCATION RESPONSE! Make an emergency curriculum and training plan with counterparts

and partners, as shown in Annex 1.2.1.


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EMERGENCY CURRICULUM ANDTRAINING PLANNING TOOL

ANNEX 1.2.2

GeneralObjective

1. Develop basic core programme for literacy and numeracy

Lower Primary

Upper Primary

Overage students

Out of school students

2. Develop a programme for psychosocial healing

Ages 0-5

Ages 6-12

Ages 13+

3. Develop a programme for recreation, sports and expression activities

Ages 0-5

Ages 6-12

Ages 13+

4. Develop a programme for early childhood development

5. Emergency themes

Ages 0-5

Ages 6-12

Ages 13+

Counter-parts/Partners

InstrumentsandCurriculumMaterials

TeacherTraining andSupervision

ImplementationTime Schedule

CCCIndicators

! Annex 1.3.1 Integrated Rapid Assessment Field Data Checklist - Education (Draft EMOPS 2006)! Annex 1.3.2 Rapid Education Assessment from Emergency Field Handbook! Rapid Education Assessment (Pakistan)! Multi-sectoral Rapid Assessment - the First 72 Hours after Rapid Onset Emergency: An Integrated

Tool Kit (Draft, EMOPS)! Integrated Rapid Assessment Field Data Checklist (Draft)! Information Gathering and Needs Assessment (Technical Notes)

RAPID EDUCATION ASSESSMENT

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1.3

Rapid AssessmentRapid assessment is a process ofgathering accurate and detailedinformation on the educational situation onthe ground and evaluating the physical andhuman resources available. Whenplanning an educational response insituations of emergency, crisis andtransition, it is essential to conduct acareful assessment of the situation ofchildren and women in such conditions ofcrisis and instability. Through this analysis,determine the most strategic and urgentactions to be taken.

Rapid assessment at the onset of anemergency is one of the key elements ofthe UNICEF Core Commitments forChildren in Emergencies.

In consultation and collaboration withpartners, UNICEF will carry out a rapidassessment of the situation of childrenand women. Drawing upon datacompiled in the preparedness phase,this situation analysis will determine theexact nature of the crisis, includingpotential developments, implications forthe rights of children and women, andthe required programmatic response,operational modality and security.

CORE COMMITMENTSFOR CHILDREN – RAPIDASSESSMENT

In order to be able to respond quickly andefficiently, it is necessary to be aware ofthe conditions of the situation in arelatively short period of time. Figure 4shows a timeline for cross-sectoralassessment over a period of one year.During the first 48 to 72 hours, a cross-sectoral assessment must be undertakenby UNICEF and its partners. The IntegratedRapid Assessment Field Data Checklist forthe Education Sector (Draft EMOPS)included in Annex 1.3.1 provides a list ofinformation that needs to be gathered fromthe education sector within the first 72hours of an emergency. This informationincludes! attendance! education priorities! education infrastructure! education system capacity! education materials.

After the initial cross-sectoral rapidassessment, the education sector mustassess in greater detail and accuracy thecondition of learning spaces during theperiod between weeks one and six after adisaster. This data will inform criticaldecisions about the setting up oftemporary learning spaces and ordering ofeducation supplies.

Rapid Education Assessmentof Learning SpacesIt is necessary to assess the state of theeducation sector from zonal officers on the

SECTION 1.3RAPID EDUCATION ASSESSMENT

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ground at the site of the emergency –education officers, NGOs, communitymembers and other contacts. Thisinformation needs to be compared withbaseline data that has been collectedduring the preparedness phase.

At the area or sub-regional level, basicdata regarding demand and existingfacilities and capacity is required. At thelocal and community level, greater andmore accurate detail is needed forplanning purposes. Assessment of theeducation situation should go beyondjust physical capacity (damage done toschool buildings, etc.) and should alsoinclude information on numbers, agesand gender of affected children, location,gender and qualifications of teachers,and the extent to which existinginstitutions are still functioning (whetherthey have the necessary amenities suchas materials, furniture, as well assanitation, water facilities).24 The rapidassessment of learning spaces shouldbe done between one and six weeksafter the onset of the emergency.

Identify Existing InformationData sources of information on theeducational statistics in the region shouldhave been previously compiled and shouldalready exist (see Section 1.9, Frameworkfor Education Emergency Preparedness,Annex 1.9.3 for more details). Much of theinformation on the situation prior to theemergency should be available, and maybe obtainable from the relevant ministries’databases or through a recent census. It ispossible that the government/MoE or localeducation authorities have an EducationManagement and Information System(EMIS) set up with updated information. Inthat case, the required information may beavailable from this system.25

Identify Key Information GapsCollect information on the current situationin order to compare it with the situationprior to the emergency, assess needs, anddetermine what actions must be taken.One good method of collecting theessential information is by conducting aRapid Assessment of Learning Spaces(RALS).

FIGURE 4 Assessment and Monitoring in Emergencies26


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Planning for the Assessment27

It is essential to coordinate with partnerson the ground and decide the keyinformation that is needed. The first priorityshould be to determine the sites ofassessment and assess areas in greatestneed. When overall needs are urgent,focus on accessible areas first. Alsoprioritize assessment needs and set up anassessment team.

What to doWrite up an assessment plan. This shouldcontain:! Assessment objectives.! Breakdown of schools in each province

or district.! Summary of existing information and

details of information to be collected.! Methodologies to be used.! Rationale for the sample.! Timetable.! Logistical support needed.! Information analysis and application.

Consider the logistics:! Transportation needs to the sites.! Lodging (if not a day trip), food and

water needs.! Potential impact of crisis on the ability

to collect data. In the event that nodirect data collection can take place,can indirect methods be used?

! Capacity to function in the field, interms of access and mobility, presenceof national telecommunications andinfrastructure, transportation,warehousing and human resources.

Set up an assessment team:! Have a varied team (in terms of gender,

skills, experience and viewpoints).! Hire local personnel if possible, as they

will have good knowledge of the locallanguage as well as of the area, whichis invaluable when planning a RALS.

! Train the team on methodology, securityand communication issues. Trainingshould include discussions of surveyprocedures, mock interviews, and afamiliarization of all the duties to beperformed by the interviewers.

! Make arrangements for translators andorient them as necessary.

Compile the tools needed for assessment:! Compile an assessment form to enter

information. Adapt the RALS forms usedin previous emergencies. RALS templatesfrom complex emergencies and fromnatural disasters can be found in:! Annex 1.3.2: RALS from Emergency

Field Handbook.More generic templates can be found in:

! http://www.intranet.unicef.org/technotes/ (UNICEF TechnicalNotes: Special Considerations forProgramming in Unstable Situations.New York: UNICEF, 2003, pp.281–286).

! http://www.ineesite.org/standards/MSEE_report.pdf (INEE MinimumStandards for Education inemergencies, Chronic Crises andEarly Reconstruction, pp.30–38).

! These assessment templates can alsobe used to input the information on thesituation prior to the emergency, inorder to compare the two situationsmore easily.

! Translate the assessment forms intothe local language(s) and adapt them tosuit the local situation.

! Consider needs for stationery,computers, measuring tools.

Encourage community participation andbuild local capacity:! Inform the community members about

the intent and aims of the datacollection process and involve them inthe process – community leaders,parents and adolescents, universitystudents (ask the students about howthey perceive their needs).

! Involve local NGOs, faith-basedorganizations, or other civil societyorganizations who might be interestedin assisting with the process.

! Find out if there is a functioning PTA inthe area, as they may be able to assistin data collection and other aspects ofcarrying out the Back-to-Schoolinitiative.


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Involve the government or relevanteducational authorities:! Form a good working relationship

with the government, if possible andappropriate.

! Keep them informed of actions andprogress at all levels.

! Involve them at all levels of activitiesand encourage them to takeresponsibility for the various parts ofthe process. For example, find out ifgovernment counterparts such asstaff from the Ministry of Education,Statistics department, the Ministry ofPlanning, or local educationalauthorities would be willing to assistin conducting the RALS. This processhelps to build the local capacity fromthe beginning. By allowing them tobecome actively involved from thestart and take ownership of theprocess, it will be easier to hand overthe programme to them later on.

! Bring up the opportunities for long-term development inherent withinconducting a RALS. Explain togovernment officials that RALSinformation can be a starting pointfrom which they can subsequentlydevelop an EMIS and create acomprehensive database ofeducation information for the region.

In case of war or civil conflict:! In collaboration with other agencies,

develop a memorandum ofunderstanding or similar arrangementdetailing roles and responsibilities ofparties engaged in the process ofdelivering humanitarian assistance.

! In collaboration with other agencies,make and formalize agreements onsecurity assurances in areas ofhumanitarian operation.

! Additional criteria in situations ofcomplex emergency are outlined in‘Guidelines on the use of military andcivil defense assets to support UnitedNations humanitarian activities incomplex emergencies’: http://ochaonline.un.org/GetBin.asp?DocID=426.

Conducting a RALS28,29

At the community level, rapid preliminaryassessment should be undertaken toidentify urgent education priorities. Thisshould be followed up by a morecomprehensive assessment of children’seducational needs.

What to doIn the first 1–6 weeks, gather informationon the following factors for before theconflict and at present:

School information! Breakdown of schools in each province

or district.! Educational programmes in place prior to

the emergency – formal or non-formal?! Extent of disruption caused by the situation.! Distance students must travel to attend

school.

Student information! Number of students in each grade:

primary, secondary and higher,disaggregated by gender.

! Number of vulnerable children (IDPs,refugees, returnees, separated,unaccompanied children, etc.).

! Ethnic breakdown of students.! Language of instruction / mother tongue

of the target group.

Teacher information! Number of teachers or

paraprofessionals in each grade:primary and secondary, disaggregatedby gender.

! Level of education of the teachers.! Level of training of teachers (training in

the last year, no training at all).

School infrastructure and status ofeducation facilities! Types of learning spaces: government

building, mosque, private house, tent,open space, other.

! Number and condition of classrooms.! Availability and condition of learning

materials in the school: instructionalmaterial, supplies, furniture, recreationequipment.


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! Renovation status of building:renovated, ongoing, needs renovation,N/A.

! Sanitation in the structure: existing,planned, needed (# of latrines forstudents/teachers, condition anddistance from toilets to water source,mechanism in place for solid wastecollection).

! Sources of drinking and hand-washingwater: well with a hand pump, pipingsystem, shallow well, stream water,planned, no water.

! Status of power supply: existing,planned, no power.

! Presence of landmines or UXOs.! Ongoing repairs, renovations by other

agencies.! Existence of school feeding.

Resources in the community (humanresources and organizations)! Individuals able to take on leadership or

technical roles in providing educationalservices.

! Number of potential teachers,paraprofessionals/parateachers.

! Condition of families andneighbourhoods and their ability toparticipate in educational activities.

! Institutions and organizations (includingNGOs) that have the potential to contribute.

! Existing facilities that could be used forschooling.

! Facilities available to support training ofstaff, curriculum and materialsdevelopment.

! Availability of mass media, includingradio and press, for use in socialmobilization and raising awarenessabout the BTS campaign.

Following the Assessment! Cross-check and analyse the information.

Analysis of the data should be done bythe whole team as it will facilitate cross-checking and cross-sectoral thinking.Analysis should include identification offurther information collection ormonitoring needs.

! Create a comprehensive database forthe information.

ACEH, INDONESIA CASE STUDY:RAPID EDUCATION ASSESSMENT

Aceh pioneers RALS in post-naturaldisasterEven before the 26 December2004 tsunami that ravaged elevenIndian Ocean countries, the data andstatistics on education wereincomplete in Aceh, Indonesia. Much ofthe existing data was inaccessible orswept away. As a result, it as verydifficult to understand the scope of thedamage, creating serious challenges informulating responses. The AcehUNICEF office with MoE counterpartsdecided to conduct a joint a rapidassessment of all primary schools. Inaddition, they established a databasecentre for education in the ProvincialDepartments of Education andReligious Affairs which could be usedto produce accurate, detailed andtimely data and information related toeducation in the post-tsunamicontext.All primary schools werevisited, and the most senior teachersand school principals were interviewedusing the assessment form. GPScoordinates were taken (an interactivemap was later prepared) and schoolfacilities and grounds were inspected.A RALS room was set up with theProvincial Department of Education.The RALS resulted in reliable data onschool conditions and water andsanitation status, functioning schools,school attendance, and numbers ofstudents served and not served. As aresult of accurate assessment data,UNICEF was able to respond withfollow-up actions including provision ofclassroom materials, structuralassessment of existing schools,construction of temporary classrooms,and provision of child-friendly waterand sanitation facilities at existingschools. In addition, the RALS wasreplicated in all tsunami-affecteddistricts in Indonesia.


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! Train people to do data entry – showthem how to use the computers ifnecessary.

! Feed assessment findings into thedatabase for analysis.

! Disseminate the results to decision makers.

What to remember! If working with the cooperation of the

government, hand over the informationcollected to the appropriate governmentdepartment. This should include theassessment forms, the databasecontaining the information and ademonstration of how the rapidassessment system works. This isimportant in order to ensure that thegovernment or local authorities cantake ownership of this process and beable to use the information in the future.

! Data collected from the initialassessment may not always becompletely accurate and reliable. Giventhe rapidly changing conditions thatcharacterize most emergencies, theassessment of the conditions shouldnot be limited to the initial planningperiod but should be an integralongoing component of the programme.It is important to be flexible andprepared to adapt the response tochanging situations. If possible, returnand re-assess the situation, in order toobtain more accurate statistics.

! It is essential to conduct follow-upassessments. For instance, at the timeof initial assessment, not all childrenmay have returned to school. In such acase, determine the reasons for non-attendance so they can be addressed(some reasons may include trauma,sickness, displaced family, home farfrom school, no uniform, child neededat home, child missing). After the re-assessment, compile a set of actionsrecommended to address the problemsidentified. See Section 3.1, Monitoringand Evaluation, for more detail.

Ongoing Assessment andData CollectionOngoing data collection and analysis isessential in providing information that willhelp formulate plans that will probablycover the next 100 days. This will againfocus specifically on information neededfor decisions vis-à-vis programmeresponse to fulfil CCCs. This will stillinclude analysis of secondary data fromother organizations, but is likely also torely on synthesis of data from the abovefield data collection activities.

What to do: the first month(Emergency Field Handbook)30

1. Identify a few key performancemonitoring indicators, corresponding tothe programme Core Commitments forChildren in Emergencies, and sourcesof information. Indicators should focuson critical UNICEF inputs; key outputswith partners (e.g. number of schoolsfunctioning and the estimatedcoverage); and, where feasible,outcome indicators.

2. Identify and prioritize gaps in data onthe situation of children and womenand potential sources.

3. Determine timing of any evaluations orreviews.

4. Determine what role the country officewill have in building up capacity ofnational partners to coordinate datacollection and in contributing tostandardizing data-collection systemsamong agencies. Identify anycorresponding capacity-buildingactivities and the best timing for them.

5. Plot the events using data and the data-collection activities identified on thethree-month calendar. Merge data-collection activities where possible (e.g.same location, same expertiserequired, similar methods). Adjusttiming of activities to feed into majorevents using data.

6. As with the initial integrated monitoringand evaluation plan, check with keypartners on their data-collection plansto eliminate overlap, identify commoninformation needs and join effortswhere possible.


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7. Continue information sharing andintegrate monitoring and evaluation infunding appeals.

8. Identify the timing of any known eventsor documents that will require the inputof monitoring data, such as theConsolidated Appeal Process or donorconferences.

Government Led DamageAssessmentsIn addition to integrated rapid assessments,the government together with the WorldBank or regional development banks oftenundertake a damage/needs assessment,which, unlike the rapid assessments, islargely for reconstruction rather than relief.However, the exercise often shapesgovernment’s view on the scale of thereconstruction exercise, including costs andstrategy decisions. Partly because Bankstypically fund through government, theyexert a powerful influence on governments’perceptions, willingness and politics of anemergency. Education programme officersshould be aware of these assessments andthe role they might play in them. After thePakistan earthquake, for example, theUNICEF education section was involved insuch an exercise that covered a humanneeds assessment as well as a structuraldamage assessment. It included teachertraining and child-focused needs ofreconstruction, as well as special needssuch as physical disability resulting fromthe earthquake.

UNICEF’s Role in DamageAssessmentsUNICEF in general, and the educationsection in particular, can play a role inthese assessments in the following ways:! Damage assessments can be an

opportunity for advocacy at the highestlevel. For example, the needs of thedisabled or child friendly schools’design can be identified, especiallywhen they have cost implications.

! UNICEF can contribute an institutionalview on what constitutes exclusion/inclusion in the country and have ready

documentation, as the assessment is anopportunity to tackle exclusion issues.

! The rights of children need to find aplace in damage assessments, e.g.reconstructing not just pre-existingfacilities, but facilities for children whomay have been denied access prior tothe disaster.

! Different agencies have differentstrengths. The Banks are good atcosting and can quickly mobilizestructural engineers and other experts.UN agencies can/should be able topredict social impact and strategies.The education section in UNICEF canidentify costs such as mobilizing andtraining a new teaching force.

! Since UNICEF is on the ground, it cancontribute its field experience, knowledge,logistics and personnel, its widerperspective from all of its sectors, andgood institutional support and networks.

! In the event of government not beingfully funded through the Banks orelsewhere, UNICEF often receives highlevels of funding, and needs to be aplayer in the assessment.

Preparedness for DamageAssessmentsEducation programme officers should takethe same preparedness measures to pre-position involvement in a damageassessment as they would for the otherassessments, including the following:! Assess whether there is an education

staff person able to participate in adamage assessment or whetherassistance from the RO or an externalconsultant is needed.

! Have available education baseline data,electronically as well as hard copy.Have data on children likely to be out ofschool, disabled, marginalized, girls,etc., as well as any material relating tocultural aspects of school-goingbehaviour, and non-formal programmesand vulnerability.

! Information on teachers and othereducational personnel will also beneeded. Also have available any


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development plans for the sector whichpredict numbers of teachers/schoolsneeded, as well as any projectdocuments which give costs (e.g. oftraining needed teachers, of child-friendly school design). The Banks willhave their own formulae for costing, butexisting information will provide acheck, which may well be requested bythem." Agree in the UNCT and with I/

NGOs and government which datasets would be used in the event ofan emergency (and where thegaps/disagreement lie). This savesprecious time afterwards whentime is better used for response.

" Have available past Bank-supported/led assessments fromthe tsunami, earthquakes andothers, including the most recent.

" Have a good contact/relationshipwithin each development bank inthe country, or if not present, find outwho the task manager for theeducation sector is and nurture agood relationship when theyconduct in-country missions. Offerinformation and data from time totime, and meet them physically.

" Be an active member of an existingsector development group.Experience shows that where thisis in place, clusters andcoordination are easier to organizein an emergency.

" Agree in the office and UNCTwhich agency will lead in whichpart of the response and how all

will work together. In the damageassessment missions ensure thatUNICEF is there even if UNESCOis present, as UNICEF hascomplementary perspectives andexpertise.

When the Emergency Occurs! Be proactive. Delegate someone in the

UNICEF team to be the contact point. (Ifthe team is small, urgently request RO/HQ.)

! Check with the Banks in the region (WorldBank, Asian/African Development Bank) ifthere is an assessment proposed. Ask tobe on the email list and to be included inany education group.

! Decide who can/will participate bothfull-time for about three weeks, andsupport from the office if different.Request RO for assistance if anexercise is imminent. Back the personup with occasional attendance by aperson in-country, and provide both withbaseline data.

! Take the ‘rights’/inclusion role. Whilethe Banks will do costing, they needadditional perspectives on what to cost.UNICEF needs continually to supply thegender and disparity lens.

Additional ResourcesUNICEF Emergency Preparedness andResponse Training Programme Module 2– UNICEF internal website at: http://www.intranet.unicef.org/DHR/Learning.NSF/Site%20Pages/Page0501xx58.

LINK TO EMERGENCY PREPAREDNESS – RAPIDEDUCATION RESPONSE! Ensure that pre-crisis data has been gathered, as shown

in Annex 1.9.3, Pre-crisis Secondary Data for EmergencyPreparedness.

! Decide which data sets are to be used in the UN CountryTeam and with government.

! Identify appropriate Rapid Assessment of LearningSpaces tools in advance with MoE and partners.

! Make agreements in advance with counterparts andpartners about assessment roles and responsibilities inpreparation prior to an emergency.


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INTEGRATED RAPID ASSESSMENT FIELD DATACHECKLIST - EDUCATION (DRAFT EMOPS 2006)

ANNEX 1.3.1

EDUCATION SERVICES

Attendance:

Since the Disaster, what are the main effects on primary school attendance? (choosefrom list) |__| and |__| and |__|

1. No-one attending school now2. Some still attending3. Initially all attendance stopped but is now partially resuming4. Initially all attendance stopped but now fully resumed5. No effect on primary school attendance6. Other, specify________

What are the biggest constraints to school attendance in your community now?

1= yes; 1= yes;2= no 2= no

Schools destroyed/damaged Primary school available but no secondary schoolEducational materials destroyed/looted IDPs or refugees cannot attend local schoolsNo teachers Insecurity, is unsafe for children and teachersNo resources for teachers, supplies Children needed at home to help familyNo money to pay for school fees Children enrolled in army or labourNot enough places/schools Children or teachers traumatizedNo instruction in our language School too far to walkLocal schools have a different religion/culture Other, specify__________________School is only for boys, none for girls Other, specify__________________

Education Priorities:

What are the most urgent educational needs right now in your community?

1= yes; 1= yes;2= no 2= no

Identify locations for classes Primary teaching/schoolsRepair to damaged buildings Secondary teaching schoolsWater and sanitation at school sites Ensuring safety and security of children and teachersResources to pay for teachers Counselling for traumaGetting teachers Demobilization of conscripted childrenGetting teachers with local language, religion Working with the community to get children back in schoolGetting teaching supplies/kits Other, specifyShare or integrate affected children into local schools Other, specify__________________Early Childhood Development programme


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What are the risks to safe and protective learning spaces (including early learning spaces)|__| and |__| and |__| (use codes below)?

Risks for establishing safe and protective learning spaces:! Basic sanitary/water conditions! Conditions of buildings are unsafe (i.e. after earthquake, etc.)! No caregivers or teachers available! Place subject to incursions from warring factions (e.g. where children are likely to be in

danger of abduction from school or cross-fire)

How can learning spaces be made protective for pupils and teachers?

Education Infrastructure:What is the level of destruction of existing facilities and materials in your community?

School type Number of each kind of How many are: Please code the schoolsschool in the community 1= Government run according to the Damage

2= Private Codes below3= Military4= Other, specify___

Pre-SchoolPrimary SchoolSecondary SchoolHigher Education

Damage Codes:1= Minor repairs required2= Partially destroyed3= Mostly destroyed4= Completely destroyed5= No damage

Where there is a large degree of destruction of education facilities (most schools coded 3and above), what alternatives are currently being employed? ________________________(Codes: 1= tented schools, 2= outdoor schools, 3= sending children to school in otherdistricts/areas, 4= more children in remaining schools, 5=other, specify__________)


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Education System Capacity:

Existing teaching human resources in the community (use indirect source from MoE andfrom local informants).

How have numbers of trained teachers been affected?

Type How many How many Paid by? If reduced numbers, main reason:available available now? (Govt, NGO, 1. Injury/ traumapre-crisis? UN, etc.) 2. Death

3. Loss of family members4. Sick family members5. Loss of property6. Not paid7. Other, specify

Pre-primary teachersPrimary teachersHeadmasterOther, specify

Assess local availability of youth (by gender) with complete or incomplete secondaryeducation in the community. (They have proved to be an important trainable source forcreation of child friendly schools and spaces in cases of Colombia, Gujarat, Turkey,Afghanistan, etc.) Number____

Education Materials Available: If not, why?Yes/No (see below)

Writing materialsReading materials (textbooks, etc.)Basic classroom/teaching space materials (blackboards, chalk, etc.)Recreation/self-expression materials and conditions of space for sports and play/recreation

Categories for solutions IF NOT:! Existence of local printing capacity (copy printer, off-set, etc.)! Availability of purchased materials at Central/Regional MoE, or private sector. In-country.! Basic local warehousing and distribution capacity for printed and writing materials. (See

Diagram 25. UNICEF Field Emergency Handbook. p.224.)! Other, specify______


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RAPID EDUCATION ASSESSMENT FROMEMERGENCY FIELD HANDBOOK

ANNEX 1.3.2

MOE/UNICEF RAPID ASSESSMENT OF LEARNING SPACESA. School Location

Code

[Q1] Name of country[Q2] Name of district[Q3] Name of village/town/city[Q4] Name of learning space/school

B. School Details

[Q5] In what year was the school established?[Q6] Location of learning space School building 1 Shelter/camp 2

Outside 3 Tent 4Mosque 5 Private house 6Other 7

[Q7] Type of school Private 1 Public 2

Mission 3 Community 4Other 5

[Q8] Number of classrooms[Q9] Level of school Primary 1 Junior secondary 2 Senior secondary 3[Q10] Is there a functioning PTA? Yes 1 No 2[Q11] Number of teachers available All teachers Female Male[Q12] Number of IDP teachers All teachers Female Male[Q13] Teachers who are working both All teachers Female Male

on non-formal schools and formalschools (for non-formal sector only)

[Q14] Qualification of teachers Total Female MaleBelow High school graduateC certificateB certificateAA DegreeBSc. EducationOrdinaryMasterOtherTotal Primary Junior secondary Senior secondary


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[Q15] No of teachers per level[Q16A] No of buildings per level[Q16B] No of classes per level[Q17A] Pupils/girls[Q17B] Pupils/boys[Q18A] No of IDP/girls[Q18B] No of IDP/boys[Q19A] No of girls attending both formal and non-formal school[Q19B] No of boys attending both formal and non-formal school[Q20] Number of sessions[Q21] Hours of instruction per session

C. School Condition

[Q22] How far is the nearest health facility (in minutes walking)?[Q23] Availability of water Yes 1 No 2

If Yes, go to Q23A, otherwise go to Q24[Q23A] What is the main source of water? Public tap 1 Piped 2

Borehole/well 3Pond, river, canal or stream 4

[Q24] Level of damage of the school (circle one answer only)Minor cosmetic repair only/incomplete building 1(Requires painting, glass for windows, plastering on walls)Minor damage only 2(Leaking roof, requires painting, need of new doors & window repairsPartially destroyed building 3(Missing doors & windows, missing roof tiles or iron)Mostly destroyed building 4(No roof, no windows, no doors, walls still standing, structurally soundCompletely destroyed 5

[Q25] Availability of functioning toilet facility Yes 1 No 2If Yes, then answer Q25A, otherwise go to Q26

[Q25A What is the type of toilet facility? Pit latrine 1 Flush toilet 2 Other 3[Q26] Availability of separate toilets for faculty and staff Yes 1 No 2[Q27] Availability of separate toilets for girls and boys Yes 1 No 2[Q28] Availability of electricity Yes 1 No 2[Q29A] Availability of school furniture Yes 1 No 2[Q29B] Availability of functioning resource centre Yes 1 No 2[Q29C] Availability of science lab Yes 1 No 2[Q29D] Availability of recreation equipment Yes 1 No 2[Q30] Are there mines and UXOs in the school area? Yes 1 No 2[Q31] Are there mines and UXOs on the travel routes to school? Yes 1 No 2


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D. Supplies

[Q32] Did you receive any student supplies (kits) Yes 1 No 2 Quantity (boxes)Example of items (to help identify the specific kits): Notebooks, colour pencilsIf Yes, state quantity

[Q33] Did you receive any class/teacher supply (kits) Yes 1 No 2 Quantity (boxes)[Q34] Did you receive any school supply kits/School-in-a-Box? Please

circle the correct response, kit or box Yes 1 No 2 Quantity (boxes)If Yes, state quantity

[Q35] Did you receive any prescribed textbooks? Yes 1 No 2 Quantity (boxes)[Q35A] If yes, write the number against each subject and each level.

Language Primary Junior Secondary Senior SecondaryMathSocial StudiesScienceTotal

[Q36] Total of all levels[Q37] Who did the distribution? MoE 1 Donor 2[Q38] Do you have the waybill? Yes 1 No 2

Thank you. This is the end of the questionnaire.

! Annex 1.4.1 Specifications for School Tents (Pakistan)! Temporary School Project, Aceh, Indonesia

TEMPORARY LEARNING SPACES

SECT

ION

1.4

Site SelectionIn many cases, it will not be possible toreturn to the formal school systemimmediately and it will be necessary toconduct educational activities in non-formal settings. It is very important toconsider the physical environment whenestablishing a learning space.

Things to remember31

Only the necessary minimum effort, timeand resources should be committed totemporary emergency shelter:! Be creative when designing temporary

learning spaces – it is not necessary tohave an actual classroom or schoolbuilding to conduct educationalactivities. Rather, considerimplementing activities under trees,tents or other temporary shelters.

! Make maximum use of materials thatcan be retrieved from damagedbuildings in the area.

! Site planning should take on acommunity-based approach and shouldpreserve previous social arrangementsto the extent possible.

! Begin reconstruction or rehabilitation ofpermanent or semi-permanent learningspaces as quickly as possible. Notethat UNICEF does not generallybecome directly involved in large-scaleconstruction, but it can providetechnical support in setting standards toensure that construction is child-friendly. Also, when planning

reconstruction or rehabilitation, makesure to consider any relevant securityissues or the physical location todecide whether it is appropriate toreconstruct at that time or on thatlocation.

Planning a Safe, Secure SiteAlthough classes can sometimes be heldin the open air, this may be harmful fornew equipment or materials. Also, incertain climates, children will needprotection against the elements, makingsome kind of shelter necessary.

What to do! Select a safe, secure site to set up

temporary classes.! Make sure that the site is cleared of any

objects that may be harmful to children,such as unexploded ordnance, sharpmetal or broken glass.32

! Choose a space that has shade and isprotected against wind, rain and dust,and is removed from stagnant water,main roads and distribution points.Remember that educational facilitiesare often perceived as a safe sanctuaryby children where they will be protectedfrom shooting or other kinds ofviolence.33

! Make sure that the site is wellmonitored and that children do not haveto walk a long distance to reach thefacility. This is particularly important forgirls, as they tend to be more

SECTION 1.4TEMPORARY LEARNING SPACES

37


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vulnerable to assault or rape, especiallyin unstable situations.

! Make sure that the space has adequatestorage capacity for basic supplies andespecially in case a decision toimplement a school feedingprogramme is made.

Tented SchoolsIf no previous structures and buildings areavailable, prefabricated tents, poles andplastic sheeting can be utilized to providetemporary shelter and create a safe spacein which to conduct educational activities.A 55 square meter tent can accommodate40-45 children.

The process of ordering tents is explainedin Section 1.8, Supplies and Logistics.When putting up the tents, consider thefollowing:! Is assistance from Supply Division

needed to erect the tents?! Can local staff be hired to perform this

duty?! What is the cost analysis of ordering

tents, tarpaulins, heaters and othersupplies from Supply Division versuslocal procurement?

In cold weather conditions, the UNICEFtents may not provide sufficient protection.For example, Pakistan had a local supplierprepare a school tent that provided betterdurability and protection against the coldwinter after the earthquake. See Annex1.4.1 for the specifications.

Child Friendly Spaces (CFS)34

The onset of conflict or a humanitariancrisis has very negative psychosocialimpacts on children and families. Thesocial, psychological, moral and emotionaldeprivations they suffer as a result of beinguprooted from their homes (in the case ofrefugees or IDPs), the fear of losing or theactual loss of their loved ones, are asdamaging as being deprived of food, waterand healthcare. In the aftermath of armedconflict, children cannot resumeeducational activities unless they have had

a chance to heal their wounds. Thus, it isessential that temporary learning spacesare child friendly, and that children areprovided with a protective environment andsafe space where they can regain a senseof normalcy.

The use of Child Friendly Spaces is one ofthe main UNICEF strategies for ensuringthe protection of children in emergencysituations. This concept is an integrated,rights-based approach to programming inunstable conditions. Child Friendly Spacesare aimed at guaranteeing children’s rightsto survival, development, participation andprotection, by providing basic socialservices in a safe environment. This familyand community-based approach tochildren’s well-being includes health andhygiene, recreation, childcare,psychosocial support and education. Sinceit was first implemented during the refugeecrisis in Albania in 1999, the concept ofChild Friendly Spaces has gainedrecognition as a successful model topromote the rights of refugee and internallydisplaced children.

Main Principles ofChild Friendly Spaces! Provision for a human rights-based

approach: it is inclusive and integratesbasic services to ensure rights tosurvival, development, participation andprotection.

! Provision for an integrated set ofmutually reinforcing basic package ofservices for children and mothers:infant health, support to mothers andbabies, psychosocial support,education and recreation, counsellingfor parents.

! Commitment of all actors (government,bilateral donors, internationalorganizations, NGOs) to place childrenat the centre of the planning anddevelopment of community services.

! The participation of children themselvesin the evolution of the concept.

! The adaptability of the CFS initiative toall structures and settings for the


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benefit of refugee, internally displacedand local children.

! The contribution of each actor to thedevelopment of the initiative accordingto their capacity and in cooperation withother partners.

! An opportunity to advocate for theprotection of children’s rights.

! Establishment of minimum standards:needs to have sufficient space andequipment for each service, i.e.education, recreation, and so forth.

Operationalizing ChildFriendly SpacesFigure 5 captures the main points behindthe concept of CFS.

The main educational activities that takeplace in CFS include literacy, numeracyand life skills, as well as play and otherforms of socio-recreational activities. Asschool is often a place of convergence forchildren and families, this environment alsoallows for other services to be provided,such as psychosocial support and basicprimary health and nutrition services. It isimportant to coordinate with colleaguesfrom the other sectors to set up theseactivities. The centres should have targeted

FIGURE 5 The Concept of Child Friendly Spaces

programmes for pre-school children,primary school-aged children, youth andparents. The main activities that take placewithin a Child Friendly Space include:! basic health, nutrition and baby care! hygiene, water and sanitation services! early childhood care and development! primary school! recreation! psychosocial support! youth activities! mother support

All of these activities are linked toeducation activities. For instance,providing early childhood care anddevelopment is a key part of earlylearning, and can also promote girls’education. Girls are often responsible forsibling care. Also, provision of suchservices can free girls from these duties,allowing them to access their right tobasic education.

Things to consider35

! It may be necessary to provideeducation to peacekeeping forcesconcerning children’s rights and, aspeacekeepers, their obligation toprotect and care for children.


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! When planning a CFS, keep relevantgender considerations in mind. Forinstance, make sure that there areseparate latrines for men and women.Additionally, in cultures where it is notaccepted for girls and boys to learntogether, try to establish learningenvironments that are sex-segregated.Make sure all necessary measures aretaken to create a safe, protectiveenvironment which promotes girls’education and encourages parents tosend their daughters to school.

Example of a Child Friendly Space:The Turkey Experience (1999)36

In Turkey, a set of minimum standards wasidentified to serve the numerous emergingtent cities, based on an average tent camppopulation size of 1,500. Tented camps inthe affected provinces ranged from thesmaller 50 tent complexes housing some11,300 people to the mega-conglomeratesof up to 2,000 tents housing as many as7,500 at any one time. The size of eachCFS was modified according to thepopulation served, maintaining the servicespace/population ratio identified in theminimum set of standards. Figure 6 showsa conceptual layout and an actualphotograph of a CFS in Turkey. Theconceptual layout shows the required

tented and open air spaces needed for atent camp population of 1,500.

Water and Sanitation inTemporary Learning SpacesEducation programme officers and othersin the sector need to work with theUNICEF water and sanitation officer toensure that water and sanitation needsare met in temporary learning spaces. TheSphere standards37 (from the SphereProject establishing minimum standardsin disaster response) outline guidelinesthat are supportive of community spacesand should be considered in the designand establishment of TLS that are alsochild friendly and protect children. Keycriteria for water and sanitation, whichshould also be used in schoolrehabilitation and construction, include:! access to safe drinking water! access to water to wash hands after

defecation and before eating orpreparing food

! water point drainage well planned, builtand maintained

! separate toilets for girls and boys, sitedto minimize threats to users and offer adegree of privacy

! toilets no more than 50 metres fromdwellings; where possible provision ismade for one toilet per 20 people,

FIGURE 6 Diagram of a CFS/E and a Photograph of a CFS in Emirda Tent City, Adapazari in Turkey


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although in an emergency one toilet for50 people can initially be used

! pit latrines at least 30 metres from anygroundwater source that is used andbuilt downhill from any water supply

! in malarial environments mosquitocontrol undertaken, such as gooddrainage, covering pit latrines, coveringopen wells, etc.

! access to solid waste disposal, i.e.refuse containers or clearly marked andfenced refuse pits, etc.

! shelters, paths and water andsanitation facilities not flooded

Things to consider! TLS that are also child friendly spaces

involve coordination with educationauthorities, community, and other sectorssuch as WES, Child Protection and Health.

! Supporting TLS that are CFS are notnecessarily prioritized within othersectors and therefore the educationsector needs to continue to raiseeducation as a priority and to advocatefor an integrated approach.

! Girls and other marginalized groupsneed to be considered in terms ofsanitation and hygiene (separatelatrines), cultural diversity (separateclasses) and other appropriate facilities.

! Involving parents, especially mothers, inactivities included in TLS is essential for

support to women and communitymembers in times of crisis.

! There are Sphere standards to guidethe construction and implementation ofWES, health and hygiene andeducation sector personnel need to beaware of these and how they relate toTLS that are child friendly.

Other ResourcesUNICEF Child Friendly Spaces/Environments (CFS/E): An IntegratedServices Response for Emergencies andtheir Aftermath. Internal UnpublishedDraft, not for circulation.

UNICEF Emergency Field Handbook(Child Protection chapter).

Inter-Agency Network on Education inEmergencies: INEE/Good Practice Guidesfor Emergency Education/ Schoolenvironment and supplies/ Child FriendlySpaces. INEE website at:http://www.ineesite.org/school/friendly.asp.

‘Child-friendly’ Community Schoolsapproach for Promoting Health,Psychosocial Development, andResilience in Children and Youth Affectedby AIDS. UNICEF website at:http://www.unicef.org/lifeskills/files/cfs_caba.doc.

LINK TO EMERGENCY PREPAREDNESS! With government and partners, ensure that pre-crisis baseline data

is collected on number and location of schools and number ofteachers and students in vulnerable areas.

! Determine essential supplies needed for temporary learningspaces, including weather appropriate tents, tarpaulins, etc., anddetermine options for procurement.

! Identify relevant standby agreements with local suppliers andconsider warehousing essential supplies as the situation warrants.


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DIMENSIONS

Length x width

Central height (Outer fly)

Central height (Inner fly)

Wall height

Frame

Topfly/tarpaulin sheet

Outer tent

40 SQM

8 x 5m

3.30m

3.00m

2.00m

Steel pipes dia 45-50mm, or aluminiumwith corresponding measures.Frame joints should be made in a way toallow a side pole free outer fly or tominimize the amount of tent ropes in total.

Separate sheet. 250g/m2 or above.Size is to be oversized with 25cmcompared to outer tent.This is to provide more shade at sides aswell to have a more distant water/snowrelief due to rain/snow.Tarpaulin ropes should be avoided.A separation between the outer tent roofand the top fly tarpaulin is desired to allowventilation between the two top sheets

Single fold.Material consisting of ~454g/m2or heavier.Preferably cotton/polyester blend 50/50%approx, yarn count 10/2 x 10/2 twisted inwarp 46 x weft 24/26 threads per squareinch, plain weave.

REMARK

Or close to

Or close to

Or close to

Steel pipes should be treated/coatedwith anticorrosive measures.

High density polyethylene (HDPE). Thesheet is to be transparent to allowmaximum input of indirect daylight.Logo as to local assessment.The attachment should be facilitated byusing the existing tent ropes - if any.The attachment to the existing tentropes could be done with adetachable runner fixation or ropetightener or by using a specialarrangement of eyelets.Yet it should be possible to detach thetarpaulin in a fairly uncomplicated way.

Water proofing/resistance to waterpenetration by paraffin emulsion &aluminium acetate to withstandminimum 25cm hydrostatic head.Stabilization against decompositionof the fabric/rot-proofing with copperor similar appropriate agents,minimum 0.35% of dry weight ofproofed canvas. Slight discolouringdue to the waterproof and rot-proofing agents that are used isallowed.

SPECIFICATIONS FOR SCHOOL TENTSANNEX 1.4.1


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DIMENSIONS

Inner tent

Insulation layer

40 SQM

Double fold:! Outer fold consisting of ~ 454g/m2 or

heavier.! Inner fold consisting of 170g/m2 or

close to.

Windows:! To retain maximum light conditions

following sizes serves as a guideline.! Wall panels with a size of 2 x 1.80-

2.00m (approx.) should have a windowsize not smaller than 100 x 70cm.

! Door panels with an equivalent sizeshould have a window size not smallerthan 70 x 70cm.

! The door panel is to be equipped withmosquito net that is fixed at the top,rolled up fastened by buttons orequivalent. The two sides should beclosable with buttons or equivalent.

! The door panel is to be equipped withtwo door pieces that can be held upwith cotton straps or equivalent (likeside hooked curtains).

! The door panel doors should be madeof the same double fold as tent wall;they should be closable from inside aswell as outside.

! The door panel entrance roof, while not inuse is to be closed and laced from outside.

! As a locking device there should be alocking rod made of steel that protrudesthrough the bottom eyelets in door paneland the bottom part of door panel wall,to be facilitated on both door panels.

! The tent walls should be easily detachableor opened in order to facilitate a thoroughthrough ventilation of the tent.

! The wall panels should also be madewith a double side flap lacing on oneside to facilitate a wind- and peep-proof connection of the wall panels.

! 3 layers. Cotton/polyester, 50/50%(approx.), 120g/m2 lining on outer side,middle 130g/m2 90% polyester felt &inner fold of cotton/polyester, 50/50%(approx.), 120g/m2 lining.

! The 3 piece insulation layer is to bestitched in a quilted style to providedurability, longevity and smooth handling.

! Windows in insulation layer should befitted so as to cohere with wall panelwindows in size, position and quantity.

! The door panel insulation layer is to bemade in one 5m section and with the sameheight as the wall panel 4m sections.

REMARK

Outer fold, preferably cotton/polyester blend 50/50% approx.,yarn count 10/2 x 10/2 twisted inwarp 46 x weft 24/26 threads persquare inch, plain weave. Waterproofing / resistance to waterpenetration by paraffin emulsion &aluminium acetate to withstandminimum 25cm hydrostatic head.Stabilization against decompositionof the Fabric/rot-proofing withcopper or similar appropriate agents,minimum 0.35% of dry weight ofproofed canvas. Slight discolouringdue to the waterproof and rot-proofing agents that are used isallowed.Inner fold, white fabric to be used asceiling to enhance light conditions &yellow on walls.

Windows:! Should be equipped with an outer

panel that is 10cm wider on eachside related to size of window.

! Clear plastic panel should befitted behind the outer panel.

! Mosquito net should be fittedbehind the plastic window.

! Windows are to be rolled up andfastened by buttons orequivalent.

! Clear plastic panels should beattached by Velcro on sides andbottom, to be rolled up andfastened by buttons, below theouter panel roll.

Natural white.! The wall panel (long side) insulation

layer is to be made in 4m sectionswith lacing single flap system.

! There is to be only one inner windowpanel, made of the same material asthe layer. The panel will be fastenedby Velcro on sides and bottom.

! To be rolled up and fastened bybuttons.

! The door panel insulation doorcover is to be made in one piecefixed at the top, possible to roll upand fasten by buttons or equivalent,as goes for the door cover sides.


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DIMENSIONS

Colour

Ground sheet

Accessories pack

Packing

Weather requirement

Misc./overall

40 SQM

! Natural white/green outer fly and outerfold of inner tent. Inner fold, whiteceiling & yellow wall.

! Separate sheet. 200g/m2 or above.! Size is to be oversized with 25cm

compared to ground size of the tentitself.

! Containing necessary tools, stakes,frame joints, spare parts as identifiedbeing as irreplaceable items.

! Concerning stakes - should be made ina 'safe' way. Preferably in a horse shoeor U shape.

REMARK

Colours should be seen asrecommendations; may differ due toactual treatments of fabrics.

Colour and logo as to localassessment.This is to prevent draught, insight,etc. Ground sheet should also beattached to the inner tent by loopholes and buttons/cotton band orequivalent simple durable measures.

Assessment of actual tentconstruction and included parts asavailable as domestic or internationalprocurement.

All included packing satchels, rolls, boxes or equivalent shall provide procurementinformation, measurements and weight in kg, details to be printed or in any otherway easily obtainable information for logistic immediate use. Packs should benumbered sequentially and total. As well if fragile items are included.

4 season capabilities with a ~2 year or more sustainability.

The guideline in general should incorporate as good teaching/child friendly aspectsas possible.

" Annex 1.5.1 Recreation Kit Contents" Annex 1.5.2 Recreation Kit: Guidelines for Use" Annex 1.5.3 School-in-a-Box Kit Contents" Annex 1.5.4 School-in-a-Box Guidelines for Use" Annex 1.5.5 Early Childhood Education Kit" Annex 1.5.6 ECD Kit Guidelines for Use! Maldives Early Childhood Development Kit (Teaching Activities)! Early Childhood Development Kit, Guidelines for Caregivers (Teaching Activities), EDC Unit, UNICEF HQ! Recreation Kit Guidelines! Recreation Kit Learning Activities Parts 1-7 (in French)! Rapid Education Response Teacher's Guide (to be adapted with SIB)! Teacher Emergency Package: Basic Literacy, Numeracy and Themes for Everyday Life, NRC/UNESCO

PRE-PACKAGED KITS

SECT

ION

1.5

Rationale forPre-packaged KitsDuring emergencies, learning materialsmay be lost or destroyed. In conflictsituations particularly, looting and burningof educational equipment and materials iscommon. In such situations, not only is thegovernment unlikely to be able to invest inthis area, but families themselves are notin a position to cover educational costs.Yet, the provision of basic equipment andmaterials, however minimal, can be apowerful catalyst to the re-establishmentof educational activities.38

Based on the needs assessment, and incollaboration with the community, identifythe key basic supplies necessary to restartprimary education. Determine whateducational materials already exist in theregion, and what needs to be procured.Procurement should be done locally whenpossible. However, in order to facilitate theimplementation of non-formal education,UNICEF has created certain semi-structured kits for emergency situations.The main packages are the Recreation Kitand the School-in-a-Box Kit. A kit on EarlyChildhood Development is currently in the

process of being produced. Thesepackages require minimal contribution bythe teachers, and can empower children toset their own pace and become moreindependent. They provide basiceducational and recreational material forthe first phase of the emergency response,and help to make the transition to theinitiation and planning of the second phaseof education. Note that these kits providethe minimum package in emergencysituations, and other materials should beadded as necessary and relevant.

Recreation KitImportance of Recreation inEmergenciesThe majority of children in emergencysituations will have experienced traumadue to various factors, such as theoutbreak of violence, the disruption of theirfamily and community structures, or a lackof basic resources. This affects theirpsychosocial as well as their physical well-being. The first step in helping thesechildren to recover part of their ‘destroyedworld’ is to organize semi-structuredrecreational activities. Play and recreation

SECTION 1.5PRE-PACKAGED KITS

45


46

are an integral part of the healing processand can help children recover their senseof psychosocial well-being. Play allowschildren to relate to events around them intheir own way and participation inrecreational activities can help them to re-enter their development cycle. Socio-cultural and recreational activities such asmusical groups, dance ensembles, artfestivals, sports competitions, footballgames and group outings tend to be verypopular. Such activities can be organizedby the teachers and community workers.

UNICEF’s Recreation Kit, developed inRwanda, aims to provide children andyoung people with semi-structuredrecreational activities that encouragecreative self-expression, assist them in therecovery of their psychosocial well-being,and encourage self-expression throughvarious activities.

Contents" The basic kit consists of a box of sports

and other recreational trainingmaterials.

" It caters to about 80–160 children, withtwo to four instructors working with agroup of forty children at once.

" A picture of the kit and a list of itscontents can be found in Annex 1.5.1.

What to do" Design, produce and stockpile modules

and kits." Identify and train community workers or

teachers as recreational instructors." Coordinate training and distribution of

the kit." Adapt the kit to the local context and

culture and include girl-friendly items(including songs, folklore, dances,musical instruments, art supplies andstories).

" Find out about existing recreationalfacilities and materials for children. TheRecreation Kit should supplement localrecreational items, rather than replacethem.

What to remember" The kit was developed to ensure quick

delivery of basic recreational andlearning materials in an emergency,and should be seen as a first response,to be used when local curricula are notavailable.

" Adapt a standard kit, includinginstructor’s guide, to the local context inabout four weeks.

" Although the kit contains materials thatcan be used for children from a varietyof backgrounds, be creative and usewhatever materials can be foundlocally.

" Encourage children to make their owntoys and games.

" Since the site of recreational activitiesmay be moved frequently in anemergency, it is important to keep allthe materials safely in the box whenthey are not in use. Responsibility forthe administration and safety of the kitshould be placed on the head teacherand those implementing the activities,and strict accountability of all materialsshould be enforced.

" The kit was meant to last one year, butsome items such as chalk need to bereplenished. Review the items everythree months to replenishconsumables. Consider procuring itemslocally.

NOTE:

This kit is flexible and can be used evenafter the peak of the emergency haspassed. It can be used in camps forthe internally displaced, for streetchildren, in centres for unaccompaniedchildren or rehabilitation centres. It canalso be used in regular schoolactivities, such as games, schooltournaments, sports competitions, orphysical education. By working withNGOs, teachers and communityworkers, the promotion of recreationalactivities can be seen as a ‘first buildingblock’ for advocating peace buildingactivities.


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Guidelines for UseThe guidelines (Annex 1.5.2) provide abrief explanation of the contents of the kit.There is also a teacher’s guide withlearning activities that has been preparedin French, and is included in theaccompanying CD. However, there is noEnglish translation or other materialscreated to date. Country Offices areencouraged to localize or create their ownteacher’s guide.

What to do" Collaborate with teachers, education

authorities, youth groups, the localcommunity, and other partners on howbest to adapt the guide to the needs ofthe population.

" Translate the teacher’s guide fromFrench into the agreed teachinglanguage, or create a new guideappropriate to the local context. Thetranslation and adaptation of theteacher’s guide should be done incollaboration with local andinternational educational authorities,teachers and community members, aswell as the children being taught.

" Start any necessary translation oradaptation of the guide quickly so thatwhen the kits arrive, activities can beginimmediately.

" Traditional games, sports, songs,dances should be compiled by a groupof teachers or community workers, toreflect the local context.

School-in-a-Box KitFirst developed by UNICEF and UNESCOin Somalia in 1993, the School-in-a-Box(SIB) Kit aims to allow for a more rapidresponse to children’s educational needsin emergencies. It covers the skills that areusually developed between the first andfourth grades and is meant to last aboutsix months. The materials are standardizedso that they can be used in most contextswhere the local curricula are not available.A picture of the kit and a list of its contentscan be found in Annex 1.5.3. Guidelinesfor use are given in Annex 1.5.4.

Contents" The SIB Kit consists of essential

learning and teaching materials and amethodology for teaching basic literacyand numeracy in the mother tongue ofthe children. It is accompanied by a setof basic guidelines.

" The SIB Kit contains school suppliesand materials for 80 students (in split-shift classes of 40) and supplies for theteacher and a teacher’s guide.

" The box is available in metal so that itcan survive rough journeys and cater tothe often mobile lives of children inemergencies.

" The Replenishment Kit, which containsthe 18 consumable items in the School-in-a-Box Kit, is also available fromSupply Division.

What to do" Design, produce and stockpile modules

and kits." Identify and train community workers or

teachers as instructors." Coordinate training and distribution of

the kit." Adapt the kit to the local context by

supplementing it with textbooks orcurricula that would be relevant to thatcontext.

What to remember" The SIB kit is flexible and allows

children and teachers to set up a‘classroom’ anywhere.

" The kit is not meant to replace theformal curriculum but rather to providetemporary educational services tochildren until they are able to phase intoformal schooling. The kit should beseen as a first response, to be usedwhen local curricula are not available.

" The kit should be supplemented withrelevant local materials and be adaptedto suit the local curriculum as soon aspossible.

" In longer-term situations of instability,locally developed kits often replace therapid-response School-in-a-Box Kits.Such kits should avoid items that


48

cannot be replaced with locallyobtainable materials.

" Since the estimated span of use of thecontents of the kit is about six months,budget for time to obtain replacementsif the kit will be needed for a protractedperiod of time. Based on the availableoptions, decide whether to orderreplacements locally or to order the pre-packaged Replenishment Kit fromSupply Division.

" While the kit is meant to last for aboutsix months, this period is not fixed. Ifthe formal curriculum cannot bereintroduced at the end of this timeperiod, the materials and curriculumfrom the School-in-a-Box Kit can beextended for as long as necessary.

" Since the site of educational activitiesmay be moved frequently in anemergency, it is important to keep allthe materials safely in the box whenthey are not in use. Responsibility forthe administration and safety of the kitshould be placed on the head teacherand those implementing the activities,and strict accountability of all materialsshould be enforced.

Teacher’s Guides forLearning ActivitiesWhile there is not a teacher’s guidespecifically created for the School-in-a-Boxsupplies and materials, there is acurriculum created for use in Liberia byUNICEF and the Ministry of Education,called Rapid Education ResponseTeacher’s Guide. This guide, whichidentifies the use of some materialsavailable in the kit, has lessons in literacy,numeracy, trauma healing, physicaleducation, creative practical arts, musicand drama, and peace education and hasbeen used in a number of countries. Theguide is included in the CD thataccompanies this Resource Tool Kit.During the emergency preparednessplanning, it is critical to review existingguides and prepare local versions that aretranslated into the appropriate languageand are made culturally relevant.

Another similar teacher’s guide, with anaccompanying kit of supplies andmaterials, is the Teacher EmergencyPackage: Basic Literacy, Numeracy andThemes for Everyday Life, created by theNorwegian Refugee Council in cooperationwith UNESCO for use in Angola. The guideincludes lessons in English language,numeracy, moral and civic education,health and hygiene, as well as songs,stories and games. The guide is includedin the CD. Contact the Norwegian RefugeeCouncil for ordering and traininginformation.

What to do" Translate the guides into the agreed

teaching language. The translation andadaptation of teacher’s guides shouldbe done in collaboration with local andinternational educational authorities,teachers and community members, aswell as the children being taught.

" Undertake any necessary translation oradaptation of the guide as apreparedness activity so that when thekits arrive the activities can beginimmediately.

What to remember" Do not use the guide as a textbook to

be followed line by line, but rather see itas a reference guide or a starting-pointto conduct educational activities.

" Adapt and change the information inthe guide in each context andsupplement it with local materials tomeet the needs of the children beingtaught. This should be done as apreparedness activity.

" When Arabic numerals and Latin scriptare not applicable, local versionsshould be purchased or created.

The School-in-a-Box Kit is available fromSupply Division in Copenhagen. Theordering information for both the SIB Kitand the Replenishment Kit is provided inSection 8, Supplies and Logistics.


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Early ChildhoodEducation Kit39

Very young children are particularlyvulnerable during situations of crisis,instability and violence. The kit comestogether with a Guideline for Caregivers,available on the CD. It contains basicinformation about the psychosocial needsof the children in unstable conditions,suggests play activities with the content ofthe kit, and gives ideas for making toysfrom locally available materials. The kitincludes 27 components for thecaregivers, children 0–3 years and children4–6 years and costs about US$360. Thekit is not currently stocked by Copenhagenbecause it is still being field tested, andneeds to be locally procured.

What to do" Develop a localized version of the Early

Childhood Development Kit, based onthe appropriateness of the materialsprovided in Annex 1.5.5 and theguidelines for use given in Annex 1.5.6.

" Design, produce and stockpile modulesand kits.

" Identify and train community workers orteachers as instructors.

" Coordinate training and distribution ofthe kit.

" Adapt the kit to the local context bysupplementing it with textbooks or curriculathat would be relevant to that context.

Analysis of Pre-packaged KitsSince there has been considerablediscussion about the use of pre-packagedkits, the following analysis is based oninterviews from the field, especially fromthe education sector in tsunami-affectedcountries.

Advantages of Kits40

" They help to initiate the educationalresponse to emergencies in asystematic way.

" They increase the capacity forpreparedness and unit costing. (Bystockpiling these kits, they are easier todeploy, making it easier to provide arapid, comprehensive response.)

" They save time by not having to design,contract, manufacture or assemble theitems.

" Pre-packed items are often betterprotected against rain and transportdamage, as well as being suited forstorage within the classroom itself.

" When kits are deployed along withshelter, food and other key items duringan emergency, attention and support forchildren can be generated.

Constraints of Pre-packaged Kits" Some items in kits may not be

replaceable in the local context." Items may not be culturally relevant." Kits often rely on assumptions of class

size and therefore may not reflectreality.

" Kits may be heavy and difficult totransport. This may also impact on thewillingness or ability of partners toassist in transportation.

" The cost for kits may be higher thanlocal assembly costs.

" Some items may be difficult to matchwith actual curriculum needs.

" Pre-packaged kits do not support thelocal economy.

" They may create a dependency on thekits as teachers and education systemsbecome accustomed to receivingpackaged materials even after theybecome available locally.

" One further point that has been notedconcerning the UNICEF pre-packagedkits is the lack of training or teacher’sguides. Brief guidelines do exist butthey are not actual teaching or trainingguidelines. UNICEF has noted thatwhere a training curriculum has beenincluded in pre-packaged emergencyeducation kits, this has often beencriticized as irrelevant (either in terms ofoverlooking national/local teachingcurricula and/or in assuming teachers’capacities to deliver in an emergencycontext). To this end, UNICEF hassought to separate the ‘provision ofmaterials’ and more ‘extensive teachertraining’ following emergencies.


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Lessons LearnedA review of the use of emergencyeducation and recreation kits in Aceh,Indonesia4 in the aftermath of the tsunamihas noted some lessons learned:

Deployment and delivery" Prompt deployment of kits (within 6–8

weeks) allows a rapid resumption ofstructured educational and recreationalactivities.

" It is recommended that a two-phaseapproach be taken whereby initial andessential learning kits or items aredeployed within the first 6–8 weeks,and a second distribution of materials(most likely not through pre-packagedkits) be made after an expandededucation assessment (approx. 4–6months after the emergency onset).

" There is a need for programmes to setclear deadlines by which they plan toend the distribution of pre-packagedkits and shift to more sustainablesupport. These dates are important tocommunicate with education authoritiesas they may have different expectationson how long such support will continue.

" As part of the delivery and monitoring ofthe kits, staff should be ensuring that(a) schools/teachers sign for the receiptof kits (and thereby reduce over- orunder-supply) and (b) they consciouslyaim to understand that some groups ofchildren may be excluded fromtemporary schools/centres (and why),and what support is needed to rectifythis.

Teacher training and guidelines for use" Where training on the kit materials is

provided, it leads to an improvedefficiency of kit usage.

" Pre-existing teacher’s guidebooks anda set of textbooks are considered moreuseful than a teaching guide with newapproaches (especially if training is notprovided). Also, teachers often fall backon more traditional teaching styles as aform of security in a time of crisis andincluding items in kits that require

different teaching approaches needs tobe considered carefully prior to theirinclusion. Having noted this, it isessential for any education orrecreation kit to include a brief set of‘teacher friendly’ kit guidelines,explaining the purpose and content ofthe kit as well as ideas on how to usethe individual items. This set of kitguidelines would need to be availablein the local language.

Kit items" Some items in the kits are consumed

more rapidly than others (e.g. exercisebooks) and instead of sending out morepre-packaged kits, specific itemsshould be calculated and sentaccordingly, to avoid oversupply and apile of unused items.

" Items were sometimes not included inthe kits (from Copenhagen), but thiswas not communicated to the field;therefore kits were incomplete and/oritems that may have been procuredlocally were not included.

" The appropriateness of the kit‘containers’ needs to be assessed –teachers receiving school-in-a-cartonnoted that the cardboard boxes (andsubsequently some of the items) weredamaged during transport and storage.On the other hand, teachers receivingthe locally assembled SIB items in ametal box noted that the boxes beganrusting extremely quickly and alsodamaged some items contained withinthem.

" Initial dispatch of kits (in general)should include:! health and hygiene items,

especially first aid and soap! plastic coated flashcards! story books with messages on

healing, health, water and relatedissues.

" Other items more suited to indoor playand games need to be included in theRecreation Kit as, in some locations, itwas not safe for children to have a largeenough outdoor space to play with


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some of the items. Suggestions forsuch items include puppets, puzzles,crayons, etc.

" There were many children withdisabilities after the tsunami (and/orprior to it), but very few (if any) childrenwith disabilities participated in theactivities offered in the Recreation Kit. Itwas noted that this was because (a) theinclusion of children with disabilities inschools had not been activelypromoted, and (b) the items within thekit were not sufficiently reflective of theneeds of children with disabilities (i.e.most games require significantmobility). Both areas need to beaddressed – in terms of items andactivities that are inclusive of children

with different needs, and in monitoringgroups that are not taking part inactivities.

Kit/student ratio" The SIB Kit is designed for 80 students

on a double shift basis; however, if adouble-shift strategy is not used, the kitis effective for only 40 students. Therewere too few kits distributed and thiscaused teachers to redistribute the kitsto different classes, thus reducing theeffectiveness of the kit materials.

" The Recreation Kit ratio should be onekit for 80–100 students to avoidinsufficient materials and therefore limittheir effectiveness.

LINK TO EMERGENCY PREPAREDNESS! With MoE and partners, use Annex 1.9.5 Emergency Curriculum

and Training Planning Tool to determine the essential educationsupplies based on likely emergency scenario.

! Determine options for local, regional and Copenhagenprocurement of supplies.

! Identify stand-by agreements with local suppliers.! With MoE and partners, localize, adapt and translate guidelines,

teacher training and curriculum materials to be used inconjunction with each pre-packaged kit.

! Safeguard copies of school and teacher training curricula.! Develop an inventory of available stocks of educational

materials, supplies and human resources.


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RECREATION KIT CONTENTSANNEX 1.5.1

RECREATION KIT: Supply catalogue number 9935025

20 Tabards, red nylon mesh2 Skittle, wooden, 9, with 2 balls/SET2 Volleyball, professional model1 Volleyball net, 9.5 x 1m, without posts2 Football, round, junior, synthetic leather5 Ball, sponge rubber, 60-80 mm diameter1 Picket with flag/SET-66 Skipping rope, polyester, 3m4 Frisbee, polyethylene, 20 cm diameter4 Hopscotch game

STUDENTS' MATERIALSITEM DESCRIPTIONQUANTITY

3 Book, exercise, A4, ruled-8mm, 96 pages12 Pen, ball-point, black1 Chalk, powdered, 3kg box2 Handball, senior, synthetic leather3 Handball, junior, synthetic leather2 Whistle, referee's, non-metallic2 Inflating-kit for balls1 Tape, measure, 5 metre length2 Slate, student's, A4 (210 x 297mm)1 Chalk, white/BOX-1001 Bag, UNICEF, blue nylon1 T-shirt, UNICEF, cyan blue, cotton, L1 Cap, UNICEF, baseball, white, cotton2 Decal, UNICEF, round, diameter 205mm

TEACHER'S MATERIALSITEM DESCRIPTIONQUANTITY

Recreation Kit


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RECREATION KIT: GUIDELINES FOR USEANNEX 1.5.2

PurposeThe overall objective of the Recreation Kitis to help alleviate the psychosocialtraumas that children experience inunstable or especially difficultcircumstances.

Note: The Recreation Kit contains genericmaterials that are needed in allcircumstances. We recognize that thesematerials may not meet the fullrequirements of all country programmes,which include indigenous games andplaying. It is for this reason that musicalinstruments are not included in the kit,because instruments which are widelyused in one culture may not be appropriateto other cultures. Indigenous materials, ifrequired, must be supplied locally. The kitwill not be effective unless supported withteacher training and guides developed withlocal partners and authorities. Thematerials must give equal consideration togirls’ and boys’ sports, games and play.

Reception andAdministration of the KitTogether with a teacher’s guide in the locallanguage, the kit should be distributed toteachers at a teacher-training workshop.Each country office should develop its ownteacher’s guide, in consultation with local/national education authorities, and beresponsible for translating the guide intothe appropriate local languages. Theteacher is the custodian of the RecreationKit and is responsible for its safekeeping.The items contained in the kit will lastlonger if cared for properly. The teacherwill distribute to the children the items theyneed and reclaim the materials at the endof each session.

Contents and Use of the KitThe kit is designed for approximately 40children. The components are shown inthe table below. The kit is divided into twosections with materials for the teacher andthe pupils.

Metal Box with PadlockTo ensure the safe storage of all items, thekit is stored in a metal box with two codedpadlocks. At each session, the teacherdistributes the materials needed for thatsession and later reclaims them from thepupils, puts them back into the box andlocks it.

Tabards, set of 20The tabards are coloured tunics which areused to distinguish between two teamsduring team sports.

Pickets with FlagThe pickets are also used to delineate afield. When playing it is, however, difficultfor the team players to see whether a ballhas landed inside or outside the field. Thepickets will provide the team players withthe overview. Six pickets are provided, i.e.one for each corner and one each to beplaced in the middle of each of the twolong sides.

SlateThe slate is intended for keeping teamscores.

Additional Supplies (Optional)Some materials, including musicalinstruments and other indigenousmaterials mentioned above, are notincluded in the kit. Large items like postsfor volleyball nets are also not included.


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Volleyball posts can either be suppliedthrough the Copenhagen Warehouse orpurchased locally. If ordering them fromthe Copenhagen Warehouse, the WHmaterial number 2795805 should beadded to the Supply Requisition.

How to ReplenishItems for the KitThe Recreation Kit consists of bothconsumable and durable items. TheRecreation Kit will last for at least oneyear, especially when teachers take goodcare of the material, but items like chalkmust be replenished. Whenever the itemsare available, they should be procuredlocally for maximum sustainability. Onlywhen the items are not available locallyshould they be ordered from SupplyDivision, through the local UNICEF office.

No later than three months after receivingthe kits, the UNICEF office shoulddetermine which items are availablelocally and if not, immediately order themfrom Supply Division, Copenhagen. Giventhe time needed for order processing and

shipping, it is imperative that items notavailable locally be ordered no later thansix months after receiving the original kits.

Although the durable items have a lifespanof one year, we recommend reviewing theneed for replenishment after 3–6 months, incase of breakage. Here again, wheneveritems are available, they should beprocured locally for maximum sustainability.Items not available locally can be orderedthrough Supply Division using the materialnumbers in the table below.

For UNICEF Offices: Orderingfrom Supply Division throughProMSThe material numbers appear in the ProMScatalogue with the prefix ‘WH’. The materialnumber for the Recreation Kit is 9935025.

The material numbers of the individualcomponents are listed in the table and shouldbe used only when ordering replenishmentitems. Please select each item individuallyand specify the quantity required for eachitem in your Supply Requisition.

5001010 1 Box, metal, lockable, for storage4410006 3 Book, exercise, A4, ruled-8mm, 96 pages4460002 12 Pen, ball-point, black2737000 2 Handball, senior, synthetic leather2737010 3 Handball, junior, synthetic leather2797300 2 Whistle, referee’s, non-metallic2741600 2 Inflating-kit for balls2797600 1 Tape, measure, 5m length4416501 2 Slate, student’s, A4 (210x297mm)4416403 3 Chalk, white/BOX-1005001000 1 Bag, UNICEF, hand, blue nylon,360 x 230 x 610mm8794200 1 T-shirt, UNICEF, cotton, large8794101 1 Cap, UNICEF, baseball, white, cotton8760025 2 Decal, UNICEF, round diameter 205mm

Teacher's Materials

ITEM DESCRIPTIONQUANTITY

Recreation Kit – Material Number 9935025

MATERIALNUMBER


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2797700 20 Tabards, coloured (to distinguish teams)2795700 2 Volleyball, professional model2795800 1 Volleyball net, 9.5 x 1m, w/o posts2731210 2 Football, round, junior, synthetic leather2703300 1 Basketball, professional size2702800 5 Ball, sponge rubber, 60–80 mm diameter2797401 6 Pickets with flags2760001 10 Skipping rope 3m,2760005 4 Frisbee 20 cm diameter

Students’ Materials

ITEM DESCRIPTIONQUANTITYMATERIALNUMBER

Feedback and CommentsThe present guidelines have beendeveloped for your benefit. There may besections that you would like to haveamended or deleted, or new ones added.The guidelines will only improve if youadvise us of the changes you would like tosee. We would therefore welcome any andall feedback. This will facilitate a

continuous improvement. Your feedbackmay be sent to:

Email: [email protected]: Education Technical Assistant

Education Technical AssistantUNICEF Supply DivisionUNICEF PladsDK-2100 Copenhagen FreeportDenmark


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SCHOOL-IN-A-BOX INITIAL KITSupply catalogue number 9935020

48 Crayon, wax/BOX-8120 Eraser, soft, for pencil100 Book, exercise, squared100 Book, exercise, ruled100 Pencil sharpener144 Pencil for slate144 Pencil, HB grade, black80 Bag, carrier10 Ruler, 30 cm/SET-1040 Scissors, safety, B/B40 Slate, student's


SCHOOL-IN-A-BOX REPLENISHMENT KITSupply catalogue number 9935021

40 Crayon, wax/box-8120 Eraser, soft, for pencil100 Book, exercise, A5, 5mm-square, 48 pages100 Book, exercise, A5, ruled-8mm, 48 pages96 Pencil sharpener, plastic144 Pencil for slates144 Pencil, HB grade, black


1 Bag, hand, blue nylon2 Pen, black2 Pen, red

Pen, blue1 Triangle, 30-60-90 deg1 Triangle, 90-45 deg3 Chalk, colours/BOX-1003 Chalk, white/BOX-1004 Book, exercise, A4, ruled1 Clock, teaching, wood2 Pens, felt-tip/SET-62 Marker, flipchart, colours/PAC-41 Scissors, sharp, 180 mm1 Tape, measure, 5 m2 Paint, chalkboard, black1 Brush, paint1 Box, for storage1 Posters/SET-31 Compass, 40 cm1 Ruler, 100 cm1 Cubes, coloured/SET-1002 Register, A4, squared1 Duster/Wiper2 Decal, UNICEF, round, diameter 205mm1 Guidelines for School-in-a-box kit1 Tape, adhesive, transp 1.5 cm x 10 m/BOX-20


2 Pen, ball-point, black2 Pen, ball-point, red2 Pen, ball-point, blue3 Chalk, assorted colours/BOX-1003 Chalk, white/BOX-1002 Book, exercise, A4, ruled-8mm, 96 pages1 Pens, felt-tip, ass.colours, 0.8-1mm/PAC-62 Marker, flipchart, colours, tip-4.5 mm/PAC-42 Paint, chalkboard, black2 Register, A4, squared, 40 sheets1 Brush, paint, for chalkboard, 60-65mm


School-in-a-Box Kit

SCHOOL-IN-A-BOX KIT CONTENTSANNEX 1.5.3


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SCHOOL-IN-A-BOX GUIDELINES FOR USEANNEX 1.5.4

The School-in-a-Box Kit contains suppliesand materials for a teacher and up to 80students, if taught in double-shift classesof 40. The contents of the kit are notculturally specific so that they can be usedanywhere in the world. The components ofthe kit are described below.

PurposeThe primary objective of the School-in-a-Box is to help re-establish learning as thefirst step towards the restoration of normalschooling following an emergency.However, it can also be used indevelopment situations where a countrysuddenly faces an influx of students (e.g.if school fees are abolished at once).

Important Remark: The School-in-a-Boxcontains the basic materials needed in allsituations. They must be complemented byteacher training and support, a teacher’sguide and books and other didacticmaterial based on a curriculum relevant tothe child’s future education (in refugeesituations this might be the curriculum ofthe country of origin). Each country officeis responsible for developing its ownteacher’s guide, in consultation withnational/local education authorities, andfor translating the guide into theappropriate local languages.

Reception andAdministration of theSchool-in-a-BoxThe kit, together with the guidelines forteachers in the local language, shouldnormally be distributed to teachers at ateacher-training workshop. Each teacher isthe custodian of the School-in-a-Box and is

responsible for its safekeeping. This isbecause the items contained in the kit willlast longer if cared for properly. Theteacher will distribute to the students theitems they need to complete theirassignments, i.e. slates, slate pencils,pencils, exercise books, etc., as well asadditional items as needed.

The teacher’s guide should be preferablydistributed together with the kit at theteacher training venue.

Contents and Use of theSchool-in-a-BoxThe School-in-a-Box contains two types ofmaterials: those for the teacher and thosefor the students. The students may takesome of the materials home to dohomework or work on projects assigned bythe teacher. Other materials, althoughintended for student use, will be used onlyin the classroom and are thus distributedby the teacher as and when required.

• Metal Box with PadlockTo ensure the safe storage of all items, thekit is stored in a metal box with two codedpadlocks. At the beginning of every day,the teacher unlocks the box and distributesthe materials needed for the day’s lessonsand at the end of every day reclaims thematerials from the students, puts themback into the box and locks it.

• Blackboard PaintThe inside lid of the metal box can bepainted with blackboard paint, thus makingthe lid of the box into a blackboard. Theblackboard paint can also be used on asmooth surface, e.g. wood or on a wall, as


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a rough surface uses more chalk. The lidof the tin of blackboard paint must beclosed firmly, to prevent the paint fromdrying out.

Brush for Painting BlackboardThe brush is intended for use with theblackboard paint. To extend its life, it mustbe carefully cleaned after use. The paintsupplied with the kit is water-based andthe brush can be cleaned in water afteruse. If oil-based paint is purchased locally,the brush must be cleaned with paraffinafter use to prevent it from becoming brittleand being destroyed.

Posters, Plasticized Paper, Set ofThree, Double-sidedThe posters can be written on, usingwater-based marker pens provided in thekit, then wiped clean and re-used asappropriate. Adhesive tape is provided forattaching the posters to a flat surface.

Poster 1: Alphabet and LinesFront: the letters of the Roman alphabet inupper and lower case, with space below inwhich the teacher can write the localalphabet.

Reverse: dark blue horizontal lines, height6 cm, on which the teacher/pupils canwrite.

Poster 2: Numbers 0–100 and SquaresFront: the numbers from 0–100, withspace below in which to write the numbersin the local script.

Reverse: a grid of 100 dark blue squares,in which the teacher/pupils can write/draw.

Poster 3: Multiplication Table and WorldMap, PhysicalFront: the multiplication tables from 1 x 1to 12 x 12, in squared format.

Reverse: the physical world map, showingcontinents, seas, rivers, mountains, but nopolitical borders or place names. The

teacher can write on the map in the locallanguage.

Tape MeasureThe tape-measure can be used to markheights on a pole or a wall, so that pupilscan measure their height in centimetres.The tape can also be used for teachingmeasurements and marking off an area.

Wooden CubesThe cubes are painted in assorted coloursand can be used for teaching arithmetic.

Clock, Teaching, WoodThe clock face fits in a wooden base sothat the clock can stand up on a flatsurface. It is of tough construction forclassroom handling, with easy-seenumerals, and large and small woodenhands that can be moved by the pupils. Incountries which do not use Arabicnumerals (1–12) it will be necessary tocover the numerals with a sticker, onwhich to write the local numeral system

Scissors, Safety, School (blunt end)The scissors are fitted with a protectivecover made of hard plastic, which cannotbe removed accidentally. They should bestored in the box and distributed as andwhen required for the children’s use, whenengaged in paper craft projects and otherrelated work. Children should be guidedwhen doing craft activities that requirecutting, as it is a good method forimproving their coordination and promotingtheir creativity. The scissors are only to beused for cutting paper or cloth.

Slates and Slate PencilsSlates have proven to be one of the mostappropriate, practical and cost-effectivewriting materials for younger students.They can be used together with the slatepencils for daily classroom work and canbe cleaned and re-used, saving the moreexpensive exercise books for the work thatthe teacher and the child really want tokeep.


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• Exercise books, cyan bluecovers, branded with the UNICEFlogoEach student should receive one book.The teacher must instruct the students onhow to maximize the use of all the pagesand not waste paper. The ruled exercisebooks are printed without margins, so thatthey can be used by children whoselanguage is written from left to right, orfrom right to left.

Additional Supplies(Optional)Chalkboard. The kit does not include achalkboard (blackboard). Instead, theinside of the metal box can be painted withthe blackboard paint and thus function asa blackboard. If a regular blackboard isrequired, this should be specified on theSupply Requisition. At present, thefollowing standard chalkboard is availablefrom the Copenhagen warehouse: MaterialNo. 4416503 – Chalkboard, double sided,180 x 780 mm/EA.

Exercise Books. The use of slates versusexercise books varies. If the local customis to use more exercise books, they shouldbe specified separately on the SupplyRequisition (preferably in multiples of 25,which is how they are packed), using thecorrect material number.

How to Replenish ItemsThe School-in-a-Box contains bothconsumable and durable items. Theconsumable materials will lastapproximately three months and must bereplenished. Whenever possible, the itemsshould be replenished locally for maximumsustainability.

Upon receipt of the kits, the local UNICEFoffice should determine to what extentitems are available locally and if not,immediately order the items that cannot bereplenished at the local level. As the

processing time of an offshore order takessome time due to the distance andlogistics involved, it is imperative that theconsumable items not available locally beordered immediately upon receipt of theSchool-in-a-Box.

The durable items have an anticipatedlifetime of one year, but we recommend areview of the need for replenishment after3–6 months, in case of breakage. Hereagain, whenever items are available in thecountry, they should be procured locally formaximum sustainability.

For UNICEF Offices:Ordering from Supply Divisionthrough ProMSThe material numbers will appear in theProMS catalogue with the prefix ‘WH’.When placing an order for the entireSchool-in-a-Box, use number 9935020.The material numbers of the individualcomponents should be used only whenreplenishing items. Please select eachitem individually and specify the quantityrequired for each item. It is also possibleto order a Replenishment Kit (number9935021), which contains all theconsumable items.

For Procurement ServicesPartners: Ordering from UNICEFusing the Web CatalogueWhen placing an order for the entireSchool-in-a-Box, use number 9935020.

The material numbers of the individualcomponents should be used only whenreplenishing items. Please select eachitem individually and specify the quantityrequired for each item. It is also possibleto order a Replenishment Kit (number9935021), which contains all theconsumable items.

The web catalogue is accessible at:www.supply.unicef.dk/Catalogue/.


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EARLY CHILDHOOD EDUCATION KITANNEX 1.5.5

The contents of the pilot kit are as follows:

1 Box, metal, lockable, for storage, stackable1 water cont, PVC/PE, collaps., 10l, 1.8m test2 T-shirt, UNICEF, cyan blue, cotton, L2 Book, exercise, A4, ruled-8mm, 96 pages5 Soap, toilet, bar, approx.110g, wrapped5 Blanket, cotton, baby, 90 x 130cm5 Ball, sponge rubber, 60–80mm diameter2 Cubes, wood or plastic, coloured, set of 1002 Treasure-basket, plastic, 12 pieces1 Beads, wood, 25mm diameter, with laces/BOX-1005 Clay, modelling, assorted colour/BOX-6/81 Puppet, hand, children’s size, set of 62 Skipping rope, polyester, 3m/PAC-105 Scissors, safety, school, B/B, 135mm1 Tape, adhesive, transparent 1.5cm x 10m/BOX-201 Glue, classroom use, paste/BOT-170ml2 Marker, flipchart, colours, tip-4.5mm/PAC-4

10 Paper pad, sketching, 50 sheet, 23 x 31cm2 Paper pad, 50 sheets, plain, 45 x 60cm

20 Bag, carrier, A4, interlock seal1 Pen, ball-point, blue/PCK 10

10 Crayon, wax, assorted colours/BOX-82 Plastic bucket, 2.7 litres1 Wooden blocks,50/SET1 Glove puppet,SET-61 Matching game1 Transport board book

ITEM DESCRIPTIONQUANTITY


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ECD KIT GUIDELINES FOR USE42

ANNEX 1.5.6

PurposeThe overall objective of the ECD Kit is toaddress the cognitive as well as thepsychosocial and physical development ofyoung children in unstable conditions.

Note: Responding to the special needs ofyounger children together with theircaregivers leads to a faster recovery andrehabilitation. Helping young children inorganized learning/ECD centres also helpsmothers/caregivers to overcome their owndepression and distress.

Contents and Use of the KitThe kit is designed for caregivers who willorganize activities with children using theECD Kit in centres. Caregivers may beparents, teachers and other professionalswho can provide opportunities for youngchildren to play, learn and gain self-esteem. The kit contents include items forcaregivers, items for children aged 0–3years, and items for children aged 3–6years. The kit contains items for makingtoys and for facilitating play – suggestedplay activities are included.

Draft guidelines outline essential aspectsthat caregivers should know in order totake care of children. These guidelines aredivided into 3 parts:

! Part 1 details what caregivers shouldtake into account in dealing withchildren in emergency situations. Itdescribes how play and art could help

children in coping with psychologicaldifficulties and how to assist such aprocess.

! Part 2 summarizes some generalpoints that caregivers should considerin organizing activities with children.

! Part 3 provides some basic ideas ofhow to make toys with locally availablematerials. Since the items included inthe kit may have limitations in terms ofnumber and durability, caregivers areencouraged to create play materialslocally as much as possible.

Reception andAdministration of the KitThe ECD Kit is currently being field tested.Guidelines for caregivers will need to betranslated into the local language(s)depending on the country context.

Additional Points! Training on how to use the kits is not

meant to be exhaustive. Rather, it ismeant to help teachers become familiarwith the contents and the teacher’sguides.

! Creativity and imagination are part ofthe training process.

! The kits should be kept together andnot dispersed for personal benefit.

! The administration and safekeeping ofthe content of the kits should beassigned jointly to the head teacher andto those implementing the activities.Strict accountability of the materialsshould be enforced.


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SUPPLEMENTARY PACKAGES ANDEMERGENCY CURRICULUM THEMES

SECT

ION

1.6

Psychosocial Teacher Training/Curricula! Teacher Training, Psychosocial Support, Norwegian Refugee Council! IRC’s Psychosocial Teacher Training Guide! Children and Disaster: Teaching Recovery Techniques! Psychosocial Care for Children, Manual for Teachers (post

earthquake)! Psychosocial Play and Activity Book for Children and Youth Exposed

to Difficult Circumstances, UNICEF-MENA! Life Has Changed: Teacher’s Guide, Meena Series UNICEF ROSA! Life Has Changed, Booklet, Meena Series, UNICEF ROSA

Health/Sanitation/HIV AIDS Curricula! Health Education Curriculum for Kindergarten, International Rescue

Committee! UNICEF HIV/AIDS Prevention Education Teacher’s Guide

Mine Risk Education! Child to Child Mine Risk Education! Mine Risk Education Guidebook! Riskland Game Board! Riskland Rules of the Game! Riskland Question Spaces! Riskland Surprise Spaces

Peace, Reconciliation and Rights Education! Peace Education Curriculum – UNICEF Liberia! INEE Peace Education Teacher Training Manual! UNESCO Peace Education Module! Peace Education Curriculum – UNICEF Solomon Islands

Environmental Education! Environmental Education Training of Trainers Manual, UNESCO

SECTION 1.6SUPPLEMENTARY PACKAGES AND

EMERGENCY CURRICULUM THEMES

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Supplementary PackagesApart from the School-in-a-Box, Recreationand Early Childhood Education Kits, thereare also supplementary materials that canbe used, depending on their relevance tothe situation at hand, as well asemergency themes that should beaddressed.

What to do43

! Find out if materials already exist onrelevant emergency themes.

! If materials do not exist, identifyteachers and Ministry of Educationpartners to help develop curricula andsyllabi on the themes.

! If materials are available, but not in thenecessary language, identify and hiretranslators who have demonstratedtheir skills in accurate translation.

! Identify teachers and facilitators toeducate about relevant emergencythemes.

What to remember! Don’t limit education on emergency

themes to the children in school.Adolescents who are not in school maybe good candidates for this education.

! Education on emergency themes canbe activity-based, so the learners do notneed to be literate. Activities can bebased around role play and games, aswell as brainstorming and discussion.

! Facilitators for educating about the

emergency themes do not have to beteachers. Criteria for the selection offacilitators should include: open-mindedness, gender and racesensitivity, ability to interact easily withothers.

! Facilitators can be identified throughlocal youth groups and organizations.Peer educators can be good facilitators.

Emergency CurriculumThemes44

When implementing non-formal education(or in some cases formal education),emergency themes relevant to the contextshould be discussed in order to develop a‘basic safety net of knowledge andunderstanding’ for these populations.Education on these themes allows peopleto develop general competencies that canhelp them make crucial decisions onimportant issues. Possible emergencythemes include:! Psychosocial support! Environmental awareness! HIV/AIDS! Peace and reconciliation! Reintegration of child soldiers (see

Section 2.2)! Mine risk awareness! Waterborne diseases (cholera, malaria,

etc.)! Health, hygiene, nutrition and sanitation! Girls’ education, gender equity and

social inclusion (see Section 3.3).


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Psychosocial SupportChildren are particularly vulnerable duringemergencies. They are at greater risk ofbeing separated from their families orbeing recruited into armed forces. Inaddition to being uprooted from theirhomes, or being deprived of food, waterand health care, children can sufferserious social, psychological, andemotional trauma. They are likely toexperience strong feelings of grief andloss, and it is important that these feelingsare not ignored. It is essential to addresstheir emotional and social needs throughpsychosocial support activities conductedwithin a safe, protective environment.

Environmental AwarenessConflicts or natural disasters can causegreat environmental damage to a region.Affected populations can endure threats totheir health due to contamination of water,

soil and air, as well as overcrowding, dustand smoke. The four main targetedpopulations for environmental educationare local host populations, refugees, IDPsand returnees. Environmental educationshould aim to help the population create apositive attitude towards the environment,and to acquire the knowledge and skills toprotect and improve it.

HIV/AIDSPeople’s vulnerability to HIV/AIDS isgreatly exacerbated in emergencysituations, particularly in cases of armedconflict. The increase in sexual andphysical violence, combined with forceddisplacement, prolonged separation fromfamily members, and the breakdown oflaw and order puts people at greater risk.Breakdown of infrastructure as well associal, educational and healthcareservices decreases the capacity to treat

FIGURE 7 Relevant Emergency Themes to Supplement the CoreEducational Activities in Emergency Situations



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ANGOLA CASE STUDY:MINE RISK EDUCATION45

A programme in Angola aims to reachchildren in schools with critical life-savingmessages about landmines through acombination of cartoons, colouring-inexercises, lessons and an innovativeboard game similar to ‘Snakes andLadders’ in which children navigate theirway through a mine-infested area. Theyare called on to make decisions at criticalpoints. Their decisions can determinewhether they proceed on the path, orwhether they have to go back severalsteps. While dealing with a subject ofdeadly seriousness, the programme helpschildren learn how to identify mines anddanger areas, and how to act if they seesomething dangerous. The materials arepresented in a colourful kit, with ateacher’s guide, and with posters andmaterials for the games and activities.

those with HIV/AIDS and educate aboutprevention. Education about HIV/AIDS isessential in the development context aswell as part of the educational response tochildren in emergencies. It is particularlyimportant to diffuse the stigma associatedwith this, as contracting the virus is thefault of no-one.

Education for Peaceand ReconciliationIt is essential to teach about peaceeducation and conflict resolution in theaftermath of an emergency, particularly aconflict. Such periods can often offer awindow of opportunity to address some ofthe root causes of the conflict. Educationshould help children to assimilate peace-related concepts and learn to practisethem at home and in the neighbourhood.

Mine Risk AwarenessLandmines pose a serious threat in post-conflict situations, especially to children,who are often the most unprotectedvictims. Their curiosity and love of play inopen areas makes them particularlyvulnerable to mines. They are also lesslikely to survive a mine explosion as they

tend to be closer to the centre of the blast,and their small bodies cannot survive theloss of blood. Over 50 per cent of minevictims die from the blast, and the rest aresignificantly disabled. Apart from long-termde-mining, it is essential to have short- andmedium-term strategies to increaseawareness about landmines.

Waterborne Diseases andCholera AwarenessIn crisis situations, it is often not possibleto provide clean, accessible water andideal sanitation facilities. Waterbornediseases, particularly cholera, are themain killers in refugee and IDP situations.Education for awareness should includeexplaining the links between poor hygieneand disease, and helping people toimprove their attitudes towards hygiene.This involves community participation indecision-making, especially the selectionof sanitation technologies that areappropriate for their context and their dailyrealities.

Hygiene EducationIn emergency situations, people are oftenuprooted and must live in temporary ormakeshift shelters. In such conditions,there is a greater risk of illnesses anddeaths caused by germs enteringchildren’s mouths through food, water ordirty hands. Many of these illnesses canbe prevented through good hygienepractices, so it is essential to emphasizethe importance of drinking only safe water,practising good personal hygiene, andensuring that food is properly prepared.

NutritionMalnutrition is devastating to children, andis responsible for more than half of allchild deaths worldwide. The likelihood ofmalnutrition is greatly increased inemergency situations, and children areoften the most affected. Apart fromaddressing the nutritional needs ofchildren and women, it is essential toeducate about safe breastfeeding, foodstorage, preparation and feeding, andmicronutrients.


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COLOMBIA CASE STUDY: PSYCHOSOCIAL'RETURN TO HAPPINESS'46 PROGRAMME

In Colombia more than 1 million children weredisplaced during 15 years of war. Some 197land mine victims were reported in 2001, ofwhich 54 were children. A large number ofcombatants in illegal armed groups are under 18years old. UNICEF introduced 'Return toHappiness' in 1996 to empower the communityto better handle violence and stress. In addition,the children learn to deal with their fears andtheir past experiences, and also learn to facethe future with a brighter outlook.

The programme is designed to provide urgentmass interventions to children affected byviolence. Integral to this programme is theempowerment of the families and communitiesin facilitating the psychosocial recovery processof the children. Teachers and youth volunteersfacilitate the psychosocial recovery of children.Adolescent volunteers, supervised by teachervolunteers, are key instruments in implementingthis programme, as adolescents are consideredto be the best intermediaries for the psychoso-cial recovery. This is partly because of thenatural bond between brothers and sisters in afamily environment. Programme activitiesinclude:

! Specialized support and self-help groups foradolescents, following a daily session withyounger children.

! Recreational activities and games, includinga 'knapsack of dreams' provided to volun-teers, with a doll family, puppets, woodentoys and books.

! Use of plays and songs, composed by localpeople, as therapy.

! Development of a culture of peace andtolerance by inventing stories with positiveand hopeful endings.

! Numerous activities supervised by adoles-cents including: art exhibitions by children onsubjects of peace and tolerance; thedevelopment of reconciliation skills throughdiscussions on non-violence; attendingcommunity peace concerts; assisting theRed Cross in marking mined areas; thecreation of fish breeding ponds; and collect-ing waste from banana plantations in Urabáfor recycling and converting into slabs androof tiles for huts of the displaced.

! Sharing by children participants of theirpsychosocial recovery in games anddiscussions with other children affected bydisasters such as earthquakes andmudslides.

Additional ResourcesPsychosocial SupportGINIE Guidelines on working with childrenaffected by war. GINIE website: http://www.ginie.org/ginie-crises-links/trauma/index.htm.

INEE Good Practice Guides forEmergency Education: Educationalcontent and methodology, ‘Trainingteachers to meet psychosocial needs.’INEE website: http://www.ineesite.org/edcon/psy_soc.asp.

UNICEF Training of Trainers on Gender-Based Violence: Focusing on SexualExploitation and Abuse. UNICEF internalwebsite: http://www.intranet.unicef.org/pd/pdc.nsf/0/25b3fb4a48d742c085256fa9005ee3eb? OpenDocument.

The Children of Kabul: Discussions withAfghan Families. Save the Children,UNICEF: June 2003. UNICEF internalwebsite: http://www.intranet.unicef.org/imu/libweb/child_protection/august2003/ChildrenofKabul.pdf.

UNICEF Lessons learned in psychosocialprogramming worldwide. Dr. Nancy Baron,May 29, 2002. UNICEF internal website:http://www.intranet.unicef.org/IMU/libweb/child_protection/apr05/psychosocial_Lessons.doc.

Environmental EducationEnvironmental Education Programme. Thisis part of a pilot project in Kenya (REEPP-Kenya).47 Three pupil’s books, levels 1, 2and 3, and a teacher’s guide have beendeveloped as part of the on-going Kenyanschool curriculum in association withUNESCO-PEER.

Conservation of fuel wood: Pupil’s bookand teacher’s guide in French:Consommation rationale du bois. Livret del’eleve and guide de l’enseignant. Eco-Club.



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Conservation of water: Pupil’s book andteacher’s guide in French: L’eau, sourcede vie. Livret de l’eleve and guide del’enseignant. Eco-Club.

Cleaning the environment: Pupil’s bookand teacher’s guide in French:Assainissement de l’environnement. Livretde l’eleve and guide de l’enseignant. Eco-Club.

Environmental Education: Teacher’s guidein French: Education a l’environnement.Livre de reference pour enseignants.

Environmental Education, Training ofTrainers Workshop. Trainer’s Guide.UNHCR/UNESCO-PEER Refugee andreturnee environmental educationprogramme. See INEE website.

Mine Risk AwarenessUNICEF Technical Notes: SpecialConsiderations for Programming inUnstable Situations, Chapter 6 ‘Anti-personnel landmines.’ UNICEF internalwebsite: http://www.intranet.unicef.org/technotes/.

INEE Good Practice Guides forEmergency Education: Educationalcontent and methodology, ‘Life Skills:Landmine and Unexploded Ordnance(UXO) Awareness.’ INEE website: http://www.ineesite.org/edcon/mines.asp.

Land Mine Awareness Education. GINIEwebsite: http://www.ginie.org/ginie-crises-links/lm/.

Mine Risk Education, Child-to-Child Trust.Child to Child website: http://www.child-to-child.org/minerisk/booklet.pdf.

Resource Manual on Landmines andUnexploded Ordnance (UXO) AwarenessEducation, UNICEF. Mine action website:http://www.mineaction.org/countries/_refdocs.cfm?doc_ID=1833&from=misc/dynamic_overview.cfm%3fdid%3D336&name=Mine%20Risk%20Education&catsearch=&country_id=.

International Guidelines for Landmine andUnexploded Ordnance AwarenessEducation, United Nations. Mine actionwebsite: http://www.mineaction.org/pdf%20file/mineawar.pdf.

Mine Risk Education. Mine action website:http://www.mineaction.org/misc/dynamic_overview.cfm?did=336.

HIV/AIDS EducationGuidelines for HIV/AIDS interventions inemergency settings. IASC website: http://www.humanitarianinfo.org/iasc/IASC%20products/FinalGuidelines17Nov2003.pdf.

UNICEF Life Skills Education. UNICEFwebsite: http://www.unicef.org/lifeskills/index.html.

Life Skills Programme for Southern Sudan.HIV & AIDS information and activity bookfor mentors. UNICEF-OLS (SouthernSudan), 2003. UNICEF website: http://www.unicef.org/lifeskills/files/Sudan_Life_skills_AIDS.pdf.

HIV/AIDS prevention education. Teacher’sGuide. UNICEF China, 2001. UNICEFwebsite: http://www.unicef.org/lifeskills/files/HIVAIDSPreventionEducationTeachersGuide-China2001.doc.

Education and HIV/AIDS: A window ofhope. The World Bank. UNICEF website:http://www.unicef.org/lifeskills/files/window_of_hope_wb.pdf.

International clearinghouse for curriculumon HIV/AIDS education. UNESCO website:http://portal.unesco.org/education/en/ev.php-URL_ID=21594&URL_DO=DO_TOPIC&URL_SECTION=201.html.

Planning for Education in the Context ofHIV/AIDS, M.J. Kelly, Fundamentals ofEducation Planning – 66, UNESCO, 2000:http://www.unesco.org/iiep.

The role of education in the protection,care, and support of orphans and


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vulnerable children living in a world withHIV/AIDS. UNESCO website: http://unesdoc.unesco.org/images/0013/001355/135531e.pdf.

UNAIDS. UNAIDS website: http://www.unaids.org/en/default.asp.

Health/Life Skills,and Nutrition EducationLife-skills based hygiene education. L.Postma, R. Getkate, C. Wijk, IRC, UNICEF2004. IRC website: http://www.irc.nl/page/10453.

INEE Good Practice Guides forEmergency Education: Educationalcontent and methodology, ‘Life Skills:Health Education.’ INEE website: http://www.ineesite.org/edcon/health.asp.

Towards better programming: A manual onhygiene promotion. UNICEF 1999.UNICEF website: http://www.unicef.org/wes/files/hman.pdf.

Nutrition security and emergencies.UNICEF website: http://www.unicef.org/nutrition/index_emergencies.html.

Infant and young child feeding inemergencies: Operational guidance foremergency relief staff and programmemanagers. Inter-Agency Working Group onInfant and Young Child Feeding inEmergencies ENN, November 2001.Emergency Nutrition Network website:http://www.ennonline.net/ife/ifeops.html.

FRESH (Focusing resources on effectiveschool health). Information at:

http://www.freshschools.org/

http://www.schoolsandhealth.org/FRESH.htm.

Peace and ReconciliationEducationEducation and democracy: A global policydialogue on education and democracy.

GINIE website: http://www.ginie.org/ginie-crises-links/edemo/index.htm.

Education for peace and reconciliation:Peace and reconciliation projects invarious countries. GINIE website: http://www.ginie.org/ginie-crises-links/pr/.

Life Skills: Violence prevention and peacebuilding. UNICEF website: http://www.unicef.org/lifeskills/index_violence_peace.html.

Inter-Agency Peace EducationProgramme, Skills for Constructive Living,Overview of the Programme. Website:http://portal.unesco.org/education/en/ev.php-URL_ID=46135&URL_DO=DO_TOPIC &URL_SECTION=201.htm.

INEE Good Practice Guides forEmergency Education: Educationalcontent and methodology, ‘Life Skills:Peace Education.’ INEE website: http://www.ineesite.org/edcon/peace.asp.

International practical guide on theimplementation of the recommendationconcerning education for internationalunderstanding, co-operation and peaceand education relating to human rights andfundamental freedoms. UNESCO, 1994.UNESCO website: http://www.unesco.org/education/pdf/34_64.pdf.

Peace Education in UNICEF. Workingpaper by Susan Fountain. UNICEF, 1999.UNICEF internal website: http://www.intranet.unicef.org/pd/pdc.nsf/0/A59F8E30D5FAE18A8525682600692070/$FILE/Peace%20Education%20in%20UNICEF.pdf.

Adolescent Programmingand ParticipationAdolescent programming in conflict andpost-conflict situations. Case studies.UNICEF internal website: http://www.unicef.org/publications/files/Adolescents_conflict_lores.pdf.



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Waterborne Diseases/AwarenessEducationWater Alert game. UNICEF website: http://www.unicef.org/voy/explore/rights/explore_1818.html.

UNICEF Water, environment andsanitation. UNICEF website: http://www.unicef.org/wes/index_newsline.html.

Child ProtectionGrowing the sheltering tree: Protectingrights through humanitarian action.UNICEF internal website: http://www.intranet.unicef.org/imu/libweb/child_protection/Dec_Jan/sheltering_tree.pdf.

The role of education in protecting childrenin conflict. S. Nicolai and C. Triplehorn,March 2003, ODI. Overseas DevelopmentInstitute website: http://www.odihpn.org/pdfbin/networkpaper042.pdf.

LINK TO EMERGENCY PREPAREDNESS! With MoE and partners, use Annex 1.9.5 Emergency

Curriculum and Training Planning Tool to determine the typesof supplementary packages and materials appropriate forlikely emergency scenario.

! With MoE and partners, identify, localize, adapt and translateguidelines, teacher training and curriculum materials for likelyemergency themes.

! Prepare or adapt appropriate emergency preparednesscurricula and implement in schools.


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! Annex 1.7.1 Approaches to Teacher Training! Annex 1.7.2 Sample Training of Trainers Agenda in Non-formal Education! Teacher Training, Psychosocial Support, Norwegian Refugee Council! IRC's Psychosocial Teacher Training Guide! Psychosocial Care for Children, Manual for Teachers (post earthquake)! Psychosocial Play and Activity Book for Children and Youth Exposed to Difficult Circumstances, UNICEF-MENA! Recreation Kit Learning Activities Parts 1-7 (in French)! Rapid Education Response Teachers Guide Liberia (for SIB)! Teacher Emergency Package: Basic Literacy, Numeracy and Themes for Everyday Life, NRC (for SIB)! Gender Teacher Training, Norwegian Refugee Council! Gender and Development, CEDPA Training Manual Series

TEACHER MOBILIZATION,IDENTIFICATION AND TRAINING

SECT

ION

1.7

Identifying andMobilizing TeachersIn emergencies, qualified teachers areoften unavailable, ill-prepared or arethemselves suffering from the physical andpsychological effects of the crisis. It maybe necessary to rapidly recruit teachersfrom among the community members whoare present at the emergency site. Teachertraining activities must be organized toprepare both new paraprofessionals andexisting professionals to face the demandsof teaching in an emergency context. Adultleadership and support is very important,especially in the early stages of anemergency, and teachers and facilitatorsshould be mobilized and prepared to playa broader community leadership andsupport role.48

What to do! Use Annex 1.2.2, Emergency

Curriculum and Training Planning Tool,to plan teacher training strategies withMoE and partners.

! Identify and mobilize any communitymembers who are qualified or haveexperience in teaching.

! Identify and mobilize other appropriatecommunity members to act asteachers/facilitators.

! Identify older children/adolescents,where necessary, who have leadershipand basic teaching capabilities to assistin teaching younger children.

! Use trained teachers and mobilize themas ‘leasers’ of clusters or mastertrainers.

What to remember! Begin the process of identifying and

training teachers as soon as possible.! Determine the number of teaching staff

(professionals, paraprofessionals andfacilitators) required. Although there isno specific procedure to calculate thenumber of teachers needed, a roughestimate of 40 students to a teacher isusually used.

! Encourage the recruitment of femaleteachers, especially in contexts where itis not appropriate for girls to bestudying with or learning from membersof the opposite sex.

! Try to ensure an adequate ethnicbalance of teachers in each learningspace.

SECTION 1.7TEACHER MOBILIZATION,

IDENTIFICATION AND TRAINING

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! Establish early agreements with allother partners working with teachersand paraprofessionals on qualifications,incentives, gender parity and selectioncriteria.

! If recruiting older girls, ensure that thisis not at the expense of their owneducational needs.

Guidelines for TeacherTraining49

The existing resources will very muchdetermine the extent to which teachertraining is necessary and the types ofsupport that will be needed to plan for.These guidelines assume a very basiclevel of human and infrastructureresources. They can be adapted, or theinitial steps completely ignored, insituations where the resource base is fairlystrong.

Major Steps! Determine if those who are willing to

serve as teachers have other time-consuming responsibilities as well. Ifso, consider how to build flexibleeducation schedules to enable them tomeet those responsibilities as well astheir teaching responsibilities.

! If the teachers are not well known, or iffaced with using a large number ofparaprofessionals, begin with a simpleliteracy test – this way the right peoplecan be placed in the right kinds of jobs.

! Determine if the curriculum, syllabusand teacher’s guides are available andappropriate for use." If they are available, what

adaptations will need to be made tomeet the current circumstances? Forexample, should they be simplifiedbecause it is mostlyparaprofessionals who are availableor should there be information addedon such topics as mine awareness?

" If they are not available, identifyteachers and individuals (forexample from teacher trainingcolleges, universities, Ministry ofEducation) who could do the

necessary professional work todevelop a temporary curriculum,syllabus and teacher’s guides. Asinput to this process, includeexamples from another country orsituation.

" If they are available but not in thenecessary language, identify andengage translators who havedemonstrated their skills in accuratetranslation.

If there are plenty of well-trainedteachers available:

! Work with them to develop creativeways of providing learningopportunities in the new conditions.This may involve engaging some ofthem in developing materials, othersin identifying sources of locallyavailable educational supports, andstill others in working with parents toensure that children are allowed toparticipate, for example.

! Encourage them to beginsearching for ways to involveparents, community members andinterested paraprofessionals in thelearning activities of the children.

! Attempt to discover the variousstrengths of teachers in a particularcommunity. Some teachers are verygood at maths, others at organizing,others at working with ‘troubled’children, for example. The extent towhich the skills of individuals can beused where they are most neededwill make the overall job mucheasier.

Where there are not many trainedteachers available:! Use local and international specialists,

including local teachers, to develop ateacher training programme andmaterials package for use withparaprofessionals.

! Work with trained teachers to:" encourage them to view

paraprofessionals as colleagues whohave needed skills and who can behelpful


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" mentor paraprofessionals, includingtraining them on a daily basis inpreparation for the next day’sclasses.

! It may be useful to divide theparaprofessionals into different groupsaccording to levels of expertise. Forexample, secondary school graduatesmay be better able to work with thecontent of curriculum designed for olderchildren than those who only have afew years of primary education.

What to do for all teachers andparaprofessionals:! Design a teacher training strategy in

collaboration with education authorities,other partners and with qualifiedteachers.

! Involve educational authorities in thetraining sessions if possible. This caninclude district and local supervisors,headmasters, religious educationalleaders, and local governmentauthorities.

! Use a ‘cascade approach’, ifappropriate. If there is an urgent needto train many teachers in a relativelyshort period of time, train teachers, andask these teachers to, in turn, train theircolleagues. See Annex 1.7.1 for anexample of how the cascade approachwould work.

! Provide a short-term introduction to thegoals and objectives of the educationprogramme.

! Train teachers on:" School-in-a-Box and Recreation Kits

if they are to be used (details below).Remember that these kits should beused in the absence of existingcurriculum (see Section 1.5, Pre-packaged Kits for more information)

" psychosocial support (details below)" supplementary packages and

emergency themes (see Section 1.6,Supplementary Packages andEmergency Themes for details)

" gender sensitivity and gender equalityin the learning environment (detailsbelow).

! Design an in-service (or support)strategy to support teachers in theirwork. It will probably be most expedientto develop a simple but regular set ofmeetings so that teachers can supporteach other in what will be difficultteaching conditions.

! Keep documentation of the details ofthe training (such as number of trainingsessions, subjects, methods used forevaluation) as well as the qualificationsgained.50

! Advocate to have teacher trainingsvalidated and certified by the relevanteducational authorities. This will help tohave teachers’ training and skillsrecognized and ease their transition toteaching in the formal educationsystem.

! Develop mechanisms for collecting andupdating data on children who are inand out of school, as well as onteachers and other resources that cancontribute to further developing theeducation system. Annex 1.7.2 shows asample training of trainers agenda innon-formal education.

What to remember! From the start, collaborate with

teachers and education authorities toplan a longer-term training programmethat can have certification attached to it,and start working towards the formalcurriculum.

! If children and teachers have beensubjected to conflict or other trauma,provide short-term training related tothis. It is important to acknowledge thatteachers will have to recognize andaddress their own trauma and stressesbefore they are able to be supportive ofchildren.

! Soon after classes are up and running,begin to involve all participants inassessing how things are going andhow they might be adapted to improvethe situation for the children, teachersand communities. This assessmentprocess is very important for both thequality of education and for building



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community cohesion around theeducation process.

! Develop simple mechanisms forcollecting and updating data on childrenin and out of school, teachers, andother resources that can contribute tothe re-establishment and furtherdevelopment of primary education.

! Many older community members havecultural and traditional knowledge thatis important to impart to youngergenerations.

! Those who are not literate may stillhave a lot to offer in terms of facilitiesmaintenance and management,enrolment records (through simplecommunity mapping techniques suchas those developed in Uganda), or asteachers’ aides, especially if there arelikely to be large classes or classeswith children of differing ages andabilities.

Training on the School-in-a-Box, Recreation andSupplementary Kits51

This is essential in order to ensureeffective implementation of the activities.Distribution of the kits to children under thesupervision of untrained teachers couldresult in wastage. Training can beconducted as follows:52

! Training should be carried out by ateam of national trainers identified bythe Ministry of Education or the relevanteducational authorities.

! Training should include an orientationon the teacher’s guide accompanyingthe kits as well as using the contents ofthe kit.

! Training should be at least two days long:" First day: basic teaching theory and a

demonstration of the methodologyrelated to using the School-in-a-Box.

" Second day: practical teaching skillsfor literacy and numeracy using thedidactic materials included in theSchool-in-a-Box Kit and the teacher’sguide.

What to remember! Training on how to use the kits is not

meant to be exhaustive. Rather, it ismeant to help teachers become familiarwith the contents and the teacher’sguides.

! Creativity and imagination are part ofthe training process.

! The kits should be kept together andnot dispersed for personal benefit.

! The administration and safekeeping ofthe content of the kits should beassigned jointly to the head teacher andto those implementing the activities.Strict accountability of the materialsshould be enforced.

Training inPsychosocial Support53

Teachers are often very effective vehicles forhelping distressed children, provided thereis no conflict between the ethnic or politicalbackground of the teacher and the children.This training should be based aroundculturally-sensitive and community-specificmechanisms for dealing with psychosocialtrauma and stress. Teacher training inpsychosocial support should focus on:! understanding the nature, causes and

effects of traumatic stress and how thisappears in the behaviour of children

! how to organize classroom andrecreational activities to create a safeenvironment and avoid further stressfulevents in the classroom

! when and how to use other mediumssuch as writing, drawing, storytelling,dance or drama as a mode of self-expression which can assist children tointegrate past events, build self-esteemand become more resilient

! how to identify and enlist the support andhelp of other adults who come into contactwith children in need, such as parents,community workers, health workers,religious teachers or traditional healers

! how to prepare a plan of action forthose children who are severelytraumatized and will require specialindividualized or small group help.


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See Chapter 14 of UNICEF’s ‘TechnicalNotes: Special Considerations forProgramming in Unstable Situations’ formore details on psychosocial support forchildren in emergencies: http://www.intranet.unicef.org/technotes/.

Training in GenderSensitivity54 and SocialInclusionGirls, children with disabilities and thosefrom ethnic minorities or othermarginalized groups are often treateddifferently from other children in theclassroom, or may be present in thecommunity but ‘hidden’ or not allowed toattend school. Teachers and othereducation personnel must make an effortto promote inclusion, access and equity.

While gender equality should bemainstreamed into every part of theeducational process, it is especiallyimportant to sensitize teachers on genderissues. Gender is also the extra dimensionfor some children already marginalized bycaste or ethnicity. Training shouldemphasize some of the following points:! Girls and boys and those from caste

and ethnic groups have an equal rightto education, even in emergencysituations, and teachers should do theirbest to uphold their rights.

! Girls may be unable or unwilling toattend classes due to certain factorssuch as security, distance to theclassrooms or domestic duties. Theyshould not be punished for theirabsence. Rather, teachers should beaware of these factors and try toaddress them and facilitate greaterparticipation.

! Teachers should be aware that girls andboys may respond differently toconflicts and crises, and should betrained to address their needsappropriately.

! Gender sensitivity training shouldinclude topics such as gender-basedviolence, sexual behaviour, sexualhealth and reproductive rights. Casteand ethnic-based violence should alsobe addressed.

! Teachers should ensure that they do notdiscriminate against girls or boys (eitherknowingly or unknowingly). Forexample, materials should be equitablydistributed, and examples shouldequally depict girls and boys. Teachersshould also monitor how they use thesex-specific (‘he’, ‘she’) pronouns.

! Female teachers should be treated withthe same respect as male teachers andgender and other social stereotypesshould not prevail.

What to remember! In certain cultures, girls’ education is

not valued as highly as that of boys,and it may be necessary for teachers toovercome any biases they maythemselves have about the value ofeducation for girls. They must make aneffort to treat boys and girls equally andgive them the same attention andencourage them to achieve theirpotential.

NOTE: It is important to acknowledge thatteachers also may be suffering from trauma.They should be encouraged to recognize andaddress their own stresses before working onsupporting the children’s needs.



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Maira Camp was established in Shangla districtfollowing the 2005 earthquake, and at its heightaccommodated approximately 20,000 internallydisplaced people from neighbouring Battagram.Of the 6,000 school students, 50% were girls.UNICEF’s objective in the earthquake affectedzones was to provide access to quality primaryschool for all children, with a particular focus ongirls. In this part of Pakistan, it is not culturallyacceptable to the community for girls to attendschools unless their teacher is female, even atprimary level, and co-education is also prohibited.

This caused a number of challenges for UNICEFas it attempted to enrol all girls in the camp, asthere were no qualified local women who could berecruited. In Shangla and Battagram, femaleparticipation in school, and thus in employment,has traditionally been very minimal, and theliteracy rates for women are consequently verylow. There is a strong cultural bias against womenparticipating in activities outside the home, andmany girls are deprived of an education orprofessional training as a result. This discrimina-tion is so deep rooted in the Shangla/Battagramarea that no local women teachers could befound, nor any teachers from amongst thedisplaced people, who could be recruited to workin the schools.

One of the activities covered by the UNICEFfunding was to support the Maira Camp Schooland finance the teachers’ salaries. In consultationwith UNICEF, the acting Executive District Officer,Wadjid Iqbal, who is a native of Mansehra District,recruited seven women teachers from Mansehra,three hours from Shangla, which has a far higherrate of female literacy, girls enrolled, and thus abetter supply of women teachers. These teacherswere recruited at the beginning of November2005. In order to attract the women to Maira

Camp, a number of incentives had to be offered.While a locally recruited male teacher was paid asalary of 4,000 Rs ($66) in the camp school, thewomen teachers from Mansehra were offered farhigher salaries, between 7,000 and 9,000 Rs,depending on their individual qualifications andexperience. Three of the teachers had graduatedwith Bachelor Degrees and the other four hadcompleted their schooling and had several years ofexperience as teachers. They were also providedtents to live in.

Further, all seven women were related, either assisters or cousins. One older man, the father anduncle of the women, accompanied them to thecamp, acting as their chaperone. This man wasalso employed as a guard in the school andreceived a moderate salary of his own for this job.It would have been impossible and unacceptablefor the community for the women to have taken uptheir jobs without their male family member.Furthermore, camp security was ensured by thepresence of the Pakistan army, thus the safety ofthe women teachers was guaranteed.

The presence, motivation and professionalism of theseven women teachers played no small part in thesuccess of the school in attracting and retainingthousands of girls living in the Maira camp. It wasevident from visiting the schools and observing theclasses that the primary school girls were learning toread and write and count, and to speak some wordsin Urdu and English, and all this in a very short spaceof time. Furthermore, it was clear that the youngstudents were enjoying the classes. Most of thesegirls had never been to school before. The womenteachers were also offering an example to the camppopulation of what was possible in terms of socialparticipation for women, participation based on theacquisition of education, a concept that would havebeen hitherto alien to the displaced people.

PAKISTAN CASE STUDY: MOBILIZING FEMALE TEACHERS

LINK TO EMERGENCY PREPAREDNESS! With MoE and partners, use Annex 1.9.5 Emergency

Curriculum and Training Planning Tool to outline teachertraining and mobilization plans appropriate for likelyemergency scenario, including roles and responsibilities of allpartners.

! With MoE and partners, identify, localize, adapt and translateteacher training materials for pre-packaged kits, psychosocialsupport materials, and other training materials for emergencythemes to be ready in case of emergency.


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APPROACHES TO TEACHER TRAININGANNEX 1.7.1

There are various training strategies andsupport mechanisms, including:

Pre-service! Formal teacher training through

institutes, training colleges, etc.! Can be residential.! Uses face-to-face lectures, activities.! Usually over longer ‘blocks’ of time.! Usually leads to certification of teachers.! Dependent on existence of functioning

institutes and systems.

In-service! Teachers taught for a short period of

days, or on weekends, after school and/or in vacation time.

! Trainers follow up with teachers whenthey are teaching.

! Process repeated for a ‘series’ ofworkshops or face-to-face training.

! More effective if there are good trainedteachers to be trainers who can support‘new’ teachers in their schools.

Methods of teacher training include:

Face-to-face workshops! Allows direct interaction between

teacher and trainer.! Can be used in a number of ways,

including longer-term pre-service;shorter regular contact for in-service;occasional or irregular workshops.

Distance learning! Often combined with face-to-face

workshops, where ‘new’ teachers aregiven some training and then havemodules or assignments to do whenthey are back in their schoolsteaching.

! Regular on-going training ofexisting or new teachers to

upgrade their skills and/or give basictraining over a period of time.

Cluster groups! Schools or learning spaces divided into

‘training clusters’, where one trained orexperienced teacher mentors the ‘new’teachers in the cluster.

! Short training sessions can also beheld by the trainer on weekends, afterschool, etc.

Mentoring! Used in the cluster group.! Can be used as a 1 to 1 approach in

individual schools, whereby the trainedteacher(s) in the school work directlywith their untrained teachers in thesame school.

! Usually on a daily or regular weekly basis.

Cascade model! An example of a diagram showing a

cascade approach is as follows:

Cascade Approach

MoEUNICEFPartners

10 National (Core) trainerstrain 40 trainers. Training

course of 2 weeks'duration.

160 primary teachers return to their respective 80 'schools' and train/mentor paraprofessionals recruited as teachers in the same schoolthey teach at. Each school has approx. 10 teaching staff. Therefore

approx. 1600 teachers/ paraprofessionals trained/mentored.

8 groups of 5 trainers (as teams), go to each villageand train 160 primary school teachers in a series of4 courses (already qualified teachers). These 160teachers are representatives of 80 primary schools

(from 8 villages). Training course of 1 week.



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SAMPLE TRAINING OF TRAINERS AGENDAIN NON-FORMAL EDUCATION

ANNEX 1.7.2

TRAINING OF TRAINERS AGENDA FOR NON-FORMALEDUCATION IN EMERGENCIES

Duration: Two days

Suggested Trainers:MoE appointed trainer, INGO/NGO trainers, UNICEF education project officer, psychosocial trainer

Goals:As a result of the TOT the participants will be able to train teachers in:1. The contents and uses of the materials in School-in-a-Box and Recreation Kits and how

they are used with the Rapid Education Response teacher’s guide2. The use of literacy, numeracy, recreation, and creative arts activities for non-formal

education in emergencies for primary school students3. The use of psychosocial teaching activities4. How to develop weekly education plans in non-formal education integrating literacy,

numeracy, recreation, creative arts and psychosocial activities

Outcomes:Participants will create:! a plan for 4 weeks of non-formal education using School-in-a-Box and Recreation Kit materials! an agenda for teacher training for rolling out emergency education training

Materials:Sample School-in-a-BoxSample Recreation KitRapid Education Response teacher’s guide (translated and adapted for use in-country; seeCD Section 1.5, Pre-packaged Kits for generic English version)

Suggested Methodology:Small group work, brainstorm, demonstration teaching lessons, role play

DAY 19:00 – 9:30 Welcome and Introductions9:30 – 10:30 Introduction to Non-Formal Education in Emergencies

! Education environment in emergencies – needs of children inemergencies and the challenges of conducting education in emergencies

! Review of child-centred/child-friendly teaching methodology! Review of techniques for teaching multi-age and level children

10:30 – 11:00 Tea Break/Demonstration of Recreational or Creative Expression Activity


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11:00 – 1:00 Overview of Teacher’s Guide and Review of School-in-a-Box and RecreationKits and their Use with the Teacher’s GuideSmall group work to! Review materials in School-in-a-Box and Recreation Kits! Review the lessons in the TG for content, grade level appropriate lessons

and use of SIB and Recreation Kit materials1:00 – 2:00 Lunch Break/Recreational Activity2:00 – 3:30 Overview of Literacy for Beginners and Non-Beginners

! Review of literacy lessons and preparation of sample lessons usingchild-centred methodology, materials from SIB and Recreation Kits, andtechniques for multi-level and age students

! Preparation and demonstration lessons and discussion of lessons andtheir utility in emergencies

3:30 – 3:45 Tea Break3:45 - 4:45 Overview of Physical Education and Creative Arts Lessons

! Discussion of methodology and benefits of recreation and creativeexpression activities to children in emergencies

! Preparation and demonstration of lessons in physical education andcreative arts

4:45 – 5:00 Wrap Up

DAY 29:00 – 11:00 Overview of Psychosocial Interventions and Lessons

! Presentation and discussion of need, process and benefits ofpsychosocial interventions and classroom lessons for children inemergencies

! Preparation and demonstrations of lessons11:00 – 11:30 Tea Break/Creative Expression Activity11:30 – 1:00 Overview of Numeracy for Beginners and Non-Beginners

! Review of numeracy lessons and preparation of sample lessons usingchild-centred methodology, materials from SIB and Recreation Kits, andtechniques for multi-level and age students

! Preparation and demonstration lessons and discussion of lessons andtheir utility in emergencies

1:00 – 2:00 Lunch Break/Recreation Activity2:00 – 3:00 Planning for 4 Weeks of Non-Formal Education

! Development of a sample 4 week plan of non-formal educationintegrating literacy, numeracy, psychosocial, recreation and creativeexpression classroom activities

! Integrate materials from School-in-a-Box and Recreation Kits3:00 – 3:30 Tea Break/Recreation Activity3:30 – 4:45 Planning a Teacher Training Workshop

! Development of a 1–2 day teacher training for teachers and parateachersin non-formal education that specifies content, goals/learning outcomes,duration, tentative dates, venue, participants, learning activities, materials

4:45 – 5:00 Evaluation and Closing



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Evaluation of Training of Trainers in Non-formalEducation in EmergenciesOn a scale of 1–5, with 5 meaning Strongly Agree, and 1 meaning StronglyDisagree, please rate the following statements.

8. The most useful session of the TOT was_____________________________________________________________________

9. The least useful session of the TOT was____________________________________________________________________________________________________________________________________________________

10. What would you add or change about the workshop?____________________________________________________________________________________________________________________________________________________

11. What suggestions do you have for improving the Rapid Education Responseteacher’s guide?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. Other comments

As a result of the workshop:

1. I understand and can train others how thematerials in School-in-a-Box should be used.

2. I understand and can train others in how thematerials in the Recreation Kit should be used.

3. I understand and can train others in the use of theRapid Education Response teacher’s guide.

4. I understand and can train others in the use of theteaching activities in the Psychosocial InterventionProgramme

5. I can train teachers to develop 4 weeks or more ofplans to teach non-formal education duringemergencies.

6. I can train teachers to develop child-centredlessons based on the Education in Emergenciesteacher’s guide.

7. The time allocation for each session was adequate.

1 2 3 4 5


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Supplies and Logistics! Annex 1.8.1 Supply Plan! Annex 1.8.2 Air Freight Estimate Calculator! Annex 1.8.3 Sample Goods Receipt Form! Annex 1.8.4 Supply End Use Monitoring Report

Human Resources! Annex 1.8.5 Staff Identification and Mobilization Planning Tool! Annex 1.8.6 Sample Terms of Reference for Education Emergency Officer

Resource Mobilisation! Annex 1.8.7 Resource Mobilisation (from EPRP)! Annex 1.8.8 Format for Fundraising Proposal by Sector! Writing TORs (EFH)! Sample Pitch Document (Haiti)! Sample Flash Appeal (Bam, Iran)! Sample CAP (Nepal)

SUPPLIES AND OPERATIONS

SECT

ION

1.8

Education officers shouldbe aware of the keyinvolvement of Supplyand Logistics Officers inemergency educationresponses and work intandem when planningresponses. This willensure the availabilityand distribution ofsupplies for effective andtimely fulfilment ofobligations under theCCCs. Because schoolsmay be damaged orunsafe, and learningmaterials are oftendestroyed or lost,UNICEF’s immediateresponse within the first72 hours should be themobilization and orderingof essential supplies tomeet children’s needs.

FIGURE 8 The supplies and logistics cycle

SECTION 1.8SUPPLIES AND OPERATIONS

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The main factors that go into the supplyprocess are:55

1. Supply planning – identifying needs(what to order, how much to order).

2. Supply procurement (budgets, bidding,contracts, local, offshore procurement).

3. Ordering and shipment for offshoreprocurement (determiningtransportation choices, customsclearance and receipt).

4. In-country logistics (storage andhandling/warehousing).

5. In-country distribution (network,transportation choices and monitoringdelivery).

Figure 8 provides a good synopsis of theessence of the supplies and logisticscycle.56

Supply PlanningWhat to do! Based on the information gained from

the RALS, and through discussionswith community members, identify thekey supplies needed to restarteducational activities.

! Identify the sources of potentialsupplies. Consider pre-positionedsupplies as well as existing stocks ofsupplies from the regular countryprogramme that can be diverted tomeet emergency needs. Considerborrowing supplies from partneragencies or counterparts.

! Decide whether to order supplieslocally (after checking on price andavailability) or to order them fromSupply Division. See ‘Things toconsider’ below for the respectiveadvantages of locally bought suppliesand pre-packaged supplies from SupplyDivision. Whenever possible, try toacquire materials locally.

! For items not available locally orregionally, contact Supply Division inCopenhagen. The main supplies to beconsidered include:

" Tents or tarpaulins" School-in-a-Box Kits" Recreation Kits" Early Childhood Development Kits.*

! Based on the RALS, decide how manysupplies to order. Remember that oneSchool-in-a-Box Kit caters to about 80children. Use Annex 1.8.1 to do supplyplanning.

Things to consider! Advantages of locally bought materials:

" If they do not need to bemanufactured and assembled, theymay arrive faster than pre-packageditems. So it may be possible toinitiate activities sooner.

" They may be cheaper than materialsbought and shipped fromCopenhagen.

" The local economy will be boosted bybuying supplies locally.

" The materials are more likely to berelevant to the language andcurricular needs of the community.

! Advantages of pre-packaged materials:" They help to initiate the educational

response to emergencies in asystematic manner.

" They increase the capacity forpreparedness and unit costing. Bystockpiling these kits, it is easier toprovide a rapid, comprehensiveresponse.

! During the initial stage of theemergency, only request pre-packagedsupplies if ordering from SupplyDivision to ensure speedy delivery.

NOTE: An Early Childhood Development Kit isbeing field-tested. As of June 2006 it was notavailable from the Supply Division inCopenhagen but can be locally procured basedon specifications shown in Section 1.5, Pre-packaged Kits. For more information, contactthe Early Childhood Development Unit ofProgramme Division in New York Headquarters.


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STEPS IN SUPPLY CHAIN

1. Supply Planning. Determinesupply needs based on rapidassessment data:

! Type of supplies! How many required! Delivery destination(s)! When supplies need to be

delivered! Cost estimate (based on

catalogue prices). Add 30% for airdelivery or 15% for sea delivery

! Distribution plan

2. Complete the Supply Plan as aplanning document

3. Supply Requisition. Completesupply requisition/PGM in ProMS.Include information on the targetarrival date at the final destinationor port of entry

4. Supply Procurement. Procure bidsand select supplier

5. Supply Ordering. Raise and issuepurchase order in ProMS

6. Delivery and Distribution. Followup for timely delivery of shipment

7. Delivery of supplies to primarydestination

8. Delivery of supplies to secondaryor tertiary destination

9. Monitoring. Monitor delivery ofsupplies

WHO IS RESPONSIBLE

Education Project Officer

Education Project Officer/Supply Officer

Education Project Officer/Supply Officer

Assisting Office - RO ornearest CO on behalf ofbeneficiary office

Operations Officer/SupplyOfficer of Assisting officeRO/CO

EPO/Supply Officer

Store In-charge/ CounterpartSupply Officer and

Education Project Officer

Education Project Officerwith possible assistancefrom Supply Officer

ADMINISTRATIVE STEPS

Meet with management team todetermine how much funding isavailable from RR, OR or emergencyfunds. Obtain PBA number

Supply officer sends requisition tonearest CO or RO for assistance ifProMS is not operational and localmarkets are down

ProMS

Follow up with the Assisting Office

Delivery receipt form completed byreceiver

Delivery proof

Supply end monitoring

Summary of Supply Chain in Emergencies

Local ProcurementWhat to do! Choose a local supplier. Check on the

following factors when choosing asupplier:

" How long has the supplier been inbusiness?

" What are the supplier’s credentials(have other humanitarian organizationsused the supplier; is the supplierregistered with the host government)?

" Location of the supplier (this mayimpact transportation costs).

" Pricing and quality of supplier’s goods,compared with other suppliers.

! Competitive bidding is preferred forpurchases in general, but can bewaived in emergencies by the ExecutiveDirector, or the representative.

! Check on the budget and pricing oflocally procured supplies. See ‘Thingsto consider’ below for details.


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Things to consider! Each UNICEF country office has

authorization to procure up to $50,000of supplies locally (this limit does notapply to direct orders).

! Local procurement over $50,000 mustbe approved by Supply Division througha local procurement authorization. It ispossible to apply for an increase inlocal procurement authorization bysending a written proposal to the chief,Contracting Centre, Supply Division,with copies to the director, SupplyDivision.

! If funding commitments are over$20,000 (country office) or $40,000(regional office), make sure they areapproved by a Contracts ReviewCommittee at the local or regional level.

! After the supply requisition is made,make sure that written purchase ordersare placed and signed for each localpurchase. To procure items without apurchase order, written authorizationfrom the head of office is necessary.

! Local procurement may be problematicdue to long production time or qualitycontrol issues. Check these factorsbefore deciding on local vs. offshoreprocurement.

Offshore Procurementfrom Supply DivisionWhat to do! Ensure there is sufficient funding

available for the supply requirements,including freight, warehousing anddelivery costs.

! Contact the Emergency CoordinationUnit in Supply Division to discuss theordering and delivery of the necessarysupplies.

! To get accurate budget and shippinginformation, input the target arrival dateat the final destination or port of entryinto the ProMS. Get an estimate fromSupply Division, or use the freightcalculator, available at: http://www.intranet.unicef.org/Denmark/DanHomepage.nsf.

PAKISTAN CASE STUDY: DELAYS INDELIVERY OF SCHOOL-IN-A-BOXKITS57,58

On 8 October 2005 an earthquakemeasuring 7.6 on the Richter scalestruck Pakistan, India and Afghani-stan with the epicentre locatednear Muzaffarabad, capital ofPakistan-administered Kashmir.North-western Pakistan and theNorth West Frontier Province(NWFP) were the most affectedareas. Over 32,000 children werekilled, 17,000 of whom perishedwhen schools collapsed, and anadditional 42,000 were injured.6,700 schools were destroyed inNWFP and 1,300 in Pakistanadministered Kashmir.

As part of its rapid educationresponse Islamabad ordered 1,740School-in-a-Box Kits. Copenhagenhad 740 in stock and was able topack the other 1,000 quickly.UNICEF Islamabad subsequentlyordered 2,000 more. It took aboutsix and a half weeks from orderingto port of entry, including seafreight. The delays occurred in themanufacture of the aluminiumboxes. The Islamabad officedecided, therefore, to request‘School-in-a-Carton’, which wouldhave the same contents, fullypacked, only in a strong carton (notas loose items). It also decided toprocure lockable boxes locally. Thisspeeds up delivery, especially ifCopenhagen is out of stock.

UNICEF Islamabad recommendsthat country offices prepare a localstock list with detailed specifica-tions (using the SIB list as a guide),identify local suppliers and beready to order quickly or, ifpermitted/recommended as part ofemergency planning, pre-position astock of School-in-a-Box Kits.


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Things to consider! Request that experienced supply/

logistics staff be on the ground ifneeded. Contact the EmergencyCoordination Unit in Copenhagen orEMOPS about the deployment ofemergency logistics officers. Find up-to-date contact information under‘Emergency supplies and contacts’ inthe Supply section of the UNICEFintranet.

Ordering and ShipmentWhat to do! Liaise with Supply Division to determine

the best method of transportation anddelivery for off-shore procurement. Notethat during emergencies, normalUNICEF procedures anddocumentation are applicable butspecial arrangements to speed up thedelivery of supplies can be made. UseAnnex 1.8.2 to calculate air freightcosts.

! Transmit the supply requisition (PGM)to Supply Division. Choose the disasterrelief field based on the urgency ofneeds (see ‘Things to Consider’,below). If the online version of theSupply Catalogue cannot be accessed,item numbers are available in the hardcopy. If a hard copy is not available,provide detailed item descriptions.

! Note on the PGM whether partialshipments or shipments with adjustedquantities can be accepted. This allowsfor greater flexibility and speed in delivery.

! Goods ordered from Copenhagen canbe shipped by air, water and road. TheWarehouse and Logistics Centre willreview the requisitions and decide onthe best method of shipment.

Things to consider! The School-in-a-Box and Recreation

Kits as well as the tents and tarpaulinsare on Supply Division’s list of approvedemergency items which Supply Divisionhas committed to provide within 48hours after ordering. The full list ofstandard emergency items can befound at: http://www.supply.unicef.dk/catalogue/Emergency_Items.pdf.

! Tents and tarpaulins fall under the‘shelter/field equipment’ category andthe School-in-a-Box and RecreationKits fall under the ‘education’ category.

! Depending on the urgency of theneeds, place the order through the‘Rapid Response Emergency’mechanism (for orders to be receivedwithin 48 hours), through the ‘OtherEmergency’ mechanism (for orders tobe given priority over non-emergencyitems) or as a regular order.

! If ordering tents, consider the climate inthe region where they will be used. Willthere be need for mechanisms forheating or cooling? Will the tents requirewater-proofing, if it is the rainy season?

The School-in-a-Box and Recreation Kitsand other supplies can be ordered underthe following numbers from the SupplyDivision catalogue:

Item ListItem Description Number Estimated Weight Volume

Material Cost

School-in-a-Box Kit 9935020 187.00 52 kg 0.286 cdmSchool-in-a-Carton 9935022 118.00 49 kg 0.12 cdmReplenishment Kit – SIB 9935021 57.00 28.5 kg 64 cdmRecreation Kit 9935025 202.00 28 kg 0.12 M3ECD Kit 9935060 N/A N/A N/ATent, rectangular, 24m2 5088012 719.00 400 kg 1.65 M3Tent, rectangular, 72m2 5088005 1,543.00 790 kg 3.123 M3Tarpaulin, 4x5m 5086011 8.50 4.4 kg 9.728 cdmTarpaulin, 4x50m 5086010 245.00 58 kg 153 cdmHeater (wood burning with chimney), 1.96 m 5086025 106.50 20.9 kg N/AHeater (wood burning with chimney), 2.4 m 5086030 99.00 8.5 kg N/A

Notes: All costs above in USD. Wood burning heaters can be used in tents. Tarpaulins are stabilized against ultra-violet rays and excess heat for longoutdoor exposure. cdm = cubic decimetre. M3 = cubic metre. ECD Kit not yet available for order.


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In-country LogisticsWhile governments would generally takeresponsibility for goods provided to themby UNICEF, in emergencies they may beunable or unwilling to do so. In suchcases, UNICEF will need to be responsiblefor the in-country logistics. Contact theEmergency Coordination Unit to obtain anystandard forms. They can also provideguidance or deploy experts to assist withsupply/logistics problems.

What to do! Assess delivery needs: determine

through consultation with partners whatmaterials are needed immediately andwhat can be delivered later.

! Stagger the flow of supplies whenpossible to reduce the space needed atone time.

! Contact a UN joint logistics cell for helpwith coordinating logistics issues. Jointlogistics cells are activated by the IASCduring emergencies, and are staffed byvarious agencies, including UNICEF.

! Complete all necessary logisticsreporting forms. Make sure thefollowing reports are filed as needed:! arrival report (state of goods upon

arrival) – see Annex 1.8.3 for asample goods receipt form

! stock report (state of goods in stock)! dispatch report (status of goods

leaving the warehouse)! distribution report (status of goods

delivered to beneficiaries)! waybill (accompanies any

transportation of goods, and issigned by the recipient)

! dispatch authorization (instructssupply/logistics personnel to releasesupplies to a particular location, andis signed by the programmeresponsible for the supplies).

! Identify a suitable warehouse in anappropriate location. Choose thestorage requirements based on the typeof supplies and materials to be stored.

! In choosing a warehouse, consider:! length of time that supplies will be

stored

! speed at which the supplies willmove in and out

! existing transportation infrastructure! foreseeable length of the

emergency.! Establish a basic management system

for the space. Ensure that the systemtakes into account inventory control,monitoring, reporting and storagefacilities.

! Take advantage of any opportunity toshare premises with other UN agencies

Things to consider! Take into account the weight and

volume of supplies when planning thelogistics and warehousing.

! Remember that during emergencies,supplies may need to be stored inbuildings that are not ideal.

! Remember that storage requirementsare linked to transportation and shouldbe considered together. The storagespace should be close to theprogramme area or to transportation.

In-country DistributionIn emergencies, inland transportation maynot be reliable as roads may be affected,travel routes may be insecure and theremay be a shortage of fuel or spare parts.

What to do! When planning the delivery of

educational supplies and kits, take intoaccount:! transport options (air, land, maritime

or river). Consider the potentialbenefits and disadvantages of eachin terms of cost and speed andflexibility

! estimated travel times and deadlines! terrain between the origin and

destination of supplies! weather conditions! weight and volume, as well as the

quantity and packaging of supplies! frequency of deliveries.

! Monitor the quality of supplies.! Monitor the delivery and use of

supplies, and, to the extent possible,


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ensure that the supplies are reachingthe beneficiaries by carrying out spotchecks. See Annex 1.8.4 as a model fora supply end use monitoring report.

! Anticipate the possibility of theft ormisuse of materials, to the extentpossible, and take the necessarysecurity precautions.

Additional ResourcesThe contact information for Copenhagen isas follows:

UNICEF Supply DivisionUNICEF Plads, Freeport2100 CopenhagenDenmark

Telephone + (45) 35 27 35 27Facsimile + (45) 35 26 94 21Email: [email protected] [email protected]: www.unicef.org/supply.The link for the supply catalogue online is:http://www.supply.unicef.dk/catalogue/.

The link to the Emergency Supplies andContact site of Supply Division is: http://www.intranet.unicef.org/denmark/danhomepage.nsf/0 CBCDEA5896028F05C1256E6 D00468938?open&expandlevel=MainLevel4 #Monitoring_0.

For more detailed information on suppliesand logistics, consult UNICEF’sEmergency Field Handbook, Supplies andLogistics Chapter.

LINK TO EMERGENCY PREPAREDNESS! With MoE and partners, and with UNICEF supply officer,

determine essential education and school shelter supplies foremergency scenario, including costs.

! Determine options for local, regional and Copenhagenprocurement.

! Identify relevant stand-by agreements with local suppliers ifappropriate.

! Consider procuring and warehousing education supplies ifthe situation warrants.


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SUPP

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1.8

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AIR FREIGHT ESTIMATE CALCULATORANNEX 1.8.2


Rate Ex EuropeAir Freight Estimate CalculatorGeneral Cargo Only

PLEASE NOTERates are for estimating ONLYRates cover general cargo ONLYRates do not cover vaccines, goods requiring refrigeration or dangerous goodsMinimum charge will always be the minimum freight that will be chargedFreight estimates are all incl. handling, security fees etc.

CHARGEABLE WEIGHTWithin airfreight the ratio between weight and volume is 166.66 kg for 1 M3.The price based on chargeable weight is always fixed to the advantage of the carrier.

For chargeable weight calculation, please insert weight and volume of cargo:

RATES SHOWN IN USDMIN. 0-44 45-99 100-299 300-499 500-999 >1000

DESTINATION AREA CHARGE KG KG KG KG KG KG

1 AFRICA 150.00 4.00 3.75 2.50 2.50 2.25 2.252 AFRICA 150.00 4.75 4.50 3.00 3.00 2.75 2.753 AFRICA 150.00 5.50 5.00 4.00 4.00 3.75 3.754 AFRICA 150.00 7.00 6.75 4.25 4.00 4.00 3.755 AFRICA 150.00 8.00 6.50 5.75 5.75 5.50 5.506 AFRICA 150.00 8.00 7.50 6.25 6.25 6.00 6.007 MENA 150.00 4.00 3.75 2.50 2.50 2.25 2.258 MENA 150.00 4.25 4.25 2.75 2.75 2.50 2.509 MENA 150.00 6.00 6.00 3.50 3.50 3.50 3.5010 CEE/CIS 150.00 4.75 4.50 3.25 3.25 3.00 3.0011 CEE/CIS 150.00 7.25 6.75 4.75 4.50 4.25 4.0012 ASIA 150.00 3.50 3.00 2.00 2.00 2.00 2.0013 ASIA 150.00 3.75 3.25 2.25 2.25 2.00 2.0014 ASIA 150.00 5.50 4.75 3.50 3.50 3.25 3.2515 AMERICAS 150.00 5.25 5.25 3.75 3.75 3.50 3.50

Weight of Cargo 45 KgVolume of cargo 1.00 M3Chargeable weight 167 kg


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SAMPLE GOODS RECEIPT FORMANNEX 1.8.3

GOODSRECEIPT FORM

ITEM DESCRIPTIONS

PGM REFERENCE PO REFERENCE

ITEM VALUE(NRS)QUANTITY

RECEIVED BY:Received above mentioned goods/materialsas per specifications and in good condition.

Signature:

Name:

Title:

Office Stamp:

Date:

Other Remarks:

DELIVERED BY:Supplier/Clearing Agent:

Address:

Date:


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SUPPLY END USE MONITORING REPORTANNEX 1.8.4

Programme/Zone: Reference:State/LGA visited: Date of visit:

Team membersName: Title:Name: Title:Name: Title:

Persons contactedName: Title:Name: Title:Name: Title:Name: Title:

General Information

PGM #DescriptionPPA Qty.Ordered Qty.P.O. Qty.Shipped Qty.Warehouse Qty.GRN # N/ADelivered Qty.DWB #Date allocatedDate CollectedPhotocopies of allocation letter and DWB carried? Yes/No

Information from office records

Warehouse condition: Good Bad Needs Improvement

Comments:Inventory records: Yes NoStore Receipt Voucher (SRV): Yes NoStore Issue Voucher (SIV): Yes NoInventory Ledger: Yes NoIssues approved by authorized person: Yes NoComments:

Information from the field

End User Monitoring & Evaluation 14


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Date items received in Govt. Store:Govt. Receipt (GR) returned? Yes NoComments:

Items issued to end-users within (define target time for Madagascar)2 weeks? Yes NoComments:

Are the items appropriate for the programme implementation?Yes No

Comments:

Is the quality of items appropriate?Yes No

Comments:

Any shortages/losses?Yes No if yes state,

Item:Quantity:Type of shortage/loss:

Was this reported to UNICEF? Yes No if yes, When?Comments:

Any damage to the items? Yes No if yes, Why?Comments:

Any other observation? Comments:

Information from the ProjectWere the project preparations adequate? Yes NoComments:

Were staff trained for effective use of equipment? Yes NoComments:

Was the item/equipment properly installed? Yes NoComments:

Was the item/equipment functional at the time of visit? Yes NoComments:

Are the quantities provided adequate for the intended activity(ies)? Yes NoComments :

End User Monitoring & Evaluation 15

Information from the field contd …


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Human ResourcesCoping with an emergency requires animmediate and effective response andqualified staff to carry it out. Ensuring thetimely deployment of experienced staff inan emergency is one of the CoreCommitments for Children. The CCCsstate that UNICEF will:

! Scope of potential emergencies (naturaldisasters as well as complexemergencies), including cross-bordereffects from or support to neighbouringcountries.

! Additional staff required to meet theseprojected challenges to the office.

Assessing Staffing NeedsEducation officers have an extremely importantrole in assessing staff needs for theirprogramme. Any wise Country Representativewill listen to programme people, and oftendoes when making requests to headquartersin New York. Also, the education section chiefhas an advisory role and will give feedback tothe Country Representative regarding staffingneeds. Section chiefs can advocate when theyfeel that they have information that is notdigested at the country level. Once again,different regions respond to human resourceneeds in different ways. For example, inMENA, all of the regional advisors are on theground within 72 hours of an emergency tohelp with staffing and assessments. It will bedifficult for the education officer to do theassessment alone so the support of theRegional Office is key.

Preparing Terms of ReferenceTerms of reference (TOR) must beprepared and submitted with a ProgrammeBudget Request (PBR) for the countryrepresentative to grant a request to deploysurge capacity personnel. TORs shouldinclude objectives and strategy of theassignment, planned duration, number ofpersonnel required (and for each, adescription of duties, responsibilities,grade level and reporting line).62 A sampleTOR for an education in emergency officeris included in Annex 1.8.6, and instructionsfor writing a TOR from the EmergencyField Handbook are included on the CD.

Global Trigger63

If an emergency becomes a CorporatePriority, HQ has the option to redeploy stafffrom country offices to the emergency for aminimum of three months. Releasingcountry offices have to agree. Although thetrigger mandates a 90-day minimum staff

FIRST SIX TO EIGHT WEEKS1. Identify and deploy experienced staffthrough internal deployment, externalrecruitment and standby arrangementswith partners.

! Country offices to identify staffingneeds drawing from the preparednessplan and management plan; regionaloffices and headquarters to providesupport as required.

Having a staff mobilization plan in placebefore the emergency occurs is anessential first step to identifying staffdeployment needs in the event of anemergency. The plan is part of eachoffice’s annual emergency preparednessand response exercise.59

When there are not enough staff membersto respond to an emergency, the followingplan of action has been outlined in theEmergency Field Handbook. This function,however, is not left up to the EducationProgramme Officer alone to implement.Staff deployment has to be coordinatedthrough the Regional Office andHeadquarters with the CountryRepresentative and Operations Officer.60

Staff Mobilization Plan61

The staff mobilization plan is the centralplanning tool and relates directly to thepreparedness phase (Annex 1.8.5). ACountry Office that is not prepared willhave a difficult time getting staff on theground. The staff mobilization plan aims toease the burden of getting the right staffinto place in an emergency based on threemain criteria:! Current staff capacity in the office in

each functional area and office staffstructure.


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deployment, past experience shows thattime limits for less than that are oftennegotiated. This can add to humanresource challenges of filling in the gapswhen one temporary staff member leavesand the other is yet to arrive. High staffturnover rates can lead to a loss ofinstitutional knowledge and familiarity withthe context and scope of the emergency.

Steps for Deploying SurgeCapacity Personnel64

! Consult the emergency preparednessand response plan and staffmobilization plan. Update as needed.

! Contact the Regional Office forassistance in the rapid assessment ofemergency human resource needs.

! Depending on the scale of theemergency, the Country Representativemay deploy existing in-country staff tothe emergency location (this is the firstresponse of a country office).

! Engage other options for quick staffdeployment, including internalredeployment and external recruitment:" INTERNAL: Deployment from other

UNICEF offices in the region or theRegional Office. The Regional Officecan also pre-identify staff from otheroffices in the region for immediateredeployment to the country officefacing emergency on a short-termmission or inter-office transfer.Missions from country offices couldlast from three months to one year.

" EXTERNAL: Recruitment of staff fromoutside UNICEF on individualcontracts.

! Activate procedures for using standbypartners through the focal point of theOffice of Emergency Programmes(EMOPS) in Geneva.

Estimated DeploymentTimes in Acute SituationsRegional office 48 hoursStandby arrangements* 72 hoursExternal recruitment 2–3 weeks

*It can be extremely important to act quickly whenconsidering use of standby personnel. In largeemergencies, many organizations make use of thesame pool of talent.65

Standby Arrangements66

Standby arrangements with UNICEFpartners allow for rapid deployment of non-UNICEF staff in an emergency. Standbypartners maintain rosters of qualified andexperienced professionals who are trainedto support emergency humanitarianactions. External partners for emergencysurge capacity currently include theNorwegian Refugee Council (NRC), theDanish Refugee Council (DRC),Registered Engineers (RedR) Australia,and the Swedish Rescue Services Agency(SRSA).67

External Recruitment68

External candidates can be recruited in anemergency and can be used to fill short-,medium- and long-term posts, includingposts vacated by staff members whoaccept emergency assignments. Thecountry office undertakes the contractingprocess related to consultants andindependent contractors, includingidentification and sourcing. Country officesare also responsible for the practicalarrangements involved in deploying staff tothe emergency area. Regional officesshould maintain consultant databases foremergency education officers.

What to do! Prepare Terms of Reference for

required additional staff.! Prepare funding source of additional needs,

including CRQ number, PBA number, andprogramme and project codes.

! Coordinate with human resource officer,who will process the recruitment withemergency focal point in DHR at NYHQ.


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LINK TO EMERGENCY PREPAREDNESS – HUMAN RESOURCESFOR EDUCATION! With Human Resources officer, identify human resource needs

for minimum level of readiness in each area of the CCCs.! With Human Resources officer, identify needs for contingency

planning for likely emergency scenario according to CCCs.! Determine how staff will be deployed, either through internal or

external recruitment, or standby agreements, using Annex 1.9.6.! Have TORs ready to adapt, as in Annex 1.8.6.! Suggest candidates to be included in regional UNICEF

emergency roster.


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STAFF IDENTIFICATION ANDMOBILIZATION PLANNING TOOL

ANNEX 1.8.5

Position needed(incl. professionaland support staff)

1.

2.

3.

4.

5.

Key skills & area(s)of expertise tocomply with CCCs

Deployment: Internal fromCountry/ Regional Office and HQ.External recruitment includingstandby, SSA, TFT, and local hire

Time of deployment+ (expected)duration ofassignment

BudgetPBA


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SAMPLE TERMS OF REFERENCE FOREDUCATION EMERGENCY OFFICER

ANNEX 1.8.6

SAMPLE TERMS OF REFERENCEUNICEF Education in Emergencies ProjectOfficer

1. Organizational Settinga) Reports to: Education Chiefb) Responsibility for work of others:Title Level Numberc) Organizational Chart

2. Purpose of the PostResponsible for ensuring educationopportunities are available for childrenaffected by emergencies, with particularfocus on the Core Commitments forChildren in Emergencies. Oversight of theidentification, design, and implementationof appropriate education in emergencyresponses and coordination with otheragencies active in education sector.

3. Major Duties and Responsibilities1) With implementing partners, relevant

education authorities, and localcommunities:

a) Undertakes rapid emergencyassessments to assess impact of theemergency on the education systemand prepares reports with findings andrecommendations for implementation

b) Develops strategy for educationresponse for immediate and longerterm needs, in line with UNICEFpolicies, country office programmestrategies, community needs, andofficial education policies

c) Determines educational supply needsand works with supply officer to procureand deploy supplies to appropriatedestination

d) Works to establish temporary learningspaces and rehabilitate learningspaces, insuring child friendlyenvironments

e) Works to identify, mobilize, and trainteachers or paraprofessionals

f) Works to re-establish quality primaryeducation

g) Develops a monitoring and evaluationsystem to track educational activities.

2) Participates in education clusterplanning, implementation, andreporting.

3) Prepares reports as required to UNICEFand donors on educational activities.

4. Working ConditionsOffice or field based.

5. Impact and Consequence of Errora) Describe the type of decisions regularly

made and the impact of thosedecisions.

Makes technical decisions on programmeimplementation and delivery, which wouldinclude financial and supply resourceallocation and monitoring. This wouldaffect overall efficiency and effectivenessof emergency response programmedelivery.

b) Describe the type of recommendationsregularly made and why they areimportant.

Makes recommendations on programmeactivities, feasibility and implementation;linkages with other sectors of UNICEFintervention; reprogramming and re-scheduling of activities, and resourcerequirements.

c) Describe the most damaging error(s)that could be made in the performanceof the job and their consequences.


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Incorrect programming strategies andapproaches would lead to inappropriateactivities, impeding the achievement ofgoals and objectives, the delivery ofessential emergency education services tochildren, and misuse of financialresources.

Ineffective interaction with educationauthorities, other partners and communitymembers will negatively affect theimplementation and acceptability ofUNICEF intervention.

6. IndependenceThe post requires working as a teammember with other UNICEF sectors andagencies and with government and otherpartners as well as performing some tasksindependently, and consulting withsupervisor on recommendations anddecisions.

7. Guidelinesa) Indicate which guidelines are required

for performing the duties of the post(rules, regulations, policies,procedures, practices, precedents,manuals, instructions).

! UNICEF programme manuals andpolicy guidelines

! Core Commitments for Children inEmergencies

! Emergency Field Handbook! Technical Notes on Programming in

Unstable Situations! UNICEF Country Programme Plans! UNICEF personnel, financial, supply

and administrative rules, regulationsand manuals

! Government development plans andpolicies

! Office work plan! Technical literature or related

programmes! Cooperating agencies’ guidelines and

manualsb) Describe the degree to which

interpretation of, and deviation from,existing guidelines are permitted, andthe authority to propose or establishnew guidelines.

Incumbent adheres to emergencyguidelines, interprets guidelines and isrequired to assess the most appropriatemodes of action to accomplish theprogramme objectives.

8. Work RelationshipsIndicate both the purpose and level ofcontacts within and outside UNICEF inorder to perform the work effectively.

CONTACT PURPOSE & FREQUENCYInternalRegional education advisor Policy direction and guidanceRepresentative Policy direction, guidance and provision of technical adviceChief education programme officer Policy direction, guidance and provision of technical adviceSection chiefs Exchange of ideas and intersectoral cooperationProgramme staff of sections Coordination/consultation on programme/technical issuesProgramme communication staff Strategies for information and social mobilizationHQ officers Overall coordination, consultation and exchange of informationExternalUN and other international andbilateral agencies, NGOs Coordination of activities, advocacy and exchange of informationGovernment Coordination of activities, advocacy and exchange of informationCommunity Coordination of activities, advocacy and exchange of information


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9. Qualifications and Competencies Requiredto Perform the Duties of the Posta) EducationAdvanced university degree in internationaleducation or a related technical field.

b) Work ExperienceFive to ten years progressively responsibleprofessional work experience at thenational and international levels inprogramme planning, management,monitoring and evaluation, in education,with proven experience in educationprogramming for emergency contexts,including natural disasters and/or complexconflict.

c) LanguagesFluency in English/French and another UNlanguage an advantage. Knowledge of thelocal working language of the duty stationis an asset.

d) Competencies! Understanding of quality basic

education, with a focus on education inemergencies, with communication andknowledge of latest development andfamiliarity with current issues, trendsand priorities in emergency education.

! Familiarity with UNICEF and otheremergency education supplies,materials and curricula.

! Experience or knowledge ofeducational assessment andmonitoring in emergency situations.

! Proven ability to conceptualize,develop, plan and manageprogrammes, as well as to impartknowledge and teach skills.

! Leadership, ability to manageresources, good judgment, ability tobuild trust and teamwork.

! Knowledge of UNICEF systems,especially procurement of supplies andfinancial management systems anasset.

! Experience in coordinating amongstother agencies, donors and withgovernments an advantage; orexperience working within a multi-agency and donor environment.

! Good analytical, negotiating,communication and advocacy skills

! Demonstrated ability to work in a multi-cultural environment and establishharmonious and effective workingrelationships both within and outsidethe organization.


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Resource Mobilization69

In line with UNICEF’s Core Commitmentsfor Children in Emergencies, countryoffices must, within one month, prepare anemergency appeal in coordination withPFO and other UN agencies, and be readyto provide proposals geared to specificdonors. A resource mobilization form isshown in Annex 1.8.7.

Priority Action Checklist! Re-programme regular resources or

other resources. The country officemust contact the government to obtainapproval for diversion of funds fromexisting programmes. Diversionsshould be reported to the regional officeand EMOPS and Programme Division.

! Apply for additional emergency fundsfrom the UNICEF EmergencyProgramme Fund or the UN CentralEmergency Revolving Fund if necessary.

! Identify the key message on theproblems and needs of childrenaffected by the emergency.

! Create a pitch document.! Within 12 hours communicate the first

message on the needs of children viathe media, the UNICEF web site andother avenues.

! Begin preparing UNICEF’s contributionto any inter-agency appeal.

! Consider funding sources such as theUN Consolidated Appeals Process(CAP), Central Emergency RevolvingFund (CERF), Emergency ProgrammeFund (EPF), individual donor appealsand Flash Alerts. See OCHA websitefor more details, at http://www.ochaonline.un.org.

Pitch DocumentWithin 24–72 hours of an emergency,UNICEF will prepare a ‘pitch document’.The pitch document is designed to jump-start the fund-raising process and containsthe issues, action and impact and isshared with government and the UNICEFNational Committee donors. The countryoffice is responsible for drafting this andthe document needs to be endorsed by the

regional offices and cleared by theHumanitarian Response Unit, EMOPS.This document should be completedquickly and provide brief information on:! Background! UNICEF’s emergency response in

terms of issues, action and impact! A map of the country and emergency

area if possible! A budget with realistic estimates based

on anticipated implementation levels.

The pitch document is subsumed into aCAP or stand-alone appeal if launched.

Education Officer’s Role in PitchDocument! Make sure that the Education section of

UNICEF’s portion of the documentreflects the Core Commitments forChildren in Emergencies.

! Write the Education sector portion,following this format:" Issue" Statement" Future activities" Expected impact" Funding requirements.

Flash AppealThe Flash Appeal is normally issued torespond to smaller emergencies,especially natural disasters, and istriggered by the UN humanitariancoordinator, in consultation with the IASCCountry Team and following endorsementby the UN emergency relief coordinatorand the IASC.

When Flash Appeal is UsedThe Flash Appeal is issued between thesecond and fourth weeks of the onset ofan emergency and covers needs for thefirst 3–6 months.

Education Officer’s Role in Flash Appeal! Make sure that the Education sector

portion of UNICEF’s contribution to theflash appeal reflects the CoreCommitments for Children inEmergencies.


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! Write the Education sector portion ofthe flash appeal, following this format:" Issue" Statement" Future activities" Expected impact" Funding requirements.

The EmergencyProgramme Fund (EPF)Additional resources may be availablefrom the Emergency Programme Fund, areimbursable fund managed by EMOPSand Programme division. EPF providessupport to:70

" interim emergency needs when nointer-agency appeal has been launched

" cash requirements for initiating actionsin complex emergencies pendingreceipt of donor contributions

" UNICEF participation in inter-agencyassessment missions when the fieldoffices are unable to support the costs

" Emergency staff and administration.

EPF requests are cleared by RO,submitted to PD/HRU and EMOPS forreview, approved by Deputy ExecutiveDirector upon EMOPS/PD/PFOrecommendations and reported in theAnnual report and consolidatedemergency reports.

The EPF includes:! a brief situation assessment, including

the number of children and womenaffected, stating the clear relation to theemergency situation

! a brief description of the governmentresponse to the crisis as well as thecoordination mechanism among UNagencies, donors and NGOs, andwhether or not an inter-agency appealis planned

! UNICEF action taken to date, includingRR that has been reprogrammed

! an action plan based on UNICEF’sCCCs indicating the objectives and thespecific inputs for which funding isbeing sought

! likelihood of funding to replenish theEPF loan.

Stand-alone AppealsUNICEF may feel that the needs ofchildren and women necessitate anemergency response that cannot wait forthe finalization of a Consolidated Appeal,or when no inter-agency response iscontemplated. The organization may thenlaunch a stand-alone appeal, informingOCHA. A stand-alone appeal might beincorporated into a Consolidated Appeal,and should cover activities that could formpart of a Consolidated Appeal and refer tothe fact that it is an ‘interim’ measure.

Consolidated Appeal Process (CAP)The consolidated appeal process is themost important fund-raising tool for the UNin emergencies. The General Assemblycreated the consolidated appeal processas a way for all UN agencies and partnersto identify common goals and prioritiesand to develop, implement and monitorstrategic plans of action. It is launchedannually, in agreement with thegovernment. The consolidated appealprocess is coordinated and governed byOCHA. It provides an opportunity for thehumanitarian aid community to combinestrategy, clarify the roles of allhumanitarian actors and prioritizeemergency activities. It ensures commonanalysis, strategic planning, resourcemobilization, coordinated implementationand joint monitoring and evaluation.

When CAP Is UsedIf an emergency continues beyond thetime frame of a Flash Appeal (3–6months), the UN emergency reliefcoordinator and IASC, in consultation withthe UN humanitarian coordinator and theIASC Country Team, may determine thatthe emergency is either ‘complex’ or‘major’, necessitating a ConsolidatedAppeal. The Consolidated Appeal isprepared according to specific technicalguidelines. Where a Consolidated Appealhas already been issued, there should beno Flash Appeal. If new emergenciesbreak out or circumstances deteriorate incountries that already have a ConsolidatedAppeal, a ‘revision’ of the Consolidated


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Appeal will be put out. For an example ofthe CAP (Humanitarian Appeal 2005,OCHA, Geneva), refer to the EmergencyField Handbook CD-ROM, OperationsSection 6.2.

Education Officer’s Role in CAPUsually the emergency project officer thatdeals with the CAP will ask for specificinput. The education officer will need towrite a few pages on supplies, humanresources needs, the situation ineducation, and future activities.

What to consider! Participate in the process with other UN

agencies, including UNESCO, and otherorganizations: assess the crisis, identifyparticipants and their needs, developstrategies and prioritize actions.

! Ensure that the CCCs are adequatelyreflected.

! Design sector-specific projectproposals with clear objectives andindicators. A sample fundraisingproposal can be found in Annex 1.8.8.

! Include realistic budget targets basedon implementation levels and capacity.Project submissions should include lineitems for:" Programme costs" Programme support costs. These

should be fully justified in thenarrative, including emergency-derived costs for staff security,telecommunications, logistics,media, advocacy and monitoring andevaluation, and should explain thepossibility of sharing such servicesand costs with other agencies.

LINK TO EMERGENCY PREPAREDNESS– RESOURCE MOBILIZATION! In coordination with Programme Funding Officer, determine likely

funding needs for potential emergency scenario, including materialssupplies, and human resources.

! Become familiar with funding mechanisms, including EmergencyRevolving Fund, Emergency Programme Fund, and the ConsolidatedAppeals Process.

! Maintain and strengthen relations with donors at the country level.! Become familiar with format for fundraising proposals for education

sector, as shown in Annex 1.8.8 and in sample proposals on CD.


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RESOURCE MOBILIZATION (FROM EPRP)ANNEX 1.8.7

Resource mobilization

Available RR that can be reprogrammed

Available OR that can be reprogrammed

Additional OR required

EPF/other funds required to enable immediateresponse

Donors most likely to be supportive Actions/Status of contacts


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FORMAT FOR FUNDRAISINGPROPOSAL BY SECTOR

ANNEX 1.8.8

SECTOR-SPECIFICINTERVENTIONS

ISSUESummarize the key issues by sector thatare of concern to UNICEF. There should be4–8 bullets (max. 3–4 lines) using bold andaction oriented language.

ACTIONSummarize by sector the key action thatUNICEF will undertake to address theissues raised above. There should bebetween 4–8 bullets (max. 3–4 lines) thatrelate to the issues highlighted above andfocusing on specific action that will yieldprogramme results. Description should benon-theoretical and give a sense of energyand focus.

IMPACTSummarize the specific impact or resultsexpected from the action described above.There should be 4–8 bullets (max. 3–4lines) that relate to the action taken.

SECTOR-SPECIFIC BUDGETIt is suggested to use the budget structurefor the proposal as arising from the AnnualWork Plan in ProMS. This will facilitate thelinkage between the original proposalbudget and the commitment report orexpenditure report that will be shared withthe donor as part of the progress or finalreport.


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FRAMEWORK FOR EMERGENCYEDUCATION PREPAREDNESS

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1.9

! Annex 1.9.1 Emergency Profile (EPRP)! Annex 1.9.2 Scenarios and Minimum Levels of Readiness (EPRP)! Annex 1.9.3 Pre-crisis Secondary Data for Emergency Preparedness (EMOPS, Draft)! Annex 1.9.4 Rapid Assessment Planning (EPRP)! Annex 1.9.5 Emergency Curriculum and Training Planning Tool! Annex 1.9.6 HR Identification and Mobilization Planning Tool! Annex 1.9.7 Partnership Analysis for Education (EPRP)! Annex 1.9.8 Consolidated Supply List and Distribution for Education (EPRP)! Annex 1.9.9 Consolidated Preparedness Activities for Education (EPRP)! Annex 1.9.10 Humanitarian Preparedness and Response – Education by CCCs (EPRP)! Annex 1.9.11 Preparedness Plan Monitoring Tool! Annex 1.9.12 Human Influenza Pandemic Contingency Plan for Education! Emergency Preparedness and Response Plans (EPRP)! Let’s Learn to Prevent Disasters, Risk Reduction Curriculum, UNICEF and UNISDR! Zandi’s Song (Avian Flu Preparedness Story) and Fact Sheet, UNISDR! Risk Land Game (Preparedness Board Game for Children).UNISDR

Preparedness andContingency PlanningThe preceding and subsequent sections ofthe Tool Kit provide guidance and tools torespond effectively to education needs inemergencies in order to comply with theCore Commitments for Children. Effectiveresponse, however, is directly related topreparedness planning. This sectionaddresses each of the components ofeducation in emergency preparednessplanning that should be done prior to anemergency, including! Collection of baseline data! Rapid assessment planning! Supply planning! Emergency education curriculum and

training planning! Planning coordination and partnerships! HR planning! Resource mobilization.

It also provides tools for improving theeducation sector’s capacity to respond at a

minimum level of readiness, and in theevent of an imminent emergency scenario.

The Emergency Preparedness andResponse Plan (EPRP) is the planningdocument that all Country Offices areexpected to complete on an annual basis,with each sector preparing its parts. (Seeannexes in this section for all relevantEPRP forms and complete EPRP formaton the CD.) It is a method of establishingwhat emergencies are likely to occur overthe next twelve months in the country,based on an analysis of the country’svulnerability. All country offices shouldensure that the EPRP is renewed everyyear and updated as often as necessary.Education programme officers shouldensure that actions relating to educationpreparedness are taken.

The EPRP assumes that offices mustmaintain an ongoing minimum level ofemergency response capacity so as to be

SECTION 1.9FRAMEWORK FOR EMERGENCY

EDUCATION PREPAREDNESS

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able to respond immediately when anemergency occurs suddenly. At the sametime, it attempts to include in the planningframework a way that offices can build onthis preparedness to develop even morespecific contingency plans in the face of aperceived threatening situation.‘Preparedness planning’ is thus used torefer to a general level of responsecapacity that is always to be maintained byan office; ‘contingency planning’ refers tomore detailed plans for a specificemergency.71

Therefore, even for offices that are notpresently confronted by an emergency, it isessential to be prepared for any suddenchanges in the conditions of the countryand region where they are located. In thepre-emergency stage, Country Offices areresponsible for monitoring early warningsigns, assessing the situation, developingnew materials, safeguarding them at theinter-agency level, and generating planningstrategies to address needs of emergency-affected groups.

Contingency planning is undertaken whena crisis appears imminent or highly likely,such as the case of armed conflict,earthquakes, flooding, or other naturaldisasters. Contingency planning updatesthe emergency preparedness plans to takeinto account the existing situation and thestate of preparedness to manage animminent threat.

Components of the Templatefor Emergency Preparednessand Response Planning forEducation72

The annexes of this section includepreparedness planning tools taken fromthe EPRP templates, as well as otherplanning tools. Education programmeofficers should take the informationdeveloped for each of these tools andsummarize it for the education sectorresponse in Annex 1.9.10, HumanitarianPreparedness and Response – Educationby CCCs in the EPRP.

What to remember! Planning is an ongoing process, not a

one-time initiative, and it should beintegrated into all ongoing programmingprocesses.

! Individual accountability is an essentialpart of good preparedness planning,and all staff members must be aware oftheir responsibilities and be prepared tofulfil their emergency-related functions.

Emergency Profile (EPRP)The Emergency Profile (Annex 1.9.1) fromthe EPRP provides a planning frameworkthat requires the Country Office to identifythe potential emergency situations thatmight occur and rate the likelihood on ascale from one to five. Based on theprojected humanitarian consequences andthe numbers of people likely to beaffected, the Country Office can plan thescope and nature of the emergencyresponse. Education programme officersshould use the Emergency Profile to:! project the numbers of children the

education sector needs to prepare toserve based on the projected scale ofthe most likely emergency scenarios.

! identify the minimum levels ofreadiness (Annex 1.9.2) and the bestand worst case scenarios and theminimum level of readiness in terms ofthe numbers of beneficiaries to theemergency education response.

! identify UNICEF planning assumptionsregarding the extent to which UNICEFwill need resources to respond to theemergency.

Scenarios and Minimum Levels ofReadiness (EPRP)The Scenarios and Minimum Levels ofReadiness, EPRP (Annex 1.9.2) asksCountry Offices to project the numbers ofbeneficiaries, and time and length ofresponse for a minimum level ofreadiness, and to project the scope ofresponse for worst case and most likelycase scenarios for the purpose ofcontingency planning if an emergency isimminent. The numbers and beneficiaries


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projected in the scenarios will serve as aguide for the education sector to plan thescope of the education response in termsof supplies, emergency curricula, training,and so forth.

Pre-Crisis Secondary Data forEmergency PreparednessPre-crisis data collection (Annex 1.9.3) is acritical preparedness activity for educationprogramme officers in collaboration withthe Ministry of Education prior to anemergency. This baseline data is essentialin order to conduct a rapid educationassessment and plan an education sectoremergency response. Annex 1.9.3, a draftEMOPS document, provides a template forthe information that needs to be collected.

What to doObtain baseline education data from theMinistry of Education or collaborate withthe MoE to collect data at the national,sub-national, sub-sub-national level, andother relevant data (including IDPs, etc.).

Have all print and electronic copies ofeducation-related databases for the entireregion available in the form of both printand electronic versions. Following anemergency it makes it easy to thencorrelate the data on damage ordestruction from the pre-existing situationand plan for the emergency interventions.73

Baseline data should include:1. Literacy rate

! % adult literacy rate (by gender).2. School enrolment

! Net primary school enrolment (bygender)

! Net secondary school enrolment (bygender)

! Percentage of students enrolled atprimary and secondary levels.

3. Number of institutions! Pre-school! Primary schools! Secondary schools! Vocational.

4. Number of qualified teachers! Primary teachers (by gender)

! Number of qualified secondaryteachers (by gender)

! Number of qualified non-formalteachers (by gender)

! Number of qualifiedparaprofessionals (by gender).

5. Education policy! Status of policy regarding emergency

education curriculum! Status of policy on language

instruction! Yearly requirements of primary

materials and sourcing.6. Trends in physical condition of schools.1. Trends of presence/integration of

teachers in the community.2. Existing centres organizing adolescents

and potential for mobilization in anemergency.

3. Specific protection concerns. That is,abuse by teachers, rebel attacks,exploitation, which compromises theability to have equal access toeducation due to potential vulnerabilityfactors (e.g. gender, age, disability,people living with HIV/AIDS, ethnicity,discrimination and/or special needsrelating to legal status or displacementsuch as language barriers and religiousfreedom, etc.).

Rapid AssessmentPlanning (EPRP)In order to participate in the multi-sectoralrapid assessment that occurs between48–72 hours after the rapid onset of anemergency, as well as the RapidAssessment of Learning Spaces thatoccurs after the RA, education programmeofficers should work with the MoE andpartners identified below. The RapidAssessment Planning tool, Annex 1.9.4,will assist in this process.

What to do! Ensure that pre-crisis data has been

collected and is accessible.! With partners, review and pre-design

the education RA tool to the countrycontext.

! Identify what contact people will be keyin gathering education data for the RA,



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including local education officials,teachers, NGOs and other partneragencies.

! For the RALS, adapt existing generictools to one that is appropriate to thecountry and the likely disaster scenario.

! Determine who will be part of the RALSteam.

! Define what logistics will be required tocollect data.

! Determine what priority data will besought.

! With partners, provide orientation toconducting the RALS.

Emergency Curriculum andTraining Planning ToolAs discussed in Section 1.2, it is critical toengage in planning for the delivery ofemergency curriculum and the teachertraining that will be required for it. While itis necessary to identify and pre-positioneducational kits and other supplies, it isalso critical to engage in pre-crisispreparation of teaching curricula in literacy,numeracy, psychosocial support, andrecreational activities that accompany thepre-packaged materials. The EmergencyCurriculum and Training Planning Tool(Annex 1.9.5) will help educationprogramme officers and counterpartsmake decisions about adapting andlocalizing existing emergency curricula,identifying pre-packaged kits or locallydesigned ones, and creating plans forteacher and parateacher mobilization andtraining. (See Section 1.5, Pre-packagedKits, and Section 1.6, SupplementaryPackages and Emergency Themes.)

What to do! Safeguard copies of school and teacher

training curricula, identify alternativesources of learning materials and keepa set of textbooks.

! Develop an inventory of available stocksof educational materials, supplies andhuman resources.

! With counterparts, make decisionsabout how to adapt, localize andtranslate emergency educationcurricula. Develop a set of teaching

activities for each kit with a teachertraining guide or adapt materials fromexisting training guides.

! Adapt the content of the guides for thepre-packaged kits (including School-in-a-Box, Recreation and Early ChildhoodEducation Kits) to the local context.

! Prepare a translation of the teacher’sguides into the language used by theaffected children, which can bereproduced and distributed should acrisis arise.

! Identify those with special expertise indevising simple, cheap, ‘home-made’teaching materials. Incredible thingscan be made with local know-how.

! Integrate emergency preparedness intothe curriculum.

! Pre-positioning yourself for anemergency also includes havingmodules available on conductingrecreational activities with children,information on trauma among children,and ensuring that school curricula evenin peace times have disasterpreparedness in their curriculum.

Supply PlanningThe rapid and immediate mobilization andshipment of essential supplies to meetchildren’s and women’s most urgentsurvival needs is crucial to UNICEF’shumanitarian response. Based on thelikely scenarios in the Emergency Profile,education programme officers will have tomake plans that will enable them to pre-position essential educational supplies tomeet the projected needs of children.Education programme officers should workclosely with partners and the supply officerin supply preparedness planning. Supplyrequirements for education should beincluded in the Consolidated SupplyRequirements form of the EPRP (Annex1.9.8).

What to do! In consultation with government

counterparts and partners, determinethe essential education supplies basedon the likely emergency scenario.

! Identify the numbers of children,


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teachers, schools and administratorswho will need to be served in theemergency scenario.

! Determine what the options are forlocal, regional and Copenhagenprocurement of supplies.

! Discuss list of potential suppliers,shipping, distribution, and transportoptions.

! Determine the supplier lead time.! Estimate the costs of the supplies.! Identify relevant standby agreements

with local suppliers for basiceducational materials that may beneeded.

! Consider procuring and warehousingeducation supplies if the emergencysituation warrants.

Planning Coordination andPartnershipsIt is essential to form inter-sectorallinkages within UNICEF as well as tomaintain inter-agency coordination in orderto identify the roles and responsibilities ofUNICEF, Ministry of Education, CBOs andNGOs in an emergency. Use Annex 1.9.7,Partnership Analysis for Education fromthe EPRP, to plan how UNICEF will workwith counterparts and partners to makedecisions and take actions in all educationresponses.

What to do! Determine key partners to meet the

CCCs for Education.! Liaise and coordinate with other

agencies involved in emergencyresponse, especially UN partners andNGOs.

! Assess the preparedness and responsecapacity of partners.

! Include discussions with all the keystakeholders to clarify roles andresponsibilities in the event of a crisis.

! Consider specific bilateralarrangements that UNICEF has withother agencies. For example, UNICEFhas Memoranda of Understanding withagencies such as UNHCR (in cases ofrefugees and IDPs) and with WFP (forschool feeding).

! Make agreements with other agenciesabout roles and coordination of areas ofemergency response.

! See Section 3.2, Coordination,Partnerships and Leadership for moredetails on partnerships andcoordination.

What to remember! All field officers should be prepared to

deal with an emergency, even if theyare not emergency field officers.

! If it is not possible to have an educationspecialist on hand at the onset of anemergency, the responsibility for theeducational response should beassigned to a field staff memberworking in another sector relating tosocial service provision. This staffmember should not work alone, but willneed to cooperate closely with othersconcerned with the education ofchildren.

Staffing NeedsIn the event of the occurrence of instabilityor sudden emergency, the Country Officemay be required to deploy new oradditional education staff in order to rapidlyand effectively support emergencyeducation programmes for children andwomen, in collaboration with all partners.Use Annex 1.9.6, HR Identification andMobilization Planning Tool, to plan forstaffing needs based on potentialemergency scenarios.

What to doIn coordination with a Human Resources Officer:! Based on both minimum levels of

preparedness and contingencyplanning scenarios, assess needs forexternal staff recruitment and how theywould be deployed.

! Explore possibilities of deployment ofinternal education staff for short termperiods from other Country or RegionalOffices, or

! Explore secondments of education stafffrom external partners, such asagencies with stand-by agreements.These partners can quickly deploy the



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secondments and may even fund them.External partners for emergency surgecapacity currently include theNorwegian Refugee Council (NRC), theDanish Refugee Council (DRC),Registered Engineers (RedR) Australia,and the Swedish Rescue ServicesAgency (SRSA).74

Resource MobilizationRapid response requires rapid and flexiblefunding mechanisms. Resources must bemade available to fulfil UNICEF’scommitments through various channels.Preparedness planning for fundmechanisms will save valuable time afterthe onset of an emergency.

What to doIn coordination with a Programme FundingOfficer:! Determine funding needs for materials

and supplies, human resources,logistical issues, and implementation ofactivities and programmes for minimumlevels of readiness and contingencyscenarios, based on the EPRP.

! Become familiar with funding sourcessuch as the UN Consolidated AppealsProcess (CAP), Central EmergencyRevolving Fund (CERF), EmergencyProgramme Fund (EPF), individualdonor appeals and Flash Alerts. SeeOCHA website for more details, at:http://www.ochaonline.un.org.

! Maintain and strengthen relations withdonors at the country level.

! Determine other funding resources foremergencies, and learn how to accessthem.

! Contact the Regional Office and find outthe Country Office’s autonomy andcapacity to re-programme availableresources in advance.

Education SectorResponse by CCCsAfter completing preparedness planning,consolidate the information in the EPRPform for the sector response, found inAnnexes 1.9.9, Consolidated

Preparedness Activities for Education, and1.9.10, Humanitarian Preparedness andResponse – Education. Update the sectorresponse annually, and whenevernecessary depending on the latestcontingency scenarios for possibledisasters.

In order to improve the education sectorplanning process, use Annex 1.9.11,Preparedness Plan Monitoring Tool, toassess what additional actions need to betaken by education programme officersand partners to improve readiness forminimum levels of preparedness as wellas contingency planning.

UNICEF Country Offices are now requiredto prepare annual contingency plans for apossible outbreak of Human InfluenzaPandemic. The education sector mustexplore alternative and home basedmethods of delivering education in theevent of a pandemic. Use Annex 1.9.12 todevelop appropriate responses in the eventof a pandemic.

Preparedness TrainingOpportunities! Emergency Preparedness and

Response Training Programme (EPR):This five-day training programme aims tostrengthen the capacity of UNICEF staffto prepare for and respond to emergencysituations. Focusing on the programmaticand operational aspects of UNICEF’swork, it takes a human rights-basedapproach to programming and addressesall the main factors to be considered. Toaccess the Emergency Preparednessand Response Training Programme, goto the Emergency portal of the LearningWeb: http://www.intranet.unicef.org/DHR/Learning.NSF/Site%20Pages/Page0501.

! A Principled Approach toHumanitarian Action TrainingProgramme (PATH): This trainingprogramme tries to reinforce theunderstanding and application of theinternational legal and ethical standardsguiding UNICEF’s humanitarian


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activities. It explores the practicalchallenges facing UNICEF staff workingin complex emergencies and covers theinternational legal framework applicablein such situations. To access the PATHtraining programme, go to: http://www.unicef.org/path/.

! Education in Emergencies TrainingPackage: UNICEF ROSA and HQ arehave prepared an emergencypreparedness and response training foreducation programme officers, whichwill be made available globally.

Disaster PreparednessClassroom CurriculaAn important part of education inemergencies preparedness is thedissemination of classroom curricula tohelp teachers and students learn toprepare for emergencies. The potential forsaving lives in the event of earthquakes orhealth emergencies is enhanced throughthe implementation of classroomexercises.

The following classroom materials areincluded in the accompanying CD:! Let’s Learn to Prevent Disasters: Risk

Reduction Curriculum, UNICEF and UNInternational Strategy for DisasterReduction (ISDR): www.isdr.org.

! Risk Land Game, a board game forchildren developed by USDR

! Zandi’s Song (Avian Flu Preparednessstory), Academy for EducationDevelopment: www.aed.org/avianflu;and Bird Flu Fact Sheet.

Additional ResourcesField Security Manual – UNICEF internalwebsite at: http://www.intranet.unicef.org/Policies/DHR.nsf/Manual%20%5CEmergency?OpenView.

Core Commitments for Children inEmergencies – UNICEF website at: http://www.unicef.org/publications/files/CCC_EMERG_E_revised7.pdf.

Famine Early Warning System (FEWS) –USAID website at: http://www.info.usaid.gov/fews/.

International Crisis Group (ICG) conductsfield research to prevent and containconflicts – ICG website at: http://www.intl-crisis-group.org/.

GUJARAT, INDIA CASE STUDY:DISASTER PREPAREDNESSCURRICULUM

‘After the Gujarat earthquake UNICEFfelt there was a need to introducedisaster preparedness and manage-ment into the Education programme forthe State. A high level body was set upin the state government – the GujaratState Disaster Management Authority.This body initiated a curriculum reviewto include disaster preparedness, andinformation on disasters as part ofelementary primary school curriculum.The Psychosocial Interventions Projectsupported by UNICEF led to inclusion ofa unit on psychosocial needs, symp-toms in children and how to addresssome of the issues in the pre-serviceteacher training curriculum of GujaratState.’ – Satya Umasree, EducationOfficer, UNICEF Gujarat



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EMERGENCY PROFILE (EPRP)ANNEX 1.9.1

Situationspotentiallyrequiringextraordinaryaction by UNICEF

Socio-politicalcrisis

Acute economiccrisis

Conflict/violence

Natural disasters

Environmental,technologicalhazards

Epidemics

Other

Likelihood(5-4-3-2-1)*

Early warningtrigger pointto startcontingencyplan

Potentialhumanitarianconsequences

Potential scale100s, 1000s,millions; show arange ofpotentiallyaffected from lowto high

UNICEF Planningassumptions - minimumlevel of readinessX - No UNICEF responseA - CO resources sufficient to respondB - additional resources requiredC - Massive mobilization possibly required

*Rating scale:5: Emergencies that exist or are certain4: Likely3: 50/50 chance2: Possible but not likely1: Very unlikely


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SCENARIOS AND MINIMUMLEVELS OF READINESS (EPRP)

ANNEX 1.9.2

Generaldescription ofemergencyplanned for

Best case:

Most likely:

Worst case:

Potentialhumanitarianconsequences

Minimum level ofreadiness(in consideration ofscenario, consequencesand range of scale)

Number of beneficiaries(e.g. 10,000):

Time for initial response(e.g. 48 hours):

Length of response(e.g. 1 month):

Potential scale(range of potentiallyaffected peoplerequiring support)

(To be put in place for response)



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PRE-CRISIS SECONDARY DATA FOREMERGENCY PREPAREDNESS (EMOPS, DRAFT)

ANNEX 1.9.3

% adult literacyaverage/m/f

Net primary schoolenrolment av./m/f

Net secondary schoolenrolment av./m/f

# primary schools

# secondary schools

# qualified primaryteachers (total/m/f),

# qualified secondaryteachers (total/m/f)

# qualified non-formalteachers (%m/f)

# qualifiedparaprofessionalteachers (%m/f)

Nationalaverage

Sub-nationaladmin. areasaffected (onecolumn each)

Sub-sub-national areasaffected (onecolumn each)

Otherdisaggregationrelevant, e.g.IDPs, refugees(one column each)

Other pre-crisis factors to consider in response strategy:! Status of policy regarding emergency education curriculum! Status of policy on language of instruction! Yearly requirements of primary school materials/equipment and sourcing! General trends in physical conditions of the schools – i.e. degree to which they will withstand emergency and

potential as centres for integrated services! General trends on presence/integration of teachers in the community – i.e. level of commitment and leadership potential! Existing centres/services organizing adolescents and potential to mobilize these in immediate response.

See the following resources for data collection:" EdStats (the World Bank’s comprehensive database of education statistics) http://devdata.worldbank.org/edstats/" UNICEF DevInfo

From Appendix A: Pre-crisis secondary data for emergency preparedness, from Multi-sectoral Rapid Assessment – the first 72 hours after rapid onset emergency, An Inter-Agency Toolkit, Draft, EMOPS, April 2006.

Education(n.b. The following data is also relevant for response to population displacement in general as education facilitiesmay be a natural gathering point for protection especially after natural disaster. Similarly, the education sectorusually has the most important number of trained personnel in the community and can provide important support forhealth-nutrition-WES communications and child protection.)


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RAPID ASSESSMENT PLANNING (EPRP)ANNEX 1.9.4

WHO?

WHEN?

HOW?

WHAT?

Programme Revisions inContingencyPlanning

Operations

Contingency Planning Rapid Assessment Actions:

1. Availability of scenario specific information (maps and baseline data).2. Review arrangements above.3. Revise RA questionnaire (generic UNICEF checklist by CCCs to be tailored to country

and scenario).



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ANNEX 1.9.5

GeneralObjective

1. Develop basic core programme for literacy and numeracy

Lower Primary

Upper Primary

Overage students

Out of school students

2. Develop a programme for psychosocial healing

Ages 0-5

Ages 6-12

Ages 13+

3. Develop a programme for recreation, sports and expression activities

Ages 0-5

Ages 6-12

Ages 13+

4. Develop a programme for early childhood development

5. Emergency themes

Ages 0-5

Ages 6-12

Ages 13+

Counter-parts/Partners

InstrumentsandCurriculumMaterials

TeacherTraining andSupervision

ImplementationTime Schedule

CCCIndicators


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HR IDENTIFICATION ANDMOBILISATION PLANNING TOOL

ANNEX 1.9.6

Position needed(incl. professionaland support staff)

1.

2.

3.

4.

5.

Key skills & area(s)of expertise tocomply with CCCs

Time of deployment +(expected) durationof assignment

Deployment: Internal from Country/Regional Office and HQ. Externalrecruitment including standby and local hire



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PARTNERSHIP ANALYSIS FOREDUCATION (EPRP)

ANNEX 1.9.7

Area ofinterventionsBy CCC activity

Education

Key partners to meetCCCs (Bold: potentiallead agency)

Partnership agreementfor emergencyresponse in place?


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CONSOLIDATED SUPPLY LIST ANDDISTRIBUTION FOR EDUCATION (EPRP)

ANNEX 1.9.8

Activity Items TotalCost

Consolidated Supplies Requirements

Consolidated Supply List and distribution: FOR EDUCATION



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CONSOLIDATED PREPAREDNESSACTIVITIES FOR EDUCATION (EDRP)

ANNEX 1.9.9

Preparedness Activity

1.

2.

3.

4.

5.

6.

Responsible ProgressTime Frame

Education


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HUMANITARIAN PREPAREDNESS ANDRESPONSE - EDUCATION BY CCCS (EPRP)

ANNEX 1.9.10

To promote access toquality early learning andeducation for all childrenin affected communities,with a specific focus ongirls, in collaboration withpartners.

Current situation relativeto the contingencyscenario - vulnerabilityanalysis (per CCC)

Scale of plannedresponse (portion of totalresponse, portion ofexpected needs)

HR requirements(including coordinationfunctions)

Supply (including pre-positioningarrangements)

Partnershipsarrangements

Coordination summary

Funds (cash on handrequirements)

Immediate preparednessactivities indicatingtimeframes

Humanitarian Preparedness and Response - Education

Set up temporary learning spaces withminimal infrastructure.

Resume schooling by re-openingschools and starting the reintegrationof teachers and children by providingteaching and learning materials andorganizing semi-structuredrecreational activities.

AllCore Commitment for Children

Focal Point:

Sectoral response plan



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Preparedness Activity

Coordination & partnership preparedness

Collection of pre-crisis data

Multi-sectoral rapid assessmentpreparedness

RALS preparedness

Learning spaces! Tents and other supplies identified! Standby contracts for rapid procurement

of temporary structures

Pre-packaged kits! Kit guides translated! Supplies pre-positioned! Stockpile supplies

Teaching curriculum for pre-packaged kits! Emergency curriculum identified,

adapted, translated! Teacher mobilization and training

strategy

Supplementary packages and emergencythemes! Curriculum identified, adapted, translated! Teacher training strategy

Other supply & logistics preparedness

HR preparedness

Resource mobilization preparedness

Education system development! Capacity gap analysis! Strategies to enhance or develop

education system! EMIS

Other

What'sMissingfrom EPRP

ActionSteps

Who isResponsible

Timeframe OtherNeeds


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HUMAN INFLUENZA PANDEMIC CONTINGENCYPLAN FOR EDUCATION SECTOR

ANNEX 1.9.12

Impact bySector

Education

Key Response Activities

Suggested Approachesfrom EMOPS forEducation Sector:1. Explore and support

alternatives totraditional schooling,once schools areclosed.

2. Mapping localcapacities for deliveryof alternativeeducational service.

3. Advocacy withMinistry for policiesthat support children'sright to education.

4. Adaptation ofmaterials for distancelearning, supervisedhome-schooling andothers.

PartnershipandCoordinationArrangements

Supply &LogisticRequirements

HumanResourceRequirements

123EDUCATION IN EMERGENCIESA RESOURCE TOOL KIT

TRANSITION TORECOVERY ANDRECONSTRUCTION OFEDUCATION SYSTEMS

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SECTION 2.1: Re-establishing Formal Education

SECTION 2.2: Reintegrating Students

SECTION 2.3: Rehabilitation and Construction of Schools

SECTION 2.4: Curriculum Development

SECTION 2.5: Teacher Reintegration and Training

TRANSITION TORECOVERY ANDRECONSTRUCTION OFEDUCATION SYSTEMS

M O D U L E T W O

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Field Level Strategies75

Once the early crisis period passes thereremains the huge challenge of recovery andreconstruction, particularly of re-establishing formal education. It isimportant to start moving from basic, non-formal education to a more formal structureas soon as the conditions are in place.

Vital ingredients of this include students,schools, curriculum and teachers. After thisintroductory section on re-establishing formaleducation, the succeeding sections in thismodule address each of these in turn.

What to do

Ongoing Assessment (See Section 3.1,Monitoring and Evaluation)! Assess the number of school-age

children (6–18), disaggregated bygender, requiring to be enrolled in theeducational system. If the capacity ofthe schools available will not meet thedemand, consider how to best to selectthe children to be admitted first. Explorethe possibility of double shifts.

! Assess the stability and safety ofexisting schools. Consider the needsfor rehabilitation or reconstruction.

! Assess the availability of instructionalmaterials, and determine if they areappropriate in the current situation.Produce or adapt curricula, textbooksand other materials as needed.

! Assess/identify the numbers ofqualified and non-qualified teachers,disaggregated by gender.

! Monitor movements of children to andfrom camps and other places.

Coordination and Partnerships (See Section3.2, Coordination, Partnerships andLeadership)! Identify an implementing partner or partners

before starting the assessment of theeducational needs of the children. Theimplementing partner’s role will be tofacilitate communities in organizing andmanaging their own schools.

! Coordinate with implementing partners,including local or national authorities, UNpartners (including school feeding withWFP) and NGOs.

! Monitor government and Bank-led actionsas well as NGOs. (Be cautious of agenciesthat may use schools for their own ends.)

Curriculum Materials (See Section 2.4,Curriculum Development)! Set up a distribution system for the

allocation of textbooks, teacher’s guidesand other materials.

Teacher Reintegration and Training (SeeSection 2.5, Teacher Reintegration andTraining)! Negotiate with the relevant educational

authorities for studies or teacher trainingundertaken during the emergency to berecognized, if possible.

! Implement a teacher-training programme,or train teachers to ensure they gain thecompetencies.

! Reintegrate teachers into the formal ornew system.

Reintegrating Students (See Section 2.2,Reintegrating Students)! Reintegrate students and teachers into the

new system.

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! For refugees, the objectives andminimum standards for UNHCR-fundedschools should be implemented.

What to remember! This checklist is just a suggested guide

and by no means constitutes a definitivemodel. It is important to maintain aflexible continuum of strategies to easethrough the transition from temporary,non-formal activities to a more stabilizedcurriculum or education system.

! It is essential to consider the needs ofpopulations with special needs, such asgirls, ex-child combatants, war victims,mentally or physically disabled children,children affected by HIV/AIDS and others.

! Remember that there may be certainchildren for whom formal education isnot the best option, and who maybenefit more from vocational training orother non-formal approaches.

! It is important to consider other issuessuch as the literacy level of parents andexamine the need for adult education.

The details of implementing the necessarystrategies to move back to formal educationwill be addressed in the following sections.

Figure 9 depicts a flow chart indicating theactivities to be conducted during the processof re-introducing the formal curriculum.76

FIGURE 9 Re-introducing the formal curriculum

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! Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments, UNESCO! Training in the Community for People with Disabilities - Guide for School Teachers, WHO! Accelerated Learning Programme Syllabus, New Sudan! Children and Adolescents Living with Armed Conflict! Helping Children Outgrow War! Youth Pack, Literacy II, NRC

Refugees and IDPs:A Special Case! For refugees, recognition of studies

undertaken in the country or area ofasylum should be negotiated with theMinistry of Education of the country ofultimate settlement (country of origin inthe case of repatriation or the hostcountry in the case of resettlement).

! For refugees and IDPs, the objectivesand minimum standards for UNHCR-funded schools should beimplemented. See the INEE MinimumStandards for Education inEmergencies for details, in Section 3.4,Minimum Standards for Education inEmergencies, and at: http://www.ineesite.org/standards/MSEE_report.pdf. Information can alsobe found in the UNHCR Education FieldGuidelines, at: http://www.unhcr.ch/cgi-bin/texis/vtx/home/+cwwBmeBUtiewGwwwwh FqA72ZR0gRfZNtFqrp GdBnqBAFqA72Z R0gRfZNcFqznm1qwBodDDzmxwww1FqmRbZ/opendoc.pdf.

! Ideally, in refugee situations, thecurriculum and language of instructionshould be that of the refugees’ countryor area of origin. Sometimes this is notpossible, however, and refugees willhave to follow the curriculum of the hostcountry. Remember that the languageof instruction for refugees can be a verysensitive issue. The language useddepends on the UNHCR agreementwith the host country on whether toadopt a policy of education forrepatriation or reintegration. So, anydecisions on language of instructionshould be made after consultation with

UNHCR colleagues and MoEcounterparts.

! Refugee themes can help childrenunderstand fundamental issues inhistory, geography or education forcitizenship; and they can bring anunexpectedly poignant and imaginativeapproach to teaching of language,literature or art. UNHCR has developedlearning units for three different agegroups that will help teachers introducerefugee issues into the curriculum ofthese different subjects. Informationcan be found at the UNHCR web site:http://www.unhcr.org/cgi-bin/texis/utx/help?id/407f98c44.

Children with Special Needs78

What to do! Increase the capacity at the school level

to have integrated classes that canprovide vulnerable children equalopportunity to access education.

! Populations to be considered include:" girls

Note: Experience shows that in certain situations whererefugee children were forced to follow the curriculum of thecountry of asylum, it resulted in negative consequences fortheir future integration back into regular schools and theireducational development. For example, East Timoreserefugee children who studied in Bahasa Indonesia during thecrisis had to learn Portuguese in order to resume schoolingin East Timor.77

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" marginalized groups" children victims of war" ex-child combatants. More

information can be found at the GINIEwebsite on Child and Young AdultSoldiers: Accelerated LearningProgramme Syllabus, New Sudan,Mentally or Physically DisabledChildren

" children affected by HIV/AIDS.! Efforts to promote educational

opportunities for the rehabilitation ofvulnerable children should include:" putting in place educational

instruments for integrated specialeducational activities.

" reinforcing the national capacity fortraining and management in areasrelated to special educational needs.

" promoting local and communitybased rehabilitation initiatives,particularly for children victims of war.

Youth and Adolescents79

Work with the community and otheragencies, donors, and NGOs to identifystrategies for formal or non-formalapproaches to basic education foradolescents and youth above normalprimary education age. Explore options foraccelerated learning to enable over-agelearners to complete basic education at arate more compatible with their capacities,and in a way that builds on theirexperience and knowledge. Encourageother actors to support secondary andvocational training opportunities. Involveadolescents in peace educationprogrammes and peer education activities.

Girls and OtherExcluded GroupsBecause of well-established historicalgender bias and because normal socialnorms and actions break down duringemergencies, girls are usually at particularrisk. Their already heavy workloadsincrease at the same time as their physicaland emotional safety is furthercompromised. Girls are often the first to bedeprived of their educational rights. In

addition, the disturbance of social spacecan prevent marginalized children fromattending schools. Planned educationalactivities must take this into account andaddress related issues through suchthings as adult education, the curricularcontent and processes, and the provisionof a safe learning environment for girls.(See Section 3.3, Gender and Education inEmergencies for more information.)

Child SoldiersChildren are uniquely vulnerable to militaryrecruitment and manipulation into violencebecause they are innocent andimpressionable. They can easily be forcedor enticed to join armed groups.Regardless of how they are recruited, childsoldiers are victims, whose participation inconflict bears serious implications for theirphysical and emotional well-being.Reintegration programmes are an integralpart of conflict and post-conflictoperations.80 (See the AcceleratedLearning Programme Syllabus andteaching materials on the CD andmaterials on CD listed in Section 1.6,Supplementary Packages and EmergencyThemes.) Educational programmes shouldconsider the following:! Teaching a combination of life skills,

vocational skills training, psychosocialskills and leisure (sport, music and art)as tools for reconstruction

! Basic education through an acceleratedlearning programme within a caring andnurturing environment

! Community and youth engagement inidentifying problems throughparticipatory approaches and localsolutions

Disabled Children andChildren with SpecialLearning NeedsProvision must be made in planning theeducation response to ensure theinclusion of disabled children and childrenwith special learning needs. (Seematerials for inclusive education andspecial needs children included in the CD.)

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Additional ResourcesGINIE Child and Young Adult Soldierswebsite: http://www.ginie.org/ginie-crises-links/childsoldiers/.

UNHCR Educational Kits for Refugees,Public Affairs Unit, UNHCR, 94 rue deMontbrillant, 1202. Geneva, Switzerland.Email: Public Affairs Unit,www.UNHCR.org.

INEE Technical Kitwww.INEE.org

LINK TO EMERGENCY PREPAREDNESS– REINTEGRATING STUDENTS! Become familiar with curriculum materials and strategies

appropriate for reintegrating students, including acceleratededucation programmes, curricula for social inclusion and specialneeds, and child soldiers, with examples found on the Tool Kit CD.

! Work with MoE and partners to address needs of sociallyexcluded students in a development context, which will provide afoundation for reintegration of students in emergency contexts.


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! Annex 2.3.1 Child Friendly Schools: Lessons and Emerging Issues! Child Friendly Hygiene and Sanitation Facilities in Schools, UNICEF/IRC! Strategic Framework for Successful Community Based Construction Programmes in Education (Maldives)

It may not be possible to conducteducational activities in formal structuresat the onset of an emergency, andtemporary shelters can be constructed inorder to resume non-formal educationalactivities. However, after immediatesurvival needs are met, the construction orrehabilitation of safe, semi-permanent orpermanent learning spaces becomes anecessity. This should be done in closepartnership with communities, wherepossible. UNICEF does not generallybecome directly involved in large-scalereconstruction activities. However, it doesoften facilitate discussions with agenciesthat undertake such efforts, and plays apart in rehabilitating existing schools.Supplying materials to support acommunity effort is a more cost-effectiveapproach supported by UNICEF.81

Additionally, UNICEF does have a role inproviding technical assistance and insetting standards for construction to makesure that schools are child friendly.82

What to do83

! Identify the main implementing partnersand agencies involved in theconstruction or reconstruction oflearning spaces, classrooms andschools, and establish UNICEF’srelationship with these implementingpartners.

! Involve implementing partners, therelevant educational authorities, and thelocal community in the rehabilitation oflearning spaces.

! Remember to consider alternativeshelters, besides formal school

buildings, such as markets, churches,mosques, temples, etc.

! Try to ensure the schools beingrehabilitated or reconstructed are ‘childfriendly’ schools. See below for moredetails.

! Establish indicators to assess thesafety and security of schools andensure that they are gender-sensitiveenvironments. Consider the followingquestions:84

" What is the level of security in andout of the learning environment?

" Are learning environments free ofUXOs or other dangers?

" Do children have access to aminimum amount of safe drinkingwater, especially during criticalseasons?

" Do children have a safe and privateplace to relieve personal needs?

" Are sanitary needs of adolescentgirls being taken care of?

" Is corporal punishment an issue inthe learning space/environment?

" What is the level of involvement ofparents and the community aspartners in ensuring the safety andsecurity of children?

" Do children and young people havea secure/protected place to expresstheir views and be heard?

" Is Food for Work provided toteachers? Would this beappropriate?

" Is school feeding being organizedfor children?

! Assess the extent of damage tolearning spaces and the needs for

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reconstruction or rehabilitation.! Make the maximum use of materials

that can be rescued from damagedbuildings.

! Provide materials to begin the initialrepairs and rehabilitation of schools.Remember that many necessary itemsare usually available locally, and localprocurement should be encouragedwhenever possible.

! Consider the possibility of addingtemporary classrooms onto existingschools to accommodate refugeechildren where possible.

Child Friendly Schools85

A Child Friendly School is a place wherechildren and adolescents can build,practise and develop knowledge, abilitiesand skills for life, in a healthy, safe andprotective environment. Culturaldifferences are respected and the activeinvolvement of children, adolescents,educators, parents and the community isstrongly promoted. (See Annex 2.3.1 forlessons and emerging issues related tochild friendly schools.)

Characteristics ofChild Friendly Schools! Proactively inclusive, seeking out and

enabling participation of all children,especially those who are differentethnically, culturally, socio-economically, and in terms of ability.Actions to take:" Advocate and promote human rights

through student governments,parent’s councils, governmentinstitutions and civil societyorganizations.

" Ensure that children have a birthcertificate, that out-of-school childrenare enrolled, and that children withdifferent capacities are alsointegrated into the school.

! Academically effective, and relevant tochildren’s needs for life and livelihood,knowledge and skills. Actions to take:" Ensure a high quality of teaching, a

friendly and successful learningenvironment, and sufficient teachingand learning materials.

! Healthy and safe for, and protective of,children’s emotional, psychological andphysical well-being. Actions to take:" Bring together school-based health

and nutrition services, skills-basedhealth education, provision of safewater and sanitation with health-related school policies.

" Ensure that teachers are trained inlife-skills and child-centredmethodologies.

! Gender-responsive in creatingenvironments and capacities fosteringequality. Actions to take:" Ensure that girls’ education is a top

priority, in terms of access andquality, as well as enrolment andachievement.

" Ensure that gender sensitivity andequality are addressed in all aspectsof a Child Friendly School (such astoilets that are separated by sex).

" Work to eliminate genderstereotypes.

" Guarantee facilities, curricula,textbooks, and teaching and learningprocesses that are friendly to girls.

" Ensure that girls and boys aresocialized in a non-violentenvironment, and encourage respectfor others’ rights, dignity and equality.

" Ensure the equal and activeparticipation of both girls and boys inlearning and other activities.

! Actively engaged with, and enablingof, student, family and communityparticipation in all aspects of schoolpolicy, management and support tochildren. Actions to take:" Involve the whole community in

recreational and cultural activities.

Note: A school is child friendly when all theseelements are addressed, and the ability to be childfriendly on each dimension is enhanced by actionon others. Remember that this is not acomprehensive list of components in a ChildFriendly School, and other components may beincorporated as appropriate.


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How to Build aChild Friendly SchoolThe process of building a CFS shouldinvolve significant participation by children,teachers, head teachers, parents andcommunity members.

What to do! Commit to address each of the

components listed earlier.! Work in collaboration with

implementing partners.! Establish priorities among components

(with prioritization based on the bestinterests of the child).

! Identify indicators to measure progressfor all components.

! Institute a monitoring system to trackprogress.

! Analyse the data generated by themonitoring system to improve theschool.

! Facilitate transition to other levels ofeducation. Open the debate aboutissues, e.g. what levels of schooling areappropriate in which locations to enablegirls and marginalized children to attendand complete. In Pakistan there was adebate over whether pre-existing four-grade schools stopped children fromenrolling in higher grades and thereforeshould not be rebuilt, or whether to buildschools with higher grades (which wouldenable girls in particular to continue). Ifthis is not possible, consider distanceeducation to allow girls to complete theeducation cycle.

Additional ResourcesChild Friendly Hygiene and SanitationFacilitation in Schools, UNICEF and IRC,International Water and Sanitation Centre,Delft, The Netherlands, 2005: http://www.irc.nl.

SRI LANKA AND MALDIVES CASESTUDY: UNICEF SUPPORTSCHILD-FRIENDLYRECONSTRUCTION OF SCHOOLSIN SRI LANKA AND MALDIVES86

UNICEF supported the MoE in definingchild-friendly standards for schoolconstruction taken on by agencies andpartners responding to the tsunami. Thecriterion ensures provision of light,ventilation, adequate class room size,and special arrangements for childrenwith disabilities. The concept of ‘childfriendly’ toilets has also beenincorporated as well as separatewashrooms for girls. Schools builtaccording to these principles are within acomfortable distance of communities,include multiple learning spaces,comprise a building layout that forms aninternal courtyard or common space,provide low boundary walls and allowspace for landscaping. Such schools arealso a component of the ‘Building BackBetter’ initiative.

LINK TO EMERGENCY PREPAREDNESS – REHABILITATION ANDCONSTRUCTION OF SCHOOLS! Encourage the MoE to develop construction standards that reduce

the risk of damage to schools in the event of an emergency.! Work with MoE and partners to develop child friendly approaches

to education to ensure that quality education is implemented priorto emergencies.

! Encourage the improvement of girl friendly water and sanitationfacilities prior to emergencies to ensure that these standards are apriority in emergency situations.

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CFS: LESSONS AND EMERGING ISSUESANNEX 2.3.1

Five key issues have been identified basedon the CFS approach:87

! Child friendly schools are necessarilyteacher friendly schoolsTeachers need to be involved in thedevelopment of CFS on their own terms.For example, recognizing teachers asprofessionals, availing relevant trainingopportunities, and according them respect.Training in child-centred methods is notenough – teachers’ conditions of service,professional morale, security, personalhealth and safety, etc. need to beaddressed. Policy and community supporttowards teacher friendly and learnerfriendly systems is required.

! Dealing with the dilemma of the cascademodelThe cascade model of delivering CFStraining is providing challenges to quality,effectiveness and consistency. As trainingis delivered ‘outwards’, quality,effectiveness and consistency can often becompromised, yet at the same time, thecascade model is effective in terms of adelivery system that is efficient in terms oftime, human resource and cost. Ways toenhance the training include supervisorsupport, user-friendly manuals and toolkits for teachers to take with them, supportcluster groups, using experienced ‘mastertrainers’ and adult learning approaches totraining, and emphasizing skills andconcepts as well as content.

! Measuring CFS progressTracking of actual outcomes based on thefive elements has been difficult. Often

there is only one assessment made andthis is based on inputs, with limitedinformation on baseline data, tangibleimpact on learning achievement andactual change in behaviour of teachers,students, etc. in a way that reflects thelocal context and qualitative improvementto children’s lives. Ways to enhancemonitoring include the development ofchecklists to assess CFS by students,teachers and/or community members.

! Taking CFS to scaleCFS in some regions is gradually scalingup; however, this includes expanding thenumber of CFS and their geographicreach, consolidating CFS innovations sothey can be sustained, andinstitutionalizing piloted activities within theeducation system. It also requires qualitysupport from education administrations. Itis essential that the full range ofstakeholders involved in developing CFSparticipate, understand and are committedto the approach.

! Moving child friendliness into secondaryschoolsSeveral countries are beginning to applythe CFS framework – originally designedfor primary schools – into secondaryeducation. Concern remains that thosewithin a CFS system will find it difficult toadjust to the more traditional non-CFSsecondary school system. A particular areaof concern is that of inclusion of allchildren into secondary education,including girls, and the necessaryadjustments needed, in terms of support,advocacy, resources, etc.


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! Guidelines for Curriculum and Textbook Development in International Education, UNESCO! Accelerated Learning Programme Syllabus, Secretariat Education, New Sudan

While pre-packaged kits such as theSchool-in-a-Box and Recreation Kits canbe used to fill the gap during the firstphase of an emergency, it is important tomove to more normal supply streams assoon as possible. Plan to identify curricularneeds, create materials, and distributethem in a systematic manner.

In emergencies, especially in post-conflictsituations, large sections of the existingcurriculum may no longer be acceptable orrelevant and new materials may need to bedeveloped. Curriculum development can behighly political and therefore requires aconsultative process, and may need to benegotiated at a high level where it iscontentious. Thus, a starting point would beto build on materials that are available andfamiliar to teachers, students andcommunities, except where changes areunavoidable. In certain cases, the existingcurriculum may have been particularlydivisive or discriminated against certaingroups, and may have contributed to theconflict to begin with. In such cases, it mayneed to be revised or completely renewed.88

Identifying Curricular NeedsWhat to do89

! Involve the refugee or local communitymembers, teachers, and localeducational authorities in theidentification and development oflearning materials and guides.

! Check on the availability of existingcurricular materials – textbooks,

teacher’s guides and supplementarymaterials.

! If the curricular materials are not readilyavailable, recover textbooks andteacher’s guides. Begin this search byrequesting the help of the refugee orlocal community, teachers or parents.

! Check whether textbooks and curricularmaterials are appropriate for the post-crisis and transition situation.

What to remember! It may be necessary to revise the

content of textbooks and teacher’sguides, leaving out politically sensitivecontents or possibly illustrations thatmay no longer be appropriate. Thisapplies particularly to refugee and IDPcommunities, and may even includematerials such as maps.90

! Remember that curricula are often usedby dominant groups to promote theirown ideology, which can result indiscriminatory or divisive beliefs beingindoctrinated into the students. So,when transforming the curriculum, caremust be taken to address both theexplicit and hidden curricula; otherwisethey may exacerbate existing tensionsthat could lead to conflict.91

Creating MaterialsWhat to do92

! Try to base the curriculum on materialsthat are familiar to the students andteachers. For refugee and IDPpopulations in particular, find out if

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materials from the area of origin areavailable. Determine whether it is moreappropriate to offer them the curriculumof the home or host communities.

! Teaching and learning materials maysometimes need to be newlydeveloped, but can be based onexisting textbooks, or adapted frommaterials used in other regions, ifappropriate.

! Take advantage of this ‘window ofopportunity’ to introduce other relevanttopics into the curriculum. In some cases,the changed circumstances and theimpact of the emergency may create orhighlight critical learning needs that arenot covered in the existing (or previous)curricula. Supplement the curriculum withadditional components as needed. Someof the topics may include the emergencythemes mentioned in Section 1.6,Supplementary Packages andEmergency Themes, such aspsychosocial stress, mine awareness,health and nutrition, HIV/AIDS, peaceeducation and conflict resolution, orenvironmental awareness. Translatematerials as necessary into the relevantlanguage.

! Include materials for students withspecial needs, including:" girls" war victims" ex-child combatants" mentally or physically disabled

children" children affected by HIV/AIDS.

Producing andDistributing MaterialsWhat to do93

! Support the local production oracquisition of textbooks, teacher’sguides and supplementary materialswhenever possible.

! Involve the local community in organizingand establishing these efforts.

! Set up a low-cost production unit underthe responsibility of an implementingpartner. This is a vital component for thereproduction of educational materials,

such as textbooks, posters, brochures,leaflets, and teacher training materials.This unit can also be used to producematerials for other sectors, such ashealth campaigns, nutrition, water andsanitation, and hygiene. The experiencein Ngara, Tanzania, revealed that theproduction unit becomes cost-effectivewhen it serves other sectors.

! In order to make this production unitoperational, infrastructure and personnelwill be needed. Contact Supply Divisionfor an orientation or guidance on settingup a production unit.

! In collaboration with a Supplies andLogistics officer, create a distributionsystem for the allotment of textbooks,teacher’s guides and supplementarymaterials.

! Monitor the distribution of materials toensure that they reach the end-userssafely and that they are used properly.More information on monitoringsupplies can be found in Section 3.1,Monitoring and Evaluation.

What to remember! Standards for materials and equipment

should, as far as possible, becomparable to the ability of theeducation system to acquire thematerials and sustain the programmes,as the emergency support is phased out.

Non-Formal and AlternativeCurricula and ProgrammesMany non-formal, alternative or vocationaltraining programmes will need to becountry specific in terms of content andduration. Non-formal education can beemployed when the formal curriculum isnot available due to the emergency, whenchildren need catch-up education in orderto be mainstreamed, or when children areunable to access the formal system. Thefollowing represents some non-formalapproaches that have been used:

Accelerated Learning (PrimaryEducation)! Condense the formal school curriculum

from 6 years into 3 years (or 8 yearsinto 4, etc.).


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! Cover the core curriculum subjects andthen, where possible, additional subjects.

! Include life skills topics.! Include supplementary themes if

appropriate.! Work with MoE in the development of

such programmes.! Develop multi-entry assessment tests

so that a student can enter according tohis/her level.

! Develop multi-exit strategies, so that astudent can:" re-enter the formal system if he/she is

of the appropriate age" access vocational training

programmes that may be moreappropriate

" complete the accelerated learningcourse and be able to sit anequivalent and recognizedexamination that allows them to gainthe formal primary school leavingcertificate.

Vocational Training! Develop specific curricula for vocational

skill(s) training. Examples of somevocational training skills include wood-working, tailoring, motor mechanics,agriculture, and bricklaying.

! Include basic literacy and numeracy.! Include life skills topics.! Include basic business management

(entrepreneurial skills).! Work with the appropriate Ministry

sector(s) to develop a leavingcertificate.

Linking Non-formal toFormal EducationTo work towards linking non-formalprogrammes to the formal system andthereby allowing students to receiverecognized and standard certification fortheir courses, the following steps shouldbe considered:! Work with the MoE to ensure that:

" entry and exit tests of non-formalprogrammes reflect those of theformal system

" certification at agreed completionstages is standardized

" if not all primary subjects can beincluded in an accelerated learning

OCCUPIED PALESTINIANTERRITORIES CASE STUDY:DISTANCE LEARNING AND CATCH-UPEDUCATION

A distance remedial education project hasbeen developed in Hebron and Khan Younis byPalestinian teachers and members of thecommunity, with UNICEF support. The projectwas conceived in response to the curfewrestrictions imposed during the secondintifada. The project curriculum provides self-learning worksheets that enable primary andsome secondary students to continue theirlessons during all-day curfews. In Hebron ithas enabled 12,000 children, whose educationwas disrupted, to continue with theircurriculum. The activities have involved morethan 600 teachers, 30 schools, local televisionnetworks, and parents. Catch-up lessons arebroadcast on local television stations so thatstudents who are unable to reach school haveaccess to education. In addition, remedialeducation is being provided to injured childrenwho cannot reach school in Khan-Younis.

Another project to provide catch-up education aswell as psychosocial support is the remedialsummer camps/summer schools project in theWest Bank and Gaza. In partnership with theMoE, UNICEF has enhanced its usual support tosummer camps in order to ensure the promotionof the rights and participation of children and toincrease their own capacity to develop evenunder very difficult circumstances. Summercamps have served three functions: 1) as arecreational outlet for children to get together in anon-formal setting and have fun, especially afterliving through psychological stress, violence andeconomic hardship as a result of the currentIsraeli–Palestinian crisis; 2) to providepsychosocial support to children; and 3) to providecompensatory education for students whoseschooling suffered as a result of the crisis.

The total number of summer camps whichUNICEF will financially and materially supportis 124 (47 fully supported and 77 partiallysupported) with a total number of beneficiariesof 24,800 children between 6–12 years of age.The average duration of the summer campswill be 2 weeks.

SECTION 2.4CURRICULUM DEVELOPMENT

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programme, then successfulcompletion of core subjects isrecognized

" clear policy outlines are developedthat link alternative programmes tothe formal system and which (a) donot create parallel systems and (b) donot make alternative programmes tobe viewed as inferior

" criteria for non-formal teacher orfacilitator selection is defined andadhered to.

! Support the Ministry of Education toadvocate to non-formal education

implementers to use MoE approvedalternative programmes, including theentry/exit tests and selection criteria ofteachers/facilitators.

Additional ResourcesGuidelines for curriculum and textbookdevelopment in international education.UNESCO, 1995. UNESCO website: http://www.unesco.org/education/pdf/34_71.pdf.

http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Booklet-english.pdf.

LINK TO EMERGENCY PREPAREDNESS– CURRICULUM DEVELOPMENT

! Work with MoE to improve existing curriculum, addressing genderissues, child friendly spaces and strategies, and politically orculturally sensitive areas if appropriate, to address divisive ordiscriminatory content that may contribute to existing conflicts.

! Work with MoE and partners to ensure that disaster preparednessis included in the ongoing curriculum.


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Reintegrating TeachersMany of the activities and methodologiesfor teacher reintegration and trainingreferred to in Section 1.7, TeacherMobilization, Identification and Trainingalso apply when training teachers to moveback to the formal curriculum or are newlyrecruited. In the non-normal phase, it mayonly be possible to have basic teacherorientations; however, during the move toformal education it is important to startestablishing more structured,comprehensive teacher training.

What to do94

! Collaborate with relevant educationalauthorities and other implementingpartners, including teacher traininginstitutes, to establish (or refine) ateacher training and support strategy.This should incorporate the emergencystrategies used into the recovery/development phase.

! Try to negotiate with the relevanteducational authorities for recognitionor acknowledgement of previousteacher training conducted.

! Work with implementing partners to setup a teacher training unit or programmefor community teachers.

! Establish a core team of nationaltrainers to implement the teachertraining or orientation.

! Make sure that female teachers formpart of the core team.

! Implement the teacher trainingprogramme. The programme shouldinclude training on the following topics:" Psychosocial support (see Section

1.7, Teacher Mobilization,Identification and Training for details)

" Gender sensitivity (see Section 1.7,Teacher Mobilization, Identificationand Training for details)

" Emergency themes (see Section 1.6,Supplementary Packages andEmergency Curriculum Themes fordetails)

" Working with over-age or out-of-school youth (i.e. multi-gradeteaching and accelerated learningprogrammes).

! In cases where the original teachertraining materials cannot be found, newmaterials should be developed. Withinthe training, address such issues asconflict resolution, alternativeclassroom organization strategies (suchas children working in groups, sitting ina circle rather than in rows, peersupport activities, etc.), and problem-solving approaches.

! Ensure the recruitment of femaleteachers (50% if possible), with afemale head teacher or deputy headteacher in each school.

! Ensure an adequate ethnic balance ofteachers in schools where appropriate,with teachers who speak the locallanguage.

! Tips on How to Manage a Large Class

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AND TRAINING

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Ensuring a SmoothTransition to FormalEducationKey issues to address include:

Recognition of teacher trainingand certification! A major part of ensuring sustainability

of education programmes is to ensurethat previous experience is properlyrecognized. Negotiate with the relevanteducational authorities to ensure propercertification or accreditation of previousteacher training or orientation, as wellas educational activities undertaken bystudents.

! Ensure that this ‘emergencycertification’ allows such teachers orparaprofessionals to access the re-established (or newly developed)teacher training system.

Access for over-aged or out-of-school youth! Many children may never have attended

school or have lost opportunities tocontinue their schooling (IDPs,refugees, DCS, girls, etc.) and theireducational needs should beaddressed in terms of learningopportunities, as well as training ofteachers to impart appropriate curriculato meet these needs.

! Training may need to includeapproaches for multi-grade teaching oraccelerated learning programmes.Depending on the type of programmeand age-groups, adult learningtechniques and life-skill training may beappropriate.

Monitoring and evaluation! Ensure proper monitoring and

evaluation of education programmes(see Section 3.1, Monitoring andEvaluation for details).

LINK TO EMERGENCY PREPAREDNESS – TEACHERREINTEGRATION AND TRAINING! As part of regular programming, work with MoE and partners to

increase recruitment, training and certification of female teachers.! Work with partners to train teachers in multi-grade teaching,

accelerated learning, and life skills to expand the base ofexperienced teachers in these areas.

CROSS-CUTTINGCOMPONENTS OFEMERGENCY EDUCATIONPREPAREDNESSAND RESPONSE

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SECTION 3.1: Monitoring and Evaluation

SECTION 3.2: Coordination, Partnerships and Leadership

SECTION 3.3: Gender in Education in Emergencies

SECTION 3.4: Minimum Standards for Education in Emergencies

CROSS-CUTTINGCOMPONENTS OFEMERGENCY EDUCATIONPREPAREDNESSAND RESPONSE

M O D U L E T H R E E

MONITORING AND EVALUATION

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! Annex 3.1.1 Monitoring Indicators for CCCs Education! Annex 3.1.2 CCC Education Indicators with Targets and Methods! Annex 3.1.3 Sample Education Activity Monitoring Tool! Monitoring and Evaluation Data Collection Methods

There are three distinct but closely relatedphases to assessment and monitoringactivities in emergencies: the initial rapidassessment, the expanded rapidassessment, and ongoing monitoring andevaluation. Rapid Assessment of LearningSpaces and ongoing assessmentstrategies are addressed in Section 1.3,Rapid Education Assessment. This sectionwill focus on monitoring and evaluation.

In acute crises, monitoring and evaluationmust provide a high frequency and broadcoverage of information. Often, national(education) information systemsdeteriorate and previous baseline data isinvalidated. A number of humanitarianagencies and workers descend upon theaffected area, making coordination andstandardization of data collection muchmore difficult. It is necessary to pulltogether varied information sources anddata collection methods, compare andanalyse data to build a complete andrelevant picture of the education needs ofthe affected child population.95

MonitoringMonitoring is a process of tracking ormeasuring what is happening in theprogrammes or activities being conducted.It includes measuring progress in relationto an implementation plan for anintervention, and measuring change in acondition or a set of conditions, or lackthereof. In this case, it would involvemonitoring the impact of educationalactivities and programmes on children andcommunities.96 To the extent possible,

monitoring activities should be carried outby government with support from UNICEFand other agencies.

Monitoring education responses inemergencies involves:1. monitoring the situation2. monitoring the education response and

its results.97

The purpose of monitoring is to:! provide accountability in terms of

implementation according to plan andtargeted results

! provide information for decision-makingto improve programme performance

! change the emergency intervention tomeet the changing situation

! serve as an input to evaluation.98

What to do! The main components to monitor in

education in emergencies include:99

" location of learning spaces and thephysical settings and facilities

" number and location of children outof school

" reconstruction/rehabilitation oflearning spaces

" distribution, receipt and use ofsupplies, including the pre-packagedkits

" satisfaction of students and teacherswith services and resources.

! Indicators for monitoring theprogrammes include:" number of pupils enrolled/attending

schools, disaggregated by gender andage

SECTION 3.1MONITORING AND EVALUATION

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" percentage of participation ofaffected students, based on theproportion of participants to non-participants

" factors that may prevent or limitparticipation, such as gender, caste,ethnicity, religion, language,domestic chores, disabilities, etc.100

" ratio of children to teachers in eachclass

" number and characteristics ofteachers and paraprofessionals,disaggregated by gender

" level of teacher training" age and level-appropriateness of

activities for participants" existence of school feeding in

learning spaces (if appropriate)" availability of water and sanitation

near learning spaces" feedback from all stakeholders on

material, content and conditions ofthe programmes. This can bemeasured through formal feedbackforms or through less formalfeedback sessions with students,teachers, and parents (e.g.interviews, focus groups discussionsand other participatorymethodologies).

What to remember! Monitoring should be done under the

direction of the MoE or relevanteducational authorities to assess thesituation and map it, in order to updateor develop the EMIS (EducationManagement Information System).However, UNICEF staff should beresponsible for ensuring the quality andreliability of the data.

! I/NGOs and other civil societyorganizations can carry out datacollection, analysis and reporting intheir respective locations.

EvaluationEvaluation is a process that attempts todetermine, as systematically andobjectively as possible, the merit or valueof an education in emergenciesintervention. It is necessary to conduct a

balanced analysis, recognizing possiblebiases and reconciling the perspectives ofdifferent stakeholders, through the use ofdifferent sources and different methods.The goal is to evaluate the progress of anintervention and plan future programmes.

The purpose of evaluation of educationinterventions in an emergency is to:101

! improve or reorient the decisions on thedesign and/or continuation of theintervention being evaluated

! provide inputs that can be used in theplanning and implementation ofsubsequent phases of educationemergency response

! generate knowledge and lessonslearned both for wider application bothwithin UNICEF and within the broaderinternational community

! determine accountability for programmeresults.

What to do! Analyse the value of an intervention

based on the following evaluationcriteria:102

" Relevance: What is the value of theintervention in relation to otherpriority needs, issues and efforts?

" Effectiveness: Is the activityachieving satisfactory progressregarding stated objectives?

" Efficiency: Does the programme usethe least costly resources to achieveits results in the given context?

" Impact: What are the results of theintervention, including the social,economic and environmental effectson individuals, communities andinstitutions both in the short and inthe long term?

" Coherence/coordination: Arepartners working together to collect,analyse and use data?

" Sustainability: Will the activity andits impact be likely to continue whenexternal support is withdrawn, andwill it be replicated or adapted?

! Indicators to assess impact ofprogrammes include:103

" percentage of children who


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demonstrate increased cognitivedevelopment and social reintegration(measured through surveys, testsand observation methods).

" percentage of children whodemonstrate increasedunderstanding of supplementaryemergency themes (measuredthrough surveys or tests).

" retention rates of children in classesor activities.

" ratio of classroom capacity in formalschools to the number of school-aged children in the affectedcommunities.

! Conduct either a ‘real-time/formative’exercise to evaluate the interventions asthey are in progress, or a finalevaluation at the end ofimplementation. With the Monitoringand Evaluation focal point, determinewhich type of evaluation will better suitthe purposes. While the decision willdepend on the duration of theemergency education interventions, itmay be advisable to considerconducting a real-time evaluation ifconditions permit.104

! Following the evaluation process,prepare a final report, which shouldinclude:" documentation and a full record of

findings" conclusions corresponding to the

synthesis and analysis of findings" recommendations for future projects,

either in general or for specificsituations.

! Compile a set of lessons learned,corresponding to conclusions that canbe generalized beyond the specific caseevaluated – including lessons that are ofbroader relevance within the country orglobally, to UNICEF or to the broaderinternational community. Lessons caninclude generalized causal conclusions(what happens) as well as generalizednormative conclusions (how should anintervention be carried out). Note thatlessons learned can also be generatedthrough less formal evaluation activities.

Indicators105

An indicator is a measure that is used todemonstrate change in a situation, or theprogress in, or results of, an activity,project or programme. There are manytypes of indicators that can be used tomeasure the emergency educationintervention; however, the key indicatorsfor implementation and output are whatare needed to develop the minimalintegrated monitoring system that isrequired beyond the initial response. Thefollowing are different categories ofindicators:

Impact indicators/long-term resultsmeasure the quantity and quality of long-term results generated by programmeoutputs (e.g. increase in girls’ employmentopportunities, skilled workforce, peacefulresolution to conflicts, etc.).

Outcome indicators/medium-termresultsmeasure the intermediate resultsgenerated by programme outputs. Theyoften correspond to any change inpeople’s behaviour as a result of theprogramme (e.g. parents sending theirchildren to school, particularly girls, use ofchild-centred teaching methods, teachersgiving psychosocial support to students,etc.).

Output indicators/short-term resultsmeasure the quantity, quality and timelines ofthe products, goods or services that are theresults of an activity, project or programme(number of School-in-a-Box delivered,teachers mobilized and trained, etc.).

Input indicators measure the quantity,quality and timeliness of resources –human, financial and material,technological and information – providedfor an intervention (education officersdeployed, donor funding, tents, etc.).

Indicators for the CCCsThe priorities of monitoring and evaluationare based on the Core Commitments to


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Children in Emergencies (CCCs). Therelevance and appropriateness ofinterventions should be gauged withreference to the CCCs. M&E assessmentsshould measure the extent to which theCCCs are being enforced and achieved.106

The indicators based on the CCCs arelisted below (see Annex 3.1.1 for a fullCCC monitoring matrix).

CORE COMMITMENTS FORCHILDREN IN EMERGENCIES

Promote access to quality learningand education for all children inaffected communities, with aspecific focus on girls.

Set up temporary learningstructures with minimalinfrastructure.

Reopen schools and start theintegration of teachers andchildren by providing teaching andlearning materials and organizingrecreational activities.

Re-establish or sustain primaryeducation or both. Provideeducation and recreation kits andbasic learning materials andteacher training.

Promote the resumption of qualityeducational activities in literacy,numeracy and life skills issuessuch as HIV/AIDS, prevention ofsexual exploitation and abuse,conflict resolution and hygiene.

INDICATORS

! % affected children 5-12 with access to learning environments/spaces (M/F)

! Net enrolment by gender! Net enrolment by age category! % of schools and or learning spaces with adequate learning

materials (e.g. School-in-a-Box)! % of children affected, by age category, enrolled in primary school! % of schools and or learning spaces that have initiated reading,

writing and or arithmetic (3Rs) activities

! % children 5-12 with access to learning environmental spaces! # of schools or learning environments/spaces established! # of learning spaces (in tents, plastic poles and sheeting, or any

other alternative learning space)! Net enrolment ratio by gender - % of girls and boys enrolled! Net enrolment by age category - % of age categories enrolled! Teacher:pupil ratio

! % of schools reopened! % of schools and or learning spaces with adequate learning

materials (e.g. School-in-a-Box)(Each School-in-a-Box caters for 80 children)(Each Recreation Kit caters for 80-100 Children)

! % of schools in tents or other temporary learning shelters! % of teachers trained/oriented, by gender

! % of children affected, by age category, enrolled in primary school! % of teachers/paraprofessionals trained (by gender)! # of tents set up as temporary learning centre

! % of schools/learning spaces which have initiated reading, writingand arithmetic (3R) activities

! % of schools which have initiated self-expression activities(recreation, sports, music, dancing, drawing, story telling, playamong other activities)

! % of cognitive and self-expression activities! % of children (8-18) exposed to high or medium levels of traumatic

experiences! % of schools which have implemented supplementary packages

(HIV/AIDS, mine risk, waterborne diseases, natural disasterpreparedness, etc.)

Education Indicators for CCCs


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Monitoring ToolsOngoing monitoring of education sectoractivities with partners is essential in orderto track results and identify activities tomeet targets. Annex 3.1.2, EducationActivity Monitoring Tool, provides anexample of how UNICEF in Pakistanmonitored its post-earthquake response inthe areas of! School location! Total number of children served! Number of children with disabilities! Number of teachers! Teacher training! Tent erections! School feeding! Latrines! SMC/PTA! Materials provided.

Data Collection Methods107

Data collection methods are as importantto monitoring and evaluation as theinformation itself. If reliable data is notgathered from a number of varied sources,there will be a risk of presenting biasedinformation that does not give a truepicture of the impact of the emergencyeducation intervention, thus skewingindicators. Information is maximized if it iscollected from different sources andtriangulated.

Below are some common data collectionmethods, with special reference to use inemergencies:! Desk review. Desk reviewA minimum

checking of existing data is essentialeven in a rapid assessment, as thissaves time in field data collection.Existing data may be limited. Considerhow changes provoked by the crisismay have transformed the educationsituation described in existing sources.

! Observations. ObservationsGiven thelimited amount of time, it is essential togather as much information as possiblefrom observation while employing othertechniques. However, remember thatmarginalized children, and the weakest

people and groups, will be hidden andhard to access in a crisis.

! Direct measurement. DirectmeasurementIs registration ofquantifiable or classifiable datapossible by means of an analyticalinstrument (e.g. enrolment rates,dropout rates)? Information on basicfacts, especially at the outset, is vital(consider, for example, the importanceof counting people).

! Key informant interviews. Keyinformant/interviewsKey informantinterviews, as well as group andcommunity interviews (less structuredthan focus groups), are a key part ofany assessment and should be part ofperformance and impact monitoring.Interviews with a sample of the affectedpopulation should be a mandatory partof any humanitarian assistanceevaluation. Experience shows thatinterviews with the affected populationcan be one of the richest sources ofinformation in evaluations ofhumanitarian assistance.

! Information systems. InformationsystemsThese are standardized regulardata collection, most often linked to aservice or process, ideally used formonitoring at the level at which data iscollected, as well as more centralizedlevels (e.g. health information systems,early warning systems, administrativeinformation systems, educationsystems, etc.). Remember, in naturaldisaster and complex emergency alike,information systems deteriorate orcollapse.

! Formal survey. Formal surveyThe timerequired, logistical difficulties (e.g.access) and relative inflexibility oftenmake formal surveys problematic forcrisis phases of emergencies. They arefeasible, however, as the situationbecomes more stable and can becritical, e.g. nutrition status surveys.

! Informal survey. InformalsurveyConsider suitability in connectionwith, for example, sentinel monitoring.


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Lessons Learned108,109

Lessons learned from the tsunamiexperience include the following:! Disaggregated information is needed to

inform assessment, monitoring andevaluation and programme activities. InSri Lanka, UNICEF (Northeast) staff arenow checking lists in school todisaggregate information on the studentpopulation. Assessments are beingcarried out to separate tsunami childrenin the schools. The realization was thataggregates collected in the earlier dayswere based on the number of childrenattending school. But there was a needto have baseline information on thenumber of tsunami-affected childrenvis-à-vis children of conflict victims.

! Recovery strategies are marked bytracking and reporting mechanisms thatrequire two sets of tracking indicators/criteria: one that reflects the emergencyphase and the other that reflects therecovery phase. This is because neitheris exclusive of the other. Oftenhumanitarian measures are beingimplemented in one part of the affectedregion, while rebuilding is going on inanother.

! One tracking system, which is led bythe government, is the goal of allrecovery programmes.

! In addition, UNICEF-assistedprogrammes still need their ownprogramme monitoring and evaluationmechanisms for accountabilitypurposes and for donor reporting. Whileoutput measurements can be attributedto UNICEF-supported interventions,some outcome measurements maysuffer from attribution problemsbecause of the large numbers of actorsinvolved.

! Gender-specific monitoring indicatorsneed to be included in ProgrammeP&ME.

! Monitoring and evaluation tools withinclusion of participatory communitymonitoring methodologies need to bedeveloped.

Additional ResourcesInter-Agency Network for Education inEmergencies: INEE/Good Practice Guidesfor Emergency Education/Assessment,Monitoring and Evaluation/ Monitoringsystems for emergency education. INEEwebsite at: http://www.ineesite.org/assess/monitor.asp.

UNICEF (2002). Programme Policy andProcedure Manual: ProgrammeOperations. Available at the UNICEFinternal website: http://www.intranet.unicef.org/POLICIES/DHR.NSF/cc58cfbb4d01337f85256720005e2cd7?OpenView.

Gosling, L. and Edwards, M. Toolkits: Apractical guide to assessment, monitoring,review and evaluation. SAVE, London,1995.

Hallam, A. Evaluating HumanitarianAssistance Programmes in ComplexEmergencies. Overseas DevelopmentInstitute (ODI), London, 1998.

International Federation of Red Cross andRed Crescent Societies, ‘Assessingvulnerabilities and capacities’, WorldDisasters Report 2002: http://www.ifrc.org/publicat/wdr2002/chapter6.asp.

Johannessen, E.M., Guidelines forEvaluation of Education Projects inEmergency Situations, NorwegianRefugee Council, 2001, Oslo: http://www.ineesite.org/assess/guidelines.pdf.

Organization for Economic Co-operationand Development, DevelopmentAssistance Committee, Guidance forEvaluating Humanitarian Assistance inComplex Emergencies: http://www.oecd.org/dac/evaluation/pdf/human_en.pdf. DAC/OECD, 1999.

Slim, H., The Application of RAP and RRATechniques in Emergency ReliefProgrammes, as cited in Scrimshaw N.


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and Gleason G. (eds), ‘Rapid AssessmentProcedures – Qualitative Methodologiesfor Planning and Evaluation of HealthRelated Programmes’, INFDC Boston:http://www.unu.edu/unupress/food2/UIN08E/uin08e0r.htm.

United Nations Children’s Fund, RapidEmergency Assessment Modules,UNICEF East and Southern AfricaRegional Office: Nairobi, May 2002(drafts).

UNICEF M&E Training Modules, 2005(Evaluation portal of the Intranet): http://www.intranet.unicef.org./epp/METrainingModules.nsf/.

LINK TO EMERGENCY PREPAREDNESS– MONITORING AND EVALUATION! With government and partners, ensure that pre-crisis baseline

data is collected on number and location of schools and numberof teachers and students in vulnerable areas.

! Identify local education authorities and partners in zonal areas thatare able to be part of a data collection and monitoring team.

! With partners, pre-position monitoring tools based on CCCs andhave them ready at the onset of an emergency.


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Actu

alTa

rget

Actu

al

MO

NIT

OR

ING

IND

ICAT

OR

S FO

R C

CC

S ED

UC

ATIO

NA

NN

EX 3

.1.1


150

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151

Reop

en s

choo

ls a

nd s

tart

the

inte

grat

ion

of te

ache

rs a

nd c

hild

ren

by p

rovi

ding

teac

hing

and

lear

ning

mat

eria

ls a

nd o

rgan

izing

recr

eatio

nal a

ctiv

ities

.

% o

f sch

ools

reop

ened

% o

f sch

ools

and

or le

arni

ng s

pace

s wi

th a

dequ

ate

lear

ning

mat

eria

ls (e

.g.

Scho

ol-in

-a-B

ox)

% o

f sch

ools

in te

nts

or o

ther

tem

pora

ry le

arni

ng s

helte

rs

% o

f tea

cher

s tra

ined

/orie

nted

, by

gend

er

Each

Sch

ool-i

n-a-

Box c

ater

s for

80

child

ren

Each

Rec

reat

ion

Kit c

ater

s fo

r 80-

100

child

ren

Re-e

stab

lish

or s

usta

in p

rimar

y ed

ucat

ion

or b

oth.

Pro

vide

edu

catio

n an

dre

crea

tion

kits

and

bas

ic le

arni

ng m

ater

ials

and

teac

her t

rain

ing.

% o

f chi

ldre

n af

fect

ed, b

y ag

e ca

tego

ry, e

nrol

led

in p

rimar

y sc

hool

% o

f tea

cher

s/pa

rapr

ofes

siona

ls tra

ined

(by

gend

er)

# of

tent

s se

t up

as te

mpo

rary

lear

ning

cen

tre

Prom

ote

the

resu

mpt

ion

of q

ualit

y ed

ucat

iona

l act

iviti

es in

lite

racy

,nu

mer

acy

and

life

skill

s is

sues

suc

h as

HIV

/AID

S, p

reve

ntio

n of

sex

ual

expl

oita

tion

and

abus

e, c

onfli

ct re

solu

tion

and

hygi

ene.

% o

f sch

ools/

lear

ning

spac

es w

hich

hav

e in

itiate

d re

adin

g, w

ritin

g an

d ar

ithm

etic

(3R)

act

ivitie

s

% o

f sch

ools

which

hav

e in

itiate

d se

lf-ex

pres

sion

activ

ities

(recr

eatio

n, s

ports

,m

usic,

dan

cing,

dra

wing

, sto

ry te

lling,

pla

y am

ong

othe

r act

ivitie

s)

% o

f cog

nitiv

e an

d se

lf-ex

pres

sion

activ

ities

% o

f chi

ldre

n (8

-18)

exp

osed

to h

igh

or m

ediu

m le

vels

of tr

aum

atic

expe

rienc

es

% o

f sch

ools

which

hav

e im

plem

ente

d su

pple

men

tary

pac

kage

s (HI

V/AI

DS, M

ine

Risk

, wat

er b

orne

dise

ases

, nat

ural

disa

ster

pre

pare

dnes

s, e

tc.)

Educ

atio

n (m

odifi

ed fr

om H

Q in

puts

) bas

ed o

n CC

Cs ra

ther

than

'Min

imum

Stan

dard

s fo

r Edu

catio

n in

Chr

onic

Cris

es a

nd E

arly

Rec

onst

ruct

ion'

MO

NIT

OR

ING

IND

ICAT

OR

S FO

R C

CC

S ED

UC

ATIO

N (C

ON

TD...

)A

NN

EX 3

.1.1


151


152

CCC EDUCATION INDICATORS WITH TARGETS AND METHODSANNEX 3.1.2

#

1

2

3

4

5

Indicators

Estimated # ofchildren whobenefited fromUNICEF procuredemergencyeducational supplies(SIB or other) inaffected area

Estimated # ofchildren whobenefited fromtemporary schoolsset up by UNICEFin the affected area

Estimated # ofchildren whoreceived UNICEFprocured textbooksin the affected area

# of teachers andpara-professionalstrained in teachingmethods on literacy,numeracy withUNICEF support inthe affected areas

Estimated # ofchildren who havereturned to schoolwith UNICEFassistance in theaffected area

Standard/Target

SIB estimated tobenefit 40 childrenper shift

Classroom/pupilratio (1:40) per shiftor context specifictargets developedat country level

Textbook/pupil ratioequals 1:1 orcontext specifictargets developedat country level

Trained teacher/pupil ratio equals1:40 or contextspecific targetsdeveloped atcountry level

Programmetargets. Targetsshould be setbased on # ofchildren who havedropped out ofschool after theemergency.

Method

! Multiply # of boxes distributed (notprocured) by 40 and number of shifts.

! From school registers collect # of childrenwho are actually being covered by SIB.

Calculations must be done using bothmethods. The later may be larger than theformer, in which case the standard is notbeing met. This is important to informprogramming.

! Multiply # of classrooms set up by 40 andthe number of shifts.

! From school registers collect # of childrenwho are actually being covered by thetemporary learning spaces.

Calculations must be done using bothmethods. The latter may be larger than theformer, in which case the standard is notbeing met. This is important to informprogramming.

! Multiply # of textbooks distributed (notprocured) by 1.

! From school registers collect # of childrenwho are actually being covered by thetextbooks.


! From project records collect # of teacherstrained.

! Divide # of teachers trained with number ofpupils in the schools supported byUNICEF.Compare actual # of children whoreturned to school and the target set forthat the beginning of the project todetermine if target is met.

! From school registers collect # of childrenwho have dropped out of school after theemergency.

! From project records trace the childrenwho have returned to school.Compare theactual # of children who returned toschool and the target established at thebeginning of the project to determine iftarget is met.


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Method

! Divide the # of liters provided per day by 3to obtain # of pupils that should bebenefiting from the Sphere waterstandard.


! Multiply # of latrine/toilets by 20.! From school registers, collect actual # of

pupils benefiting from sanitation facilities.Calculations must be done using bothmethods. The latter may be larger than theformer, in which case the standard is notbeing met. This is important to informprogramming.

! Count # of hours allocated in thecurriculum for recreation.

Indicators

Estimated # ofpupils benefitingfrom UNICEFassisted improvedwater source inschools in affectedareas

Estimated # ofpupils benefitingfrom UNICEFassisted adequatesanitation facilitiesin schools inaffected areas

Average hours perweek allocated incurriculum forrecreation inUNICEF assistedschools in affectedareas

Standard/Target

Sphere standard is2 liters/pupil/day

Sphere standard is20 people perlatrine/toilet.

Target should bebased on needs ofpupils. Recreationshould includesports, music,dance, theatre, andplay

#

6

7

8


153


152

SAM

PLE

EDUC

ATIO

N AC

TIVI

TY M

ONI

TORI

NG T

OO

LA

NN

EX 3

.1.3

Scho

olNo

.

1 2 3 4 5

Educ

atio

n Ac

tivity

Mon

itorin

g Sh

eet (

Paki

stan

)

Loca

tion

Scho

ol N

ame

Scho

ol T

ype

Scho

ol N

ame

EMIS

Code

Tota

l no.

Chi

ldre

nBo

ysG

irls

Boys

Girl

s

No.

of

Chi

ldre

nW

ith D

isab

ilitie

s

No.

of

Teac

hers

No.

of T

each

ers

Trai

ned

Teac

her T

rain

ing

Trai

ning

Con

tent

Mal

eFe

mal

eM

ale

Fem

ale

Subj

ect-

rela

ted

Emer

genc

y th

eme,

(e.g

. ps

ycho

soci

al)

Oth

er(e

.g.

gend

er)

Impl

emen

ting

Part

ner

Tent

Ere

ctio

n

Plan

ned

In P

rogr

ess

Com

plet

edIm

plem

entin

gPa

rtne

r


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153Sc

hool

Fee

ding

Yes

NoPr

imar

y (d

ates

,bi

scui

ts)

Seco

ndar

y(o

il fo

r girl

s)Im

plem

entin

gPa

rtner

Plan

ned

In Prog

ress

Com

plet

edIm

plem

entin

gPa

rtne

r

Wat

er S

uppl

yLa

trine

s

Plan

ned

In Prog

ress

Com

plet

edIm

plem

entin

gPa

rtner

Scho

ol M

anag

emen

t Com

mitt

ee/P

aren

t Tea

cher

Ass

ocia

tion

Yes

No

SMC/

PTA

Form

ed

Tent

Ere

ctio

nSc

hool

Impr

ovem

ent

PTA/

SMC

Resp

onsi

bilit

ies

Yes

No

Trai

ning

Con

duct

edTr

aini

ng C

onte

nt

Oth

er


153


154M

ater

ials

Pro

vide

d (P

leas

e in

dica

te q

uant

ity)

Scho

ol T

ent

SIB

Recr

eatio

nKi

tFi

re E

xtin

guis

her

Blac

kboa

rdPl

astic

Mat

Mee

naTe

ache

r's G

uide

Mee

naBo

okle

tTe

xtbo

okSu

pple

men

tary

Rea

ding

Mat

eria

lSc

hool

Bag


154

COORDINATION, PARTNERSHIPSAND LEADERSHIP

SE

CT

ION

3.2

! Annex 3.2.1 Partnership Analysis for Education (EPRP)! MOU between UNHCR and UNICEF! UNICEF/World Food Programme MOU in Emergency and Rehabilitation Interventions! IASC Guidance for Clusters

Overview of Coordinationand LeadershipEnsuring inter-agency coordinationmechanisms is crucial in order to addressemergencies that require a system-wideresponse to a humanitarian crisis. It isUNICEF’s responsibility to take the lead inemergencies in terms of resumingeducational activities. However, it isessential to emphasize that any responseshould be undertaken in collaboration withimplementing partners. While timeconstraints and communication difficultiescan make it challenging to coordinateactions, having proper inter-agencycollaboration is even more important inemergencies than under normalprogramming conditions. Coordinationrefers to the capacity to assume acoordinating role for sectoral support ineducation and to initiate appropriatestrategies for the initial educationalresponse to children in emergencies incollaboration with United Nations andother partners.110

Collaboration with partners should beaddressed in all aspects of an educationalresponse, including policy frameworks anddevelopment, preparedness planning,resource mobilization, programmeimplementation, and monitoring andevaluation. Coordination is discussed inthe various sections in terms of how itspecifically relates to that section.However, this section contains some basicinformation on coordination mechanisms.

What to do! Maintain capacity to assume a

coordinating role for education.! Initiate strategies for inter-agency

coordination in the educational sector.! Identify appropriate implementing

partners (IP) at the local, regional andinternational levels. The main partnersto consider include:" United Nations agencies" NGOs and education networks, both

international and local. Some of theinternational NGOs working in thefield of education in emergenciesinclude: Save the Children Alliance,CARE International, NorwegianRefugee Council, and Jesuit RefugeeServices

" local communities and grass-rootsorganizations

" the Ministry of Education, thenational government, or otherrelevant educational authorities,when possible and appropriate.

! Form an inter-agency team under theleadership of either the designated leadagency or the local government, tofacilitate a coordinated response andreach agreement on critical issues.

! Focus on collaboration rather thancoordination.

! Emphasize local level coordinationusing existing structures.

! Avoid debates over ‘mandates’ and‘resources’.

! Involve a wider range of agenciesincluding bilaterals and leading NGOs.

! Focus on practical outcomes ratherthan additional structures.

SECTION 3.2COORDINATION, PARTNERSHIPS

AND LEADERSHIP

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156

Things to consider! Is UNICEF prepared to take the lead in

the education sector? When is itappropriate for UNICEF to take thelead?

! When and to what extent shouldUNICEF collaborate with otheragencies?

! What is the capacity of the CountryOffice to provide leadership and supportto the MoE?

PartnershipsNo emergency education intervention canbe successfully implemented alone. Assuch, UNICEF engages in partnershipswith organizations that havecomplementary strengths and sharecommon values and commitments tochildren in emergencies. Formal orinformal agreements with partners may bemade, or some combination of the two.Whatever route, make sure that there is aclear understanding of the objective, rolesand responsibilities of each party.

Memorandum ofUnderstanding (MOU)This is an agreement in which the partiesconfirm that they share certain commoncommitments and agree to collaboratetogether on projects. MOUs are well suitedto define strategic alliances betweenUNICEF and another UN agency or anNGO/CBO network, and allow them todelineate their areas of common interest,spheres of cooperation, and mutualoperational engagements. They aim tobuild on the comparative advantages andcapacities of each agency and tomaximize on their capabilities through theircollaboration.111

Stand-by AgreementsUNICEF maintains stand-by agreementswith partners for the provision of stand-bypersonnel in cases of emergencies. Theseagencies assist UNICEF to increase itscapacity to assist and protect children,women and families in humanitariansituations. These agencies maintain a

stand-by capacity for the rapid mobilizationand deployment of stand-by personnel.They keep a roster of candidates who canbe made available on short notice toUNICEF for short-term contracts, often atno cost to UNICEF.112 For more informationon stand-by agreements, contact theOffice of Emergency Operations (EMOPS).

Governments as PartnersUN reform requires that UNICEFstrengthen national institutional capacityfor delivery of services and programmes,and the fulfilment of rights. This hasimplications mainly for the emergencypreparedness and transition phases.Education officers, with support of theirsenior project officers, should:! build MoE’s ability to provide quality

education to its would-be affected childpopulation

! advise them on best practices inteacher training

! negotiate for women teachers! advocate for the construction of child

friendly schools, built to standards andsupervised by qualified personnel

! facilitate the removal of gender biasand content that promotes conflict intextbooks

! provide technical expertise onimplementing the formal curriculum intransition and post-emergencysituations

! build MoE’s capacity for emergencypreparedness, planning and delivery.

It is essential to coordinate with the nationalgovernment or the relevant educationalauthorities whenever possible andappropriate. Since the ultimate aim is to movethe educational response into the hands ofthe government, involve the relevantauthorities on all aspects of programmeplanning and implementation. Some areas ofinvolvement include the following:! Work with the MoE and local education

officials in conducting the initial RapidAssessment and the RapidAssessment of Learning Spaces(RALS).


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! Keep the authorities up-to-date on allaspects of implementation ofprogrammes.

! In the case of refugees or IDPs,establish links with the educationalauthorities in the area of origin as wellas the host region, if possible. Theyshould be consulted on issues such asthe language of instruction of therefugees and IDPs.

! Negotiate with the authorities forrecognition of educational activities ortraining undertaken by students andteachers prior to the return to the formaleducational system. This will allow for amore successful reintegration of non-formal educational activities into theformal national education system.

! Work with the MoE in monitoring andevaluation assessments and work tohelp them take ownership of theprogrammes.

Communities as PartnersThe human rights-based approachrequires that programmes be planned,implemented, monitored and evaluated intandem with the affected community –especially in emergencies whenparticipation is proven to promote healingand cohesion. The myth that the affectedcommunity is too shocked and helpless totake responsibilities for their own survivalis superseded by the reality that, on thecontrary, many find new strength during anemergency.113 Some ways to collaboratewith communities include the promotionand facilitation of parent–teacherassociations, using participatorymonitoring and evaluation methods, andthe support of community-based schools,which afford communities a sense ofownership and give access to childrenwho are excluded because of conflict ordistance.

General community participatory optionsinclude the following:114

! Develop a community profileIdentify traditional methods for involvingpeople, decision-making structures,

persons and groups likely to takeaction, those interested, and those whodo not care. Establish working alliancesaccordingly.

! Organize, with the community,training/sensitization workshopsThese should promote the benefits ofeducation for children and thecommunity as a whole, and identify keyconcerns of parents and othercommunity members (e.g. safety,continuity of the education programme).

! Promote community participationCommunities should be involvedthroughout the initiation, planning andimplementation of basic educationservices, and the rebuilding of theeducation system. Emphasis should beon priority concerns (i.e. teachermobilization and training, basicequipment and/or materials, curriculaavailability and relevance, play andrecreational opportunities, andeducational facilities). Support thecreation of parent and communityassociations to help organize effortsthat can be ongoing and are locallysustainable.

Cluster Approach115

What is the Cluster Approach?A cluster is a group comprisingorganizations and other stakeholders, witha designated lead, working in an area ofhumanitarian response in which gaps inresponse have been identified. Clustersare organized at both field and global level.

The cluster model, as part of UN reform,will increasingly be relied upon to buildsystem coherence, strengthen delivery andprovide national counterparts as well asdonors with an integrated structure forplanning, implementation and monitoring.This represents a shift from individualagency capacities, moving towardssystem-wide surge capacity and staffing tobe deployed in emergency, early recoveryand transition situations. Donor support ischannelled through specific Trust Funds or


158

joint funding arrangements such as pooledfunding.116

! Each cluster is comprised of thoseagencies whose mandates arecomplementary to the missionstatement of the cluster. Additionally,there are partners of each cluster, suchas government counterparts, donorsand international and national non-governmental organizations.

! The cluster approach ensures anintegrated thematic response, drawingupon the comparative advantages ofeach UN agency, fund and programmeand leveraging resources through inter-agency partnerships.

! The cluster approach ensurescoordination among UN agencies, jointprogramming, information sharing,knowledge sharing on technical andpolicy issues, joint formulation ofsectoral/thematic strategies, andpromotes implementation synergies bycombining support and commonservices.

! The cluster also represents the idealUN interface in any given thematic areafor government counterparts, especiallyin the definition of broader policystrategies and project prioritization inresponse to the affected population’sneeds.

! The cluster is a forum whereprogrammes can be articulated andcoordinated regardless of the sourcesof funding.

As agreed by the IASC Principles inDecember 2005, the cluster approach willbe applied to all new major disasters witha phased and flexible implementation. TheERC has stated that contingency plans forpotential emergencies in 2006 should alsobe made according to the clusterapproach. For ongoing emergencies (suchas Sudan, Somalia, etc.), the IASC hasagreed that if current arrangements areworking well, then there is no need tochange; however, the IASC Country Teamson the ground may choose to implementthe cluster leadership approach where

they feel it will add value to thehumanitarian response. In addition, wherearrangements are not considered to beworking well, and critical response gapsremain, country teams may also decide tophase-in the cluster approach. Eventuallythe approach should be rolled out acrossall existing emergencies.

Cluster LeadershipThe cluster approach is being developed attwo levels. At the global level, the aim isto strengthen system-wide preparednessand technical capacity to respond tohumanitarian emergencies by designatingGlobal Cluster Leads who are responsiblefor ensuring predictable and effective inter-agency responses within the particularsectors or areas of activity concerned. Theadded value of the approach at the globallevel includes:! better surge capacity and standby

rosters (e.g. PROCAP)! consistent access to appropriately

trained technical expertise! enhanced material stockpiles! increased engagement of all relevant

humanitarian partners.

At the country level, the aim is tostrengthen the coordination framework andresponse capacity by mobilizing clusters ofagencies, non-UN organizations andNGOs to respond in particular sectors orareas of activity, each cluster having aclearly designated lead, as agreed by theHumanitarian Coordinator and the CountryTeam. It is also intended to ensure that theinvolvement of national and localinstitutions is strengthened, availableresources are fully utilized, andhumanitarian action is well coordinatedand does no harm.

At the global level, cluster leads areresponsible for:! up-to-date assessments of the overall

needs for human, financial, andinstitutional capacity

! reviews of currently available capacitiesand means for their utilization


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! links with other clusters, includingpreparedness measures and long-termplanning, standards, best practice,advocacy and resource mobilization

! taking action to ensure that requiredcapacities and mechanisms exist,including rosters for surge capacity; andtraining and system development at thelocal, national, regional andinternational levels.

Cluster leads at the country level areresponsible for:! predictable action within the cluster for

analysis of needs, addressing priorities,and identifying gaps in the cluster area

! securing and following-up oncommitments from the cluster tocontribute to responding to needs andfilling the gaps

! ensuring that activities within a clusterare carried out and acting as theprovider of last resort

! sustaining mechanisms through whichthe cluster as a whole assesses itsperformance.

In principle, the cluster leadershipapproach could be applied to all areas, butthis will need to be tailored to specificcountry circumstances. Country levelclusters may not necessarily replicate theglobal cluster arrangements. In allinstances, the key principle is to ensurethat country level clusters address allidentified key gaps in humanitarianresponse and that critical gaps are notneglected simply because they are notpart of any global cluster.

Cluster Lead AccountabilitiesCluster lead accountabilities can besummarized as follows:! Globally, cluster leads are accountable

to the ERC for ensuring predictablecapacity is established and maintained.

! At the field level, cluster leads – inaddition to normal agencyresponsibilities – are accountable toHCs for ensuring effective assessmentsand responses in their respective

SOME FINDINGS FROM INTER-AGENCY STANDING COMMITTEEREAL TIME EVALUATION OF CLUSTERAPPROACH – PAKISTANEARTHQUAKE117

! In the context of Pakistan, the governmentplayed a vital role in the cluster approachand readily adapted its relief structure tothe framework. Those clusters that haddesignated government counterparts wereconsidered to have performed well whilethe others struggled until a suitablegovernment partner was identified. Theoverall success of the relief effort to theearthquake turned on the competence andadept performance of the Government ofPakistan and its military institutions.

! In general the clusters with a technicalemphasis performed well and drew theircompetence from a wealth ofinstitutionalized best practices. Otherclusters, such as those covering the broadrange of cross-cutting issues, have aformidable task of growth and evolutionahead of them. Cross-cutting issues ofgender, human rights, environment,participation, and monitoring and evaluationhave largely fallen between the cracks inthe cluster application in Pakistan.

! Among the diverse community ofinstitutions involved in the earthquake reliefeffort, participation by organizations in thecluster operation was inconsistent and adhoc. It is clear that increased effort mustbe exerted to enlist NGOs, internationalfinancial institutions, other governmentoffices, and donors to broaden the clusterapproach beyond being merely a UNexercise.

! Planning, information management, andgap identification were considered to beweak. Inter-cluster coordination wasdeficient, as was the lack of a nexusbetween the field hubs and Islamabad. Thisfact diminished the potential of the clusterapproach in this emergency.

! The cluster approach offers the possibilityof greater coherence in planning and costestimation leading to reliable fundingappeals. In this emergency, however,resources often were not consistentlyallocated in accordance with agreedpriorities. A potential conflict of interest wasidentified when the cluster lead wasattracting resources on behalf of thecluster while simultaneously raising moneyfor their own agency.


160

clusters, and for acting as providers oflast resort.

! HCs – with the support of OCHA – areresponsible for ensuring effectivenessof humanitarian response and areaccountable to the ERC.

Activation of the ClusterApproachThere are three possible elements thatcould activate the cluster approach:! In response to dramatic events or

disasters! To fill major gaps in humanitarian needs

identified by the agencies and by thehosting government

! By initiative and guidance of theconcerned Humanitarian Coordinators/Resident Coordinators (HC/RCs) inconsultation with the Country Teammembers

Strategies and Criteria for Exitfrom the Cluster ApproachThe exit strategies in humanitarianresponse would generally apply, thoughthis new approach calls for some detailedinter-cluster discussions and joint planningat the start of the emergency phase. At theend of the emergency phase, someclusters (e.g. emergencytelecommunications) would need to beterminated. Other clusters (e.g. emergencyshelter, nutrition, camp coordination,protection) would need to transit to theEarly Recovery Phase, while others (e.g.health, education and WATSAN) would bephased into the recovery, reconstructionand longer-term development phases.

As a matter of policy, strategies andprocedures for phasing out andterminating different activities should beincluded into the work of all clusters. In allinstances, there should be benchmarkswith measurable indicators.

CoordinationUNICEF in-House CoordinationCollaboration, coordination, informationsharing and networking within the

organization are crucial elements inproviding quality assistance for thepopulations in need. UNICEF’s CCCsclarify accountability for preparedness andsupport at all levels of the organization – atCountry Offices, Regional Offices andHeadquarters. At headquarters, the mainoffices to coordinate with include theOffice of Emergency Operations (EMOPS),the Division of Evaluation, Policy andPlanning (EPP), and the ProgrammeFunding Office (PFO). Apart from these, itis essential to maintain contact with theSupply Division in Copenhagen for anyissues concerning supplies and logistics.

Coordination withUnited Nations Agencies

Office for the Coordination of HumanitarianAffairs (OCHA)OCHA has a mandate to coordinatehumanitarian assistance in crises that gobeyond the capacity and mandate of anysingle humanitarian organization. It oftenprovides an effective coordinationmechanism during the acute states of anemergency. Its main functions are to:! coordinate international humanitarian

assistance! provide the humanitarian community

with support in policy development! advocate on humanitarian issues.

For more information on OCHA, go to:http://ochaonline.un.org/.

Inter-Agency Standing Committee (IASC)This is the primary body through whichOCHA discharges its coordinationfunctions. It ensures inter-agency decision-making with respect to complexemergencies by:! developing and agreeing on system-

wide humanitarian policies! allocating responsibilities among

agencies in humanitarian programmes! advocating common humanitarian

principles to parties outside the IASC! identifying gaps in operational capacity! building a consensus between

humanitarian agencies on system-widehumanitarian issues.


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For more information on IASC, go to:http://www.humanitarianinfo.org/iasc/.

Consolidated Appeals Process (CAP)This is an emergency responseprogramme cycle coordinated by theUnited Nations and supported by donors,which aims to ensure that emergencyappeals are consolidated (see Section 1.8,Supplies and Operations). The mainobjectives of the CAP are to:! present a Common Humanitarian

Action Plan (CHAP) based on anagreed strategy

! provide a reference point for theinternational community onhumanitarian strategy, programmingand funding requirements

! provide a framework for system-widemonitoring and reporting

! be a tool for fund-raising, advocacy andaccountability.

For more information on the CAP, go to:http://ochaonline.un.org/webpage.asp?Site=cap.

UNHCRUNICEF and UN High Commission onRefugees share an MOU in refugeesituations. Upon request from theSecretary General, the HighCommissioner may also extendassistance and protection to internallydisplaced persons, although this is on anexceptional basis. In general, UNICEF hasa strategic role in the reintegration ofreturning refugees in post-conflictsituations, particularly in relation tocommunity development and in themanagement of IDP groups. Cross-borderdialogue with UNHCR is therefore ofstrategic importance. In relation toeducation, the MOU states that:! In seeking to provide educational

opportunities for refugee children,UNHCR shall draw on the expertise ofUNICEF to help assess and analyse theeducational status and needs ofchildren. UNHCR and UNICEF willjointly determine how UNICEF may

contribute to adapting existingeducational material, includingresources for peace education and tothe development and provision of basicsupplies and equipment.

! UNICEF will seek to ensure that in itsregular country programmes ofcooperation core educational andteacher training materials are identifiedwhich can form the basis of an earlyeducation intervention during anemergency situation. UNICEF willcollaborate with UNHCR to ensurecontinuity in approach, content andteacher training between refugee basiceducation and the basic educationsystem in the country of origin. UNICEF,in its collaboration with nationalauthorities to rehabilitate or develop thebasic education system of the countryof origin, will collaborate with UNHCRto facilitate access for returnee childrento national schools.

UNESCOIf the UN Educational, Scientific andCultural Organization is present on theground in an emergency, it may assumejoint leadership with UNICEF during therecovery and reconstruction phase.UNICEF and UNESCO must coordinateroles and responsibilities.

World Food ProgrammeUNICEF has an MOU with the World FoodProgramme (WFP) that focuses onaccelerating primary education, reducingmalnutrition, and reducing the risk,vulnerability and impact of HIV/AIDS.UNICEF’s priority activities are to ensurecare and protection of children, and theiraccess to education in emergencies, whileWFP will ensure that vulnerable familieshave adequate nutritional support throughthe provision of external assistance, asrequired.118 With regard to education, theMOU states that:! UNICEF supports the rapid re-

establishment of basic educationfacilities as an essential emergencyservice for children.


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! UNICEF supports emergency educationservices both to ensure that children donot miss essential educationalopportunities and because of thecritically important role educationalactivities have on the psychosocial well-being of children through thenormalization of routines that it brings.In emergencies, UNICEF supportscommunity and parental efforts torapidly restart educational activities, torebuild and refurnish essential schoolfacilities, to develop educationmaterials and to train education leadersand teachers.

! At the request of UNICEF, WFP willassist and augment such activities,through, for example, the provision ofnourishing meals or snacks forchildren, and the provision of food aspartial payment for the services ofemergency teachers.

Coordination with Other Partners

NGOs and Civil Society OrganizationsUNICEF has partnerships withinternational, national, local and religiousNGOs, as well as other civil societyorganizations. These organizations maybecome intermediate UNICEF partnerswhile governmental management,technical and absorption capacity is beingre-established or rebuilt. They maybecome implementing partners, whichUNICEF will assist in ensuring thetechnical, policy and possible resourcerequirements, based on Memoranda ofUnderstanding. Some of the maininternational organizations that UNICEFpartners with on education include Savethe Children Alliance, CARE International,Norwegian Refugee Council, JesuitRefugee Service, and the InternationalCommittee of the Red Cross.

Inter-agency NetworksUNICEF coordinates with other agenciesthrough inter-agency networks such as theInter-Agency Network for Education inEmergencies (INEE). INEE is an opennetwork of UN agencies, non-governmental organizations, governmentpartners, practitioners and researchers, allworking together to ensure children’s rightto education in situations of emergencyand crisis. It operates to promote effectivecollaboration at the global and regionallevel, and can be called on to assist withinformation and networks in a crisis. INEEhas produced a Teacher Training ResourceKit, which consists of a CD with teachertraining and curriculum materials; and aTechnical Kit on Education in Emergenciesand Early Recovery. For more informationon INEE, go to http://www.ineesite.org/.(See also Section 3.4, MinimumStandards for Education in Emergencies.)

Monitoring of ProgressAt the country level the HumanitarianCoordinator assisted by OCHA monitorsprogress in implementation of the overallhumanitarian response ensuring

UNICEF–WFP MEMORANDUM OFUNDERSTANDING

5.1.4 Where appropriate, opportunities forthe utilization of WFP food resources insupport of UNICEF-assisted actions intraining and rehabilitation activities and inthe re-establishment of basic healthservices, water supply, sanitation, educationand other social services will be identified byUNICEF. Similarly, opportunities for theutilization of UNICEF resources in supportof WFP-assisted actions will be identified byWFP.5.8.3 At the request of UNICEF, WFPwill assist and augment such (education)activities, through, for example, theprovision of nourishing meals or snacks forchildren, and the provision of food as partialpayment for the services of emergencyteachers.


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predictable, efficient, complementary andeffective action by all clusters. Progress inimplementing the work of individualclusters remains a responsibility of thecluster leads that are accountable to theHumanitarian Coordinator. The HCs are, inturn, accountable to the ERC.

At the global level, the IASC WorkingGroup Chair monitors progress of theclusters and reports to the ERC, who hasoversight responsibility for the broaderhumanitarian response, including thecluster approach.

UNICEF’s Role

UNICEF as Coordinating Agency119, 120

The Core Commitments for Childrenrequires that UNICEF’s response is part ofa coordinated UN response, designed incollaboration with local and other partners.(See Annex 3.2.1, Partnership Analysis forEducation.) If it is appropriate andnecessary for UNICEF to assume a sectorcoordinating role, the following applies:1. In partnership with UN agencies,

national authorities and others ensurecapacity where needed to assume acoordinating role for [the programmaticcore commitments, in this caseeducation].

2. Support the UN resident coordinator/humanitarian coordinator structure inensuring a clear coordinationmechanism is formed as quickly aspossible, including possibilities forcreating common systems.

3. Identify partners for interventions in theareas of [the programmatic corecommitments, in this case education]with a clear division of labour.

At the country level, an inter-agency teamshould be formed as soon as possible,under the leadership of either thedesignated lead agency or the localgovernment (if willing/able) to facilitatecoordinated response, and to reachagreements on critical issues such as:

! Minimum qualifications for teachersand paraprofessionals

! Common policy for teacher ‘incentives’! Transparent processes for teacher

selection! Joint projects, where possible, requiring

agencies to exploit their comparativeadvantages

! Involvement of civil society, local andinternational NGOs

! Sharing of resources for teacher andcurriculum materials development.

Some activities for coordination includepreparedness, joint needs assessments,planning, resource mobilization anddivision of labour.

UNICEF as Lead AgencyOver the past decade at least, educationhas been acknowledged as a key sector indealing with situations of crisis, andUNICEF has acquired a de factoleadership for education in virtually allsuch situations. Apart from a few highprofile cases in which leadership wascontested, UNICEF has invariably had totake the lead in education either onrequest or by default, as the agency withmeaningful presence, preparedness andexperience. This has generated a growingtrack record of leadership that now needsto be better analysed, negotiated andregularized in terms of clear mandate,strong partnerships and agreedaccountabilities in this area of work.121, 122

Some lessons learned about being leadagency include the following:! UNICEF will need to be clear about

when it is leading activities, supportingothers, acting as facilitator, influencingaction, helping to shape strategies,enforcing standards, coordinatingactivities, etc. It is a multi-faceted rolefor which the one clear dimensionmight be ultimate responsibility for theaccountabilities.

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access the full range of possiblesupport and services that agencies canprovide for education in crisissituations.

! The lead agency may need to workclosely with partners to develop jointproposals and budgets with fundingallocations to different agencies basedon their agreed roles andresponsibilities.

! No one agency can provide the supportnecessary for education in crisissituations, so partnership is critical.UNICEF needs the support andcontributions of key partners. Thisrequires negotiating the realities ofagency ‘turf’ issues in a transparentmanner.

! Taking the lead role does not meandoing it all or dominating other partnersor getting all the funding available. It isas much about facilitating andsupporting the work of other partners asit is about doing/coordinating activitieswithin the country.

Lessons LearnedA number of lessons were learned aboutpartnerships and sector leadership as aresult of the tsunami experience, includingthe following:! Roles and responsibilities for various

aspects of education in crisis situations

need to be clearly defined, properlyunderstood and agreed between all thekey partners, in line with theircompetencies and comparativeadvantages.

! Partnerships are key to advocacy.UNICEF was successful in its advocacyto reopen the schools post-tsunami asquickly as possible due to its previouspartnerships with education officials inthe three governments (India, Maldivesand Sri Lanka). UNICEF was able toconvince government authorities thatopening the schools early on was a keyfactor in restoring a degree of normalcyin children’s lives as they struggled tocope with psychosocial stress broughtabout by the tsunami.123

! The tsunami experience demonstratedthat rapid assessment is a powerfulopportunity to mobilize coordinationwith partners, especially the morecomplex household surveys. There isclear common interest among partners.There is also a need for commonlyaccepted credible data.124

! Capacity building of UNICEF staff,partners and communityrepresentatives is essential formanaging the complex educationprogrammes. Capacity has been aproblem and urgency to respond to thetsunami made it much more of apriority.125

LINK TO EMERGENCY PREPAREDNESS – COORDINATION,PARTNERSHIPS, AND LEADERSHIP! Meet with the MoE and make agreements about roles and

responsibilities in emergencies assessment, temporary learningspaces, supplies, emergency curriculum planning, teachertraining, monitoring and reintegration of students in emergencies.

! Determine other key partners, including CBOs and (I)NGOs tomeet the CCCs for Education and make agreements on roles andresponsibilities for all elements of education emergency response.

! Liaise and coordinate roles and responsibilities with otheragencies, especially UN partners and NGOs.

! Use Annex 3.2.1 to analyse and plan partnerships.! Review existing bilateral agreements with agencies such as WFP

and UNHCR and clarify roles and responsibilities.


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PARTNERSHIP ANALYSISFOR EDUCATION (EPRP)

ANNEX 3.2.1

Area ofinterventionsby CCC activity

Key partners to meetCCCs

Partnership agreementfor emergencyresponse in place / tobe developed

Adjustments inpartnership agreements(in planning for aspecific emergency)

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! Annex 3.3.1 IASC Guidelines, Education Sector Activities: Minimum Prevention and Response Interventions! Gender Teacher Training, Norwegian Refugee Council! Gender and Development, CEDPA Training Manual Series! Ensuring Gender Perspectives in Education in Emergencies (IASC)! Gender Based Violence TOT UNICEF

Impact of Emergencies on GirlsAccording to UNESCO,126 it is estimatedthat half of the 104 million children notattending primary school live in countriesin, or recovering from, conflict. Two thirdsof them are girls. Because of well-established historical gender bias andbecause normal social norms and actionsbreak down during emergencies, girls areusually at particular risk. Their alreadyheavy workloads increase at the sametime as their physical and emotional safetyis further compromised. Girls are often thefirst to be deprived of their educationalrights. Gender stereotyping diminishes theimportance of sending girls to school indestabilized situations.

Planned educational activities must takethis into account and address relatedissues through such things as adulteducation, the curricular content andprocesses, and the provision of a safelearning environment for girls.127 (SeeAnnex 3.3.1, IASC Guidelines, EducationSector Activities, for minimum preventionand response interventions.)

Barriers to Girls’ Education inEmergenciesWhile education is increasingly seen tohave a role to play in mitigating conflictand protecting girls, the cultural andinstitutional barriers to girls’ education thatexist before an emergency areexacerbated as a result of emergencies.Among these barriers are:128

! Community beliefs and practices" limited roles for girls and women" differential treatment of girls (e.g.

poor nutrition and health care)

" female exclusion" men viewed as breadwinners" male dominated education system" gender-differentiated child rearing

practices" low status of women" lack of knowledge of the social and

personal benefits of education" gender and cultural stereotypes" threat of sexual violence.

! Economic barriers" school tuition fees, clothing, books,

supplies" childcare and domestic duties" agricultural and market duties.

! Infrastructure barriers" distance from school" safety issues in travelling to school

for girls" absence of roads and transport" inadequate basic services in

communities, e.g. water, fuel,electricity

" inadequate basic services in schoolssuch as separate and sanitarylatrines.

! Policy barriers" support for conventional role for

women" insufficient national budget for

primary and secondary education" education policy against married

students" absence of policies to address

dropout caused by pregnancy,exams, etc.

" lack of enforcement of compulsoryeducation policies when they exist

" fees policy" free education policies weak or not

implemented.

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SRI LANKA AND MALDIVES CASE STUDY:GENDER ISSUES AFTER THE TSUNAMI

Both Sri Lanka and Maldives were able to addressgender issues in their response to the tsunami.

Gender in curriculum: An examination of SriLanka textbooks revealed genderstereotyping. Prior to reprinting the textbooks post-tsunami, the MoE eliminated the genderstereotyping.129

Gender equity in emergency: In Sri Lanka,UNICEF highlighted the need to balanceassistance within a country so as not to aggravatedisparities. This was accomplished in part byequity in the distribution of school supplies to allchildren in affected areas.130

Safe environment for girls: In the Maldives, theemergency response created opportunities to pushthe child friendly spaces concept further, re-examining the school environment and linkingschools to community and livelihood initiatives,providing a safe environment for girls to attendschool.131,132

! Educational barriers" lack of gender-sensitive teachers,

curricula and materials" lack of role models for girls" school calendar/schedule in conflict

with girls’ domestic or marketresponsibilities

" curriculum and instructionalstrategies not relevant to girls’learning needs

" threatening/non-supportive learningenvironment

" expensive books, school costs" teacher quality" poor management

Strategies to Improve Girls’Access to Education duringand after EmergenciesWhat to do! Create safe schools through

participatory policy development.! Provide escort or transport to and from

educational activities.

! Provide training in assertive behaviourand negotiation skills.

! Form girls and boys groups to discussand act against sexual violence.

! Raise community awareness abouthow to prevent sexual violence.

! Improve access to firewood, water andchildcare.

! Build equal numbers of latrines formale and female students andteachers.

! Distribute food through schools.! Provide extracurricular activities for girls.! Provide girls with opportunities and

spaces for play.! Hire and empower female teachers and

school administrators.! Sensitize the community as to the benefits

of girls’ education in terms of employment,childcare and economic development.

! Empower PTAs to facilitate and monitorgirls’ access to education.

! Construct separate facilities by genderin school.

! Include girls’ education issues inteacher training, e.g. equal questioningof girls and boys, group work.

! Provide scholarships.! Facilitate discussion and removal of

gender-biased policies and practices.! Provide childcare to free girls to attend

school.! Create economic programmes focusing

on low-income households with thecondition that those girls in thehousehold attend school.

! Provide educational materials to allstudents to decrease burden on parents.

! Provide sanitary towels, soap andclothing to girls attending school.

Education for Girl Ex-combatantsEnrolment for ex-combatants is critical fortheir rehabilitation. The number of girlsoldiers is routinely underestimated.Women and girls who enter or areabducted into armed forces are often notconsidered ‘real soldiers’. Many of thesegirls are mistakenly classified as womenbecause they are over 17 by the time ofdisarmament, demobilization andreintegration and they may even havechildren of their own. Unlike boys, girls are


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often less able to reintegrate into thefamily structure because they can beperceived as ‘spoiled’ by the experience. Itis essential that girls are not seen as onlyvictims but as protagonists in rebuildingcommunities. Girls can become catalystsfor positive social reconstruction and animportant resource, especially as mentorsof other war-affected youth.133

School-based Strategies forPreventing Sexual Violenceagainst Girls134

What to do! Inform teachers about sexual violence,

prevention strategies, potential impacts forchildren, and how to access help andsexual violence services in the community.

! Actively recruit female teachers.! Include discussion of sexual violence in

life skills training for teachers, girls andboys in all educational settings.

! Ensure that all teachers sign codes ofconduct which prohibit sex with childrenand young people.

! Establish prevention and monitoringsystems to identify risks in schools andprevent opportunities for teachers tosexually exploit or abuse students.

! Provide materials that includeinformation on gender-based violence.

Monitoring GenderInterventions135

Monitor achievements within the systemthrough systematic baseline assessments,the development of appropriate indicatorsand solid M&E tools and processes tomonitor and evaluate progress. Specificindicators might include:

! enrolment and attendance figures for girls! extent of girls’ participation in class! the pass rate of girls/women within grades

and matriculation from one grade to another! number of women teachers and in which positions! number of women head teachers/

administrators! number of women involved in community

education committees and in what roles! number of girls and women in leadership

roles within the school! number of reports of harassment

experienced by girls and women in school.

Additional ResourcesMaking Schools a Safe Horizon for Girls: ATraining Manual on Preventing Sexual ViolenceAgainst Girls in Schools (2004) (pdf), byOhiambo, M.A. and Maganya, J. The CRADLE– the Children’s Foundation (Child’s RightsAdvisory, Documentation and Legal Centre).

The Millennium Development Goals and the UnitedNations Girls’ Education Initiative, A Guidance Noteto UN Teams (pdf). UNGEI, April 2002.

Multi-Sectoral Strategies for Advancing Girls’Education: Principles and Practices (pdf).Howard Williams, Academy for EducationDevelopment, June 2001.

Starting Now: strategies for helping girlscomplete primary, Andrea Rugh. SAGETechnical Report No.1 pgs 47–99. Availablethrough Academy for Educational Development.

OXFAM Education and Gender EqualitySeries: http://www.oxfam.org.uk/what_we_do/issues/education/gender_education.htm.

LINK TO EMERGENCY PREPAREDNESS – GENDER INEDUCATION IN EMERGENCIES! Address barriers to girls’ education prior to emergencies to ensure

that strategies to improve girls’ access to education area beingimplemented.

! Advocate with MoE for policy changes to increase girls’ enrolment,gender sensitive curricula and teacher training, access to girlfriendly water and sanitation facilities, flexibility in schoolcalendars, and fee policies.

! Increase community and child participation in education policy andpromotion of girls’ education prior to emergencies.

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IASC GUIDELINES, EDUCATIONSECTOR ACTIVITIES

ANNEX 3.3.1

Minimum Prevention andResponse InterventionsBackgroundWomen and children, especially girls, inemergencies face the threat of sexualviolence, including rape, sexualexploitation/abuse, prostitution, traffickingand forced pregnancy. Ensuring that girlscan go to school in protective learningenvironments in emergency situations mayhelp to protect them from sexual violenceand other abuses. It is crucial to promotequality educational activities on life skillsissues, with specific mention of theprevention of sexual violence. Schools canand should provide a protectiveenvironment for girls and boys. Thenormality and routine provided by dailyschooling is a stabilizing and crucial factorfor children’s development. Children andyoung people who are in school are morelikely to delay the age of first sex –particularly if they get support and learnskills to postpone starting sexual activity.Schools are places not only for theteaching of traditional academic subjects,but also for the dissemination of life-savingand life-sustaining messages. Schools areeffective sites for education on such issuesas HIV/AIDS, landmines, human rights,tolerance, and non-violent conflictresolution, as well as other issues.Children who go to school are also lesslikely to join the military and armed groups.

Key ActionsThe following actions apply to theeducation sector. The education sectoridentifies a focal point who participatesregularly in the GBV working group andreports on the sector’s achievement of the

key actions. The focal point participates incross-cutting functions led by the GBVcoordinating agencies and workinggroups, as described in Action Sheets forCoordination, Assessment and Monitoring,Human Resources, and InformationEducation Communication.

1. Plan education programmes usingguidance from the Minimum Standardsfor Education in Emergencies.

2. Keep children, particularly those atthe primary school level, in school orcreate new schooling venues whenschools do not exist. Some effectivestrategies that may be appropriate,depending on the setting, include:

! Link humanitarian services (such asspecial food packages for families tiedto attendance) with schools.

! Monitor drop-out through assistancelists to determine if and why childrenare leaving school.

! If children are dropping out of schoolbecause of lack of food, provide schoolfeeding.

! Provide assistance with school fees,materials, and uniforms.

! Offer flexible school hours toaccommodate children who cannotattend school all day due to otherresponsibilities, such as a child caringfor an ailing parent or a child who hasbeen orphaned.

3. Prevent sexual violence and maximizechild survivors’/victims’ access to helpingservices by raising awareness amongstudents and teachers about sexualviolence and implementing preventionstrategies in schools


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! Inform teachers about sexual violence,prevention strategies, potential after-effectsfor children, and how to access help andsexual violence services in the community.

! Actively recruit female teachers.! Include discussion of sexual violence in

life skills training for teachers, girls andboys in all educational settings.

! Ensure all teachers sign codes ofconduct which prohibit sex with childrenand young people.

! Establish prevention and monitoringsystems to identify risks in schools andprevent opportunities for teachers tosexually exploit or abuse students.

! Provide materials to assist teachers (forexample, School-in-a-Box andRecreation Kits that include informationon gender-based violence and care forsurvivors).

! Provide psychosocial support toteachers who are coping with their ownpsychosocial issues as well as those oftheir students. Such support may helpreduce negative or destructive copingbehaviours.

Guidelines for Gender-based ViolenceInterventions in Humanitarian Settings

4. Establish community-based protectionactivities and mechanisms in placeswhere children gather for education toprevent abuses such as sexual violenceand/or recruitment by armed groups

! Provide facilities for recreation, gamesand sports at school and ensure accessand use by both boys and girls. Besensitive to the community’s culturalpractices and preferences related togender.

! Gain community support for school-based sexual violence programming bycommunicating with parent groups andcommunities about sexual violence andthe risks for girls in emergencies.

! Ensure parents and the communityknow about teachers’ codes of conduct.

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! Minimum Standards for Education in Emergencies Handbook

Background to MinimumStandards for Education inEmergenciesThe Minimum Standards for Education inEmergencies (MSEE) are built on thefoundation of the Convention on the Rightsof the Child (CRC), the Dakar 2000Education for All (EFA) goals and theSphere Project’s Humanitarian Charter.The CRC and the EFA goals set forth theright to quality education for all, includingthose affected by emergencies.

When the Sphere Project was launched in1997 to develop a Humanitarian Charterand a set of universal minimum standards,it identified standards for core areas ofhumanitarian assistance, including watersupply and sanitation, nutrition, food aid,shelter and site planning, and healthservices. However, education was notconsidered as a basic need. As a result,the MSEE was developed as a responseto this ‘gap’ and also uses the wording of‘minimum standards’ to reflect theterminology used in the Sphere Project.

The MSEE have been developed bystakeholders from a variety of levels(households and communities, local

authorities, ministry officials, fundingagencies, implementers, etc.) and haveevolved out of the emergency and earlyreconstruction environments. Thestandards provide guidance on hownational governments, other authoritiesand national and international agenciesmay respond and establish educationprogrammes in emergency settings. Theyare a tool to be used in efforts to achieve aminimum level of educational access andprovision that help to meet this right.

The standards are designed to be used bycommunities, governments, otherauthorities and humanitarian workers tomeet the education needs as defined bythe immediate populace. (INEE Website:www.ineesite/org/standards/msee/asp.)

The minimum standards are presented infive categories with CommunityParticipation and Analysis common to allcategories. The standards areinterdependent and offer a tool to enhancethe effectiveness and quality ofeducational initiatives.

Each of the categories has a list ofstandards and indicators, plus guidancenotes:

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! The standards are the goals to be met.! The indicators outline the criteria or

signposts to help achieve the goals,and can be qualitative and/orquantitative in nature.

! The guidance notes providebackground information in relation tothe indicators, offer advice, as well ashighlight some issues that may arise.

LINK TO EMERGENCY PREPAREDNESS – MINIMUMSTANDARDS FOR EDUCATION IN EMERGENCIES! Review Minimum Standards prior to emergencies and determine

how standards align with UNICEF’s CCCs for Education.! Ensure that agreements with partners about roles and

responsibilities prior to emergencies address the standardsestablished for Community Participation and Analysis.

! Conduct workshops with partners on UNICEFs CCCs andMinimum Standards and make agreements on roles andresponsibilities in order to meet appropriate standards inemergencies.

It is important to remember that all thecategories are interconnected, and thatfrequently standards described in onecategory need to be addressed inconjunction with standards described inothers.

Additional ResourcesInter-Agency Network on Education inEmergencies: http://www.ineesite.org/.

Common Category:Community Participation

Standard 1: Participation. Emergency-affectedcommunity members actively participate inassessing, planning, implementing, monitoring andevaluating the education programme.Standard 2: Resources. Local community resourcesare identified, mobilized and used to implementeducation programmes and other learning activities.

Common Category:Analysis

Standard 1: Initial assessment. A timely educationassessment of the emergency situation isconducted in a holistic and participatory manner.Standard 2: Response plan. A framework for aneducation response is developed, including a cleardescription of the problem and a documentedstrategy for action.Standard 3: Monitoring. All relevant stakeholdersregularly monitor the activities of the educationresponse and the evolving education needs of theaffected population.Standard 4: Evaluation. There is a systematic andimpartial evaluation of the education response inorder to improve practice and enhanceaccountability.

Category:Access and Learning Environment

Standard 1: Equal access. All individuals haveaccess to quality and relevant educationopportunities.Standard 2: Protection and well-being. Learningenvironments are secure, and promote theprotection and mental and emotional well-being oflearners.Standard 3: Facilities. Education facilities areconducive to the physical well-being of learners.

Category:Teaching and Learning

Standard 1: Curricula. Culturally, socially andlinguistically relevant curricula are used to provide formaland non-formal education, appropriate to the particularemergency situation.Standard 2: Training. Teachers and other educationpersonnel receive periodic, relevant and structuredtraining according to need and circumstances.Standard 3: Instruction. Instruction is learner-centred,participatory and inclusive.Standard 4: Assessment. Appropriate methods areused to evaluate and validate learning achievements.

Category:Teachers and Other Education Personnel

Standard 1: Recruitment and selection. A sufficientnumber of appropriately qualified teachers and othereducation personnel are recruited through a participatoryand transparent process based on selection criteria thatreflect diversity and equity.Standard 2: Conditions of work. Teachers and othereducation personnel have clearly defined conditions ofwork, follow a code of conduct and are appropriatelycompensated.Standard 3: Supervision and support. Supervision andsupport mechanisms are established for teachers andother education personnel, and are used on a regularbasis.

Category:Education Policy and Coordination

Standard 1: Policy formulation and enactment.Education authorities prioritize free access to schoolingfor all, and enact flexible policies to promote inclusionand education quality, given the emergency context.Standard 2: Planning and implementation. Emergencyeducation activities take into account national andinternational educational policies and standards and thelearning needs of affected populations.Standard 3: Coordination. There is a transparentcoordination mechanism for emergency educationactivities, including effective information sharing betweenstakeholders.

Minimum Standards for Education in Emergencies

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RESOURCES! Annotated Bibliography of Materials for Education in Emergencies

WebsitesAction on the Rights of Children: http://www.arch-ed.org/.ReliefWeb: http://www.reliefweb.int/resources/ewarn/html.IRIN (Integrated Regional Information Network by OCHA): http://www.irinnews.org/.ELDIS (The Gateway to Development Information): http://www.eldis.org/.GINIE (Global Information Networks in Education): http://www.ginie.org.INEE (Inter-Agency Network for Education in Emergencies): http://www.ineesite.org/.USA for UNHCR. Educational resources and teaching materials: http://www.unrefugees.org/usaforunhcr/dynamic.cfm?ID=58.Integrated Regional Information Networks (IRIN): http://www.irinnews.org/homepage.asp.Inter-Agency Network for Education in Emergencies: http://www.ineesite.org.International Institute for Education Planning: http://www.unesco.org/iiep.Refugee Studies Centre, Oxford University: http://www.rsc.ox.ac.uk/.SPHERE Project: http://www.sphereproject.org/.Winnipeg Refugee Education Network: http://www.winnipegrefugee.org/.Women’s Commission for Refugee Women and Children: http://www.womenscommission.org/.

DocumentsFacts for Life. UNICEF, WHO, UNESCO, 1989. Download at: http://www.unicef.org/publications/files/pub_ffl_en.pdf.Forced Migration Online: http://www.forcedmigration.org.Global IDP Project: http://www.idpproject.org/index.htm.Guide book for Planning Education in Emergencies and Reconstruction, UNESCO, IIEP,2006: http:www.unesco.org/iiep/eng/focus/emergency/guide book.htm.INEE Minimum Standards for Education in Emergencies. Download at: http://www.ineesite.org/standards/MSEE_report.pdf.INEE Technical Resource Kit for Emergency Education. Download at: http://www.ineesite.org/about/TTLMBKLT.pdf.Rapid Educational Response in Complex Emergencies: A discussion document, by P.Aguilar and G. Retamal. IBE: Switzerland, 1998. Download at: http://www.ibe.unesco.org/International/Publications/FreePublications/FreePublicationsPdf/Retamal.pdf.RESPECT – Refugee Education Sponsorship Program: http://www.respectrefugees.org/e-zine_index.php.

UN System LinksInter-Agency Standing Committee: http://www.humanitarianinfo.org/iasc/.Office for the Coordination of Humanitarian Affairs (OCHA): http://www.reliefweb.int/ocha_ol/index.html.Office of the Special Representative of the Secretary-General for Children and ArmedConflict: http://www.un.org/special-rep/children-armed-conflict/.United Nations Children’s Fund (UNICEF): http://www.unicef.org/emerg/index_role.html.United Nations Commission on Human Rights (UNCHR): http://www.unhchr.ch/huricane/


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huricane.nsf/webhome/english/.United Nations Education, Scientific and Cultural Organization: http://www.unesco.org/.United Nations High Commissioner for Refugees (UNHCR): http://www.unhcr.ch/cgi-bin/texis/vtx/home/.United Nations Relief and Works Agency for Palestine Refugees: http://www.un.org/unrwa/index.html.World Food Programme: School Feeding: http://www.wfp.org/index.asp?section=1.World Health Organization: http://www.who.int/en/.

Non-governmental OrganizationsCARE International: http://www.care.org/.Enfants Refugies du Monde: http://www.enfantsrefugiesdumonde.org/.International Council of Voluntary Organizations: http://www.icva.ch/.International Federation of Red Cross and Red Crescent Societies: http://www.ifrc.org/.International Rescue Committee (IRC): http://www.theirc.org/Children/.International Save the Children Alliance: http://www.savethechildren.org/.Norwegian Refugee Council: http://www.nrc.no/engindex.htm.OXFAM: http://www.oxfam.org/eng/.Ploughshares International: http://www.ploughshares.ca/.Refugee Education Trust: http://www.refugeeeducationtrust.org/.World Education: http://www.worlded.org/index.html.World Vision: http://www.wvi.org/home.shtml.


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Module 1: Education inEmergency Preparedness andResponse

Section 1.1: UNICEF Emergency Policyand Rationale for Education inEmergencies1 Adapted from http://www.emdat.net retrieved on

29 November 2005.2 Technical Notes: Special Considerations for

Programming in Unstable Situations. Chapter 3‘Ongoing Education.’ UNICEF, 2003.

3 Technical Notes: Special Considerations forProgramming in Unstable Situations. Chapter 3‘Ongoing Education.’ UNICEF, 2003.

4 Rewrite the Future, Education for children inconflict affected countries, International Save theChildren Alliance, Cambridge House, 2006.

5 http://www.unicef.org/about/execboard/files/05-11_MTSP.pdf.

6 S. Nicolai & C. Triplehorn. ‘The role of education inprotecting children in conflict.’ HumanitarianPractice Network, March 2003. Download at http://www.odihpn.org/pdfbin/networkpaper042.pdf.

7 United Nations Millennium Development Goals(MDG). Download at http://www.un.org/millenniumgoals/.

8 S. Nicolai & C. Triplehorn. ‘The role of education inprotecting children in conflict.’ HumanitarianPractice Network, March 2003. Download at http://www.odihpn.org/pdfbin/networkpaper042.pdf.

9 Machel, G. (1996). The impact of armed conflicton children. United Nations Department for PolicyCoordination and Sustainable Development(DPCSD). Download at http://www.unicef.org/graca/a51-306_en.pdf.

10 Adapted from United Nations Children’s Fund,‘Programme Policy and Procedures Manual’, ascited in A Human Rights-based Approach toProgramming in Humanitarian Crises: Is UNICEFup for the challenge?, UNICEF, EMOPS HumanPolicy Unit, New York, 2003, p. 1.

11 United Nations Children’s Fund, CoreCommitments for Children in Emergencies,UNICEF, New York, p. 2.

12 Adapted from Nicolai, S., Education inEmergencies: A tool kit for starting and managingeducation in emergencies, SAVE, 2003, p. 7.

END NOTES

Section 1.2: Framework for RapidEducation Response13 Aguilar, Pilar; Retamal, Gonzalo, Educational

Response in Complex Emergencies, UNESCO,UNICEF, UNHCR, Geneva, 1998.

14 Child Friendly Spaces/Environments: An IntegratedServices Strategy for Emergencies and theirAftermath, New York, 2005 (internal unpublisheddocument).

15 Adapted from ‘Rapid Educational Response inComplex Emergencies: A discussion document.’ P.Aguilar and G. Retamal, International Bureau ofEducation, Geneva, Switzerland, 1998.

16 Adapted from Aguilar, Pilar and Gonzalo Retamal,Protective Environments and Quality Education inEmergencies,” International Journal of Educationand Development (IJED), University of Reading,UK (forthcoming as of 2006).

17 Nazim Akhunov, Psychosocial Rehabilitation of IDPChildren: Using theatre, art, music and sport,Forced Migration 12 (1999), pp. 20-21. Also:Eliana Gil, The Healing Power of Play, GuilfordPress, London/New York, 1991. “Because physicaland sexual abuses are intrusive acts, theinterventions should not be intrusive, allowing thechild ample physical and emotional space.” pp. 59-61.

18 Cassie Landers, Listen to Me: Protecting theDevelopment of Young Children in Armed Conflict,New York, UNICEF, Office of EmergencyProgrammes, 1998.

19 Karen Gallas, Arts as Epistemology: EnablingChildren to Know What They Know, in M.R.Goldberg and A. Phillips, eds., Art as Education,Harvard Educational Review, Cambridge, MA, pp.26-28. (Reprint Series No. 24. Also, NatalieRogers, The Creative Connection: Expressive Artsas Healing, Science and Behaviour Books, PaloAlto, 1993.

20 Rozane Chorlton, Back to School: A Report on theActivities of the Education Section, 1994-96,UNICEF, Kigali, 1996, p. 29. “Teaching as Therapy.As the massive in-service training programmestarted, something unexpected happened. Some ofthe teachers felt that they could not help thechildren because they were so distressedthemselves. They spoke of this to the trainers, whoreorganized the training so that the teachers wouldhave the chance to express their own feelings and


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fears. The result was remarkable; the teacherssaw how much it had helped them and realizednow important it would be for children. As timewent on, the teachers found the very task ofhelping the children therapeutic to themselves.”

21 LLECE, First International Comparative Study(Language Mathematics and Associated Factors),UNESCO/OREALC, Santiago de Chile, 2002.

22 “The child is usually defeated by the superiorstrength of the adult, but the defeat does notremain without consequences; it would seem toactivate a tendency to overcome defeat by doingactively what one was forced to endure passively:to rule when one had to obey; to beat when onewas beaten; in short, to do what one was forcedto suffer, or to do what one was forbidden to do.”Eric Fromm, The Anatomy of HumanDestructiveness, Pimlico, 1997, p. 317.

23 Precise indicators do, however, need to bedeveloped in relation to these more preciseobjectives. These instruments should be able toassess improvement of children psychosocial andcognitive development in the process of copingwith the distress created by war, natural disastersand trauma. (See Tool Kit Curriculum Developmentsample.)

Section 1.3: Rapid Education Assessment24 ‘Technical Notes: Special Considerations for

Programming in Unstable Situations,’ Chapter 3‘Ongoing Education.’ UNICEF 2003.

25 ‘Education in Emergencies Information ResourceKit. P. Aguilar, Unpublished Internal Draft, UNICEFJune 2002.

26 From draft, Inter-Agency Rapid Assessment ToolsDevelopment, EMOPS, UNICEF, April 2006.

27 ‘UNICEF Emergency Preparedness and ResponseTraining – Participant Workbook,’ UnpublishedInternal Draft, n.d.


29 ‘Possible Monitoring and Evaluation Strategies forthe Back-to-School Campaign.’ L. Elmi, UNICEFAfghanistan Country Office, Internal Draft, March23, 2002.

30 Adapted from Nicolai, S., Education inEmergencies: A tool kit for starting and managingeducation in emergencies, SAVE, 2003, pp. 36-37.

Section 1.4: Temporary Learning Spaces31 ‘Education in Emergencies Information Resource

Kit. P. Aguilar, Unpublished Internal Draft, UNICEFJune 2002.

32 ‘Education, Care and Protection of Children inEmergencies. A Field Guide,’ Carl Triplehorn, Savethe Children 2001.

33 Technical Notes: Special Considerations forProgramming in Unstable Situations. Chapter 3‘Ongoing Education.’ UNICEF, 2003.

34 ‘UNICEF Child Friendly Spaces/Environments(CFS/E). An Integrated Services Response forEmergencies and Their Aftermath.’ Internal FinalDraft, Unpublished. UNICEF/University ofPittsburgh, 30 August 2004.


36 ‘UNICEF Child Friendly Spaces/Environments(CFS/E). An Integrated Services Response forEmergencies and Their Aftermath.’ Internal FinalDraft, Unpublished. UNICEF/University ofPittsburgh, 30 August 2004.

37 Chapter 2 Minimum standards in water supply,sanitation and hygiene promotion, SphereGuidelines p. 54 – 96.

Section 1.5: Pre-packaged Kits38 Education in Emergencies Information Resource Kit.

P. Aguilar, Internal Unpublished Draft, UNICEF 2002.39 Technical Notes, pp. 291 and 445.40 Adapted from lessons learned from UNICEF and

‘Education: Care and Protection of Children inEmergencies – A Field Guide’ Triplehorn, C., Savethe Children (2001), p.70.

41 The Use of Emergency Education and RecreationKits in Aceh: A Review (Draft), May 2006, UNICEF.

42 Adapted from ‘Early Childhood Development Kit,Guidelines for Caregivers’, ECD Unit / ECDEmergency Task Force, Programme Division,UNICEF, New York, 2005.

Section 1.6: Supplementary Packages andEmergency Curriculum Themes43 ‘Technical Notes: Special Considerations for

Programming in Unstable Situations,’ Chapter 3‘Ongoing Education.’ UNICEF, 2003.


45 Fountain, S., Peace Education, Working PaperEducation Section Programme Division, New York,June 1999, p.13.

46 Adapted from United Nations Children’s Fund, ‘Mapof Programmes for Adolescent Participation duringConflict and Post-conflict Situations,’ UNICEF, NewYork, September 2003, retrieved from http://www.unicef.org on 25 December 2005, p. 27.

47 ‘Refugee Environmental Education Pilot Project inKenya’ (REEPP-KENYA), UNHCR, April 1997.‘Environmental education programme teacher’sguide,’ UNESCO-PEER/UNHCR, Nairobi, 1996.


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Section 1.7: Teacher Mobilization,Identification and Training48 Technical Notes: Special Considerations for

Programming in Unstable Situations. Chapter 3‘Ongoing Education.’ UNICEF, 2003.

49 Technical Notes: Special Considerations forProgramming in Unstable Situations. Chapter 3‘Ongoing Education,’ Annex 2. UNICEF, 2003.These can be found in the Emergency FieldHandbook CD-Rom and www.intranet.unicef.org/technotes/CH03AN02.html.


51 ‘Rapid Educational Response in ComplexEmergencies: A discussion document.’ P. Aguilarand G. Retamal, International Bureau of Education,Geneva, Switzerland, 1998.


53 ‘Technical Notes: Special Considerations forProgramming in Unstable Situations,’ Chapter 14‘Protecting Psychosocial Development.’ UNICEF2003.

54 ‘Inclusive Education of Children at Risk.’ INEE.Download at http://www.ineesite.org/inclusion/gender.asp.

Section 1.8: Supplies and Operations55 ‘Emergency Field Handbook’, Chapter on Supplies

and Logistics, Draft, UNICEF 2005.56 ‘Emergency Preparedness and Response Training,’

UNICEF/ESARO.57 Adapted from United Nations Children’s Fund,

UNICEF Pakistan, Facts Sheets ‘EmergencyEducation’, retrieved from http:www.unicef.org/Pakistan/factsheets_994.htm on 9 December2004.

58 United Nations Children’s Fund, UNICEFIslamabad, Maurice Robson, Senior ProjectOfficer, 9 December 2005.

59 Emergency Field Handbook, p. 317.60 While many common practices exist, each region

has a different approach towards staffing inemergencies. Some regions, such as WCARO andROSA, have internal rosters, and others, such asTACRO, maintain an external roster as well asinternal roster. MEANRO uses systematicallyregional advisors (RAs) as surge capacity support.This system is not institutionalized globally yet, butDHR is working to make that a common practice ineach region. All regions have access to the globalweb roster available through the intranet, althoughonly summary information is available to Education

officers. Access to CVs and other confidentialinformation is restricted to Heads of Offices,Human Resources/Operations Officers, andRegional Emergency Officers. (Petterson, A.)

61 United Nations Children’s Fund, Interview withAnders Petterson, Emergency Focal Point DHREmergency Unit, NY HQ, Bangkok, 5 December2005.

62 Pocketbook of Emergency Resources, p.41.63 Adapted from Emergency Field Handbook, p. 8.64 Emergency Field Handbook, pp.317-319.65 Adapted from Ibid. p. 321.66 Emergency Field Handbook, UNICEF, p. 321.67 ‘What are Stand-by Arrangements?’ UNICEF

Internal Draft, received from M. Tildelius, April2005.

68 Ibid, p. 320 – 322.69 Adapted from Emergency Field Handbook, pp.

308-311.70 Emergency Programme Fund: A practical guide for

field offices: www.intranet.unicef.org/pd/pdc.nsf/0/fce897ddaa4b6f668525714c00731d0b?OpenDocument.

Section 1.9: Framework for EmergencyEducation Preparedness71 Emergency Preparedness and Response Plans

2005, Introduction.72 UNICEF Country Emergency Preparedness and

Response Plan template (October 2005).73 Op. cit., Umasree, S.74 ‘What are Stand-by Arrangements?’ UNICEF

Internal Draft, received from M. Tildelius, April2005.

Module 2: Transition to Recoveryand Reconstruction of EducationSystems

Section 2.1: Re-establishing FormalEducation75 ‘Education in Emergencies Information Resource


76 Adapted from ‘Rapid Educational Response inComplex Emergencies: A discussion document.’ P.Aguilar and G. Retamal, International Bureau ofEducation, Geneva, Switzerland, 1998.

Section 2.2: Reintegrating Students77 Interview with P. Aguilar, June 7, 2005.78 ‘Education in Emergencies Information Resource


79 ‘Education in Emergencies Information Resource


179


80 EFH, Child Protection, 14, Disarmament,demobilization and reintegration.

Section 2.3: Rehabilitation andConstruction of Schools81 ‘Education in Emergencies Information Resource


82 Interview with P. Aguilar.83 ‘Education in Emergencies Information Resource


84 ‘UNICEF Rapid Assessment Matrix for CCCs’, CCCsEducation. Unpublished internal draft, July 2004.

85 P. Aguilar, ‘Child Friendly Schools/ and ChildFriendly Spaces/Environments’, UNICEF, January2005, Internal Draft.

86 United Nations Children’s Fund, ‘Education Report’,p. 19.

87 Child Friendly Schools in East Asia and the Pacific:‘How friendly can they be?’ UNICEF, May 2004.

Section 2.4: Curriculum Development88 ‘Technical Notes: Special Considerations for

Programming in Unstable Situations,’ Chapter 3‘Ongoing Education.’ UNICEF, 2003.



91 ‘Technical Notes: Special Considerations forProgramming in Unstable Situations,’ Chapter 3‘Ongoing Education,’ UNICEF, 2003.



Section 2.5: Teacher Reintegration andTraining94 ‘Education in Emergencies Information Resource


Module 3: Cross-Cutting Componentsof Emergency EducationPreparedness and Response

Section 3.1: Monitoring and Evaluation95 Adapted from United Nations Children’s Fund,

Emergency Field Handbook, UNICEF, New York,2005, p.28.


97 Interview with Soma De Silva, Monitoring andEvaluation Regional Advisor, UNICEF RegionalOffice for South Asia, June 2006.

98 Ibid.99 ‘Possible Monitoring and Evaluation Strategies for

the Back-to-School Campaign.’ L. Elmi, UNICEFAfghanistan Country Office, Internal Draft, March23, 2002.



102 Ibid.103 ‘Education, Care and Protection of Children in

Emergencies. A Field Guide,’ Carl Triplehorn, Savethe Children 2001.

104 Interview with P. Aguilar, June 7, 2005.105 United Nations Children’s Fund, ‘2.3.1 Indicators,

definitions and distinctions’, Core Content Sheets,UNICEF M&E Training Resource, retrieved fromhttp://www.intranet.unicef.org on 23 December2005.


107 United Nations Children’s Fund, ‘5.1.2 Datagathering methods, an overview’, Core ContentSheets, UNICEF M&E Training Resource,retrieved from http://www.intranet.unicef.org on 23December 2005.

108 United Nations Children’s Fund, ROSA ‘EducationReport’, UNICEF, 2005, pp.24-27.

109 United Nations Children’s Fund, ‘Tsunami Inputs’,retrieved from http://www.intranet.unicef.org on 23December 2005.

Section 3.2: Coordination, Partnershipsand Leadership110 ‘Education in Emergencies Information Resource



180

111 UNICEF-WFP Memorandum of Understanding.Working draft, 7 April 2005.

112 UNICEF Generic Template: Standby Agreement –March 2005.

113 Pan American Health Organization. Goyet, Clauded. Vd., Stop Propagating Disaster Myth, PAHO,Washington, D.C., 1999.

114 United Nations Children’s Fund, Technical Notes:Special considerations for programming inunstable conditions, UNICEF, New York, 2001, pp.271-272.

115 Hussain, P., ‘Cluster Exhibit’, retrieved from http://www.web.worldbank.org/servlets/ on 21December 2005.

116 United Nations Children’s Fund, ‘Position Paper onUN Reform Partners for results for children (firstdraft for internal circulation and comment),UNICEF, New York, 2005, p.19.

117 Inter-Agency Standing Committee Real TimeEvaluation Cluster Approach Pakistan Earthquake.

118 UNICEF-WFP Memorandum of Understanding.Working draft, 7 April 2005.

119 United Nations Children’s Fund, Emergency FieldHandbook, UNICEF, New York, p.17.

120 Technical Notes, p. 279.121 White, C., ‘Education Lead in Crisis Situations’,

UNICEF, New York, retrieved from http://www.intranet.unicef.org./pd/unreform.nsf on 20December 2005, p.2.

122 Aguilar, P. ‘Notes on Lead Agency - Education’,retrieved from http://www.intranet.unicef.org./pd/unreform.nsf on 20 December 2005, pp. 1-2.

123 United Nations Children’s Fund, ROSA‘Documentation of UNICEF Response to theTsunami Disaster in South Asia: India, Sri Lankaand the Maldives’, (revised), UNICEF, ROSA,2005, p. 10.

124 United Nations Children’s Fund, ‘Synthesis ofLessons Learned on the Tsunami Response’, ascited in UNICEF (EMOPS/PD), Lessons Learnedfrom the Tsunami Response, (draft), 15 May2005.

125 Ibid, p.2

Section 3.3: Gender in Education inEmergencies126 Education For All Week, 19-25 April 2004,

UNESCO127 Technical Notes, Chapter 3.128 UNICEF EPR Training Manual, Session 2.2,

Handout 1.1.7, Impact of Emergencies on theMTSP

129 United Nations Children’s Fund, ‘Synthesis ofLessons Learned on the Tsunami Response’, ascited in UNICEF (EMOPS/PD), Lessons Learnedfrom the Tsunami Response, (draft), 15 May2005. Para 3, p.17.

130 UNICEF (EMOPS-PD) July 2005. Speaking Notesof Ms. Ann Veneman, panelist for ‘LessonsLearned from the Indian Earthquake/Tsunami:Response Challenges’.

131 United Nations Children’s Fund, ROSA,‘Documentation of the UNICEF Response to theTsunami Disaster in South Asia. Debriefing withROSA on the Mission to Maldives’ PowerPointPresentation. UNICEF, ROSA, Kathmandu, 6 May2005, as cited in Synthesis of Lessons Learned onthe Tsunami Response, UNICEF ROSA, preparedby EMPOS, Tsunami Validation Workshop, 8-9September 2005, p. 7.

132 United Nations Children’s Fund, ROSA, ‘Notes:Lessons from Tsunami’, Representatives meeting,6 February 2005.

133 UNICEF, State of the World’s Children, 2005, p. 43.134 IASC Guidelines, Minimum Prevention and

Response Interventions, Guidelines for Gender-based violence interventions in humanitariansettings.

135 INEE, Good Practice Guides for EmergencyEducation, Inclusive Education for Children at Risk.


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