2017 Annual Report UNHCR—Educate A Child Programme 2017 Annual Report UNHCR—Educate A Child Programme “When I’m in the classroom I feel safe”

Ten-year-old Josef, a young Ethiopian refugee, enjoys Sana'a, Yemen. After his school was bombed in 2015, Josef going to school at a UNHCR-supported community centre in is now happy to go to school in a place where he feels safe. Educate A Child (EAC) Enabling, encouraging and excelling UNHCR—EAC Programme 2015–2019

COUNTRIES OPERATIONS Chad Ethiopia Islamic Republic of Iran Kenya–Dadaab Kenya–Kakuma Malaysia Pakistan Rwanda South Sudan Sudan Syrian Arab Republic Uganda Yemen–Aden Yemen–Sana’a

ENROLMENT TARGETS AND ACHIEVEMENTS OUT OF SCHOOL CHILDREN (OOSC) Life of Project OOSC Enrolment Target 807,670 Current Project Year OOSC Target 316,665 New OOSC Enrolment this Reporting Period Actual 355,839 Total to Date OOSC Enrolment Actual 682,245

ORGANISATION AND IMPLEMENTING PARTNERS United Nations High Commissioner for Refugees (UNHCR) Ministries of Education National and International NGOs Refugee Communities

AGREEMENT PERIOD 21 October 2015–31 December 2019

PERIOD COVERED BY THIS REPORT 1 January 2017–31 December 2017

CONTACT PERSON Marion Muscat Private Partnerships Officer Private Sector Partnerships Service, UNHCR, Copenhagen [email protected], +45 45 33 63 65

© United Nations High Commissioner for Refugees, November 2018 6 Educate A Child Annual Report 2017

Objectives and activities 2017 Table of Contents

This report details the progress UNHCR has made towards meeting the eight objectives of the EAC programme: PROGRAMME OVERVIEW

1. EXPAND ACCESS TO EDUCATION 5. IMPROVE DATA COLLECTION, MANAGEMENT Objectives and activities 2017 6 AND ANALYSIS TO PROMOTE LEARNING AND Key achievements 2017 8 Construction and rehabilitation of classrooms, provision BETTER PROGRAMMING Enrolment figures 2017 8 of school furniture and other resources Teachers trained on data management Executive Summary 9 Payment of school, exam and transport fees and cash grants to enable children to enrol and remain in school Improvement of data management systems Introduction 10 Expand Access 10 Provision of assistive devices for children with disabilities Out of school assessments conducted Accelerated Education 11 Improve the Quality of Teaching and Learning 11 Enrolment of children in accelerated education programmes School Year Overview 12 Ensure Safe Learning Environments 13 6. STRENGTHEN CAPACITY AND PARTNERSHIPS WITH Promote Awareness and Advocacy 13 MINISTRIES OF EDUCATION AND OTHER EDUCATION Improve Data Management 14 2. IMPROVE THE QUALITY OF TEACHING AND LEARNING ACTORS TO ENABLE MORE REFUGEE CHILDREN TO Strengthen Capacity and Partnerships 14 Emphasise Community Participation 15 ACCESS SCHOOL Teachers recruited and deployed Promote Innovation 15 Regular coordination meetings with key education Operational Challenges 16 Provision of textbooks, library books and other teaching stakeholders Looking Ahead 16 material for schools Progress at a Glance 2017 17 Partnerships with national, state and local education Topic-specific teacher training carried out, including authorities strengthened providing scholarships for teachers to enrol in certified training programmes COUNTRY OPERATIONS Chad 18 7. EMPHASISE COMMUNITY PARTICIPATION IN Ethiopia 23 EDUCATION Islamic Republic of Iran 28 3. ENSURE SAFE LEARNING ENVIRONMENTS Parent/teacher associations supported with grants Kenya–Dadaab 34 School uniforms provided to protect children on their and training Kenya–Kakuma 38 way to and from school Malaysia 42 Student committees developed, trained and supported Pakistan 48 Provision of psychosocial assistance for children in need Rwanda 56 South Sudan 62 Extra-curricular activities provided to engage children Sudan 67 Syrian Arab Republic 74 in social activities 8. PROMOTE INNOVATION IN EDUCATION Uganda 79 PROGRAMMING AND INTERVENTIONS Yemen–Aden 85 Yemen–Sana’a 89 Improve teaching and learning as well as data management 4. PROMOTE AWARENESS AND ADVOCACY ON THE through the provision of computers and internet access. Glossary 95 IMPORTANCE OF EDUCATION FOR REFUGEE CHILDREN

Newspapers in education distributed to children to enhance Sensitisation campaigns conducted their learning

Recruitment drives held 8 Educate A Child Annual Report 2017 9

Key achievements 2017 Executive Summary

The Educate A Child (EAC) multi-year programme continues KEY ACHIEVEMENTS to make a real difference in the lives of out of school refugee 265 toilets constructed 5,980 teachers and education personnel trained children (OOSC). In 2017, 355,839 formerly OOSC were enrolled 174,748 children enrolled in accelerated learning in primary education thanks to the programme. 5,696 students received exam and school fees programme and catch up classes

113,328 students received assorted scholastic materials 85 sensitisation campaigns for refugee education

1,141 classrooms rehabilitated 57 schools provided with ICT equipment

249 classrooms constructed 213 participants trained on data management system

6,441 teachers and education personnel 1,526 students with special needs supported remunerated

Only 61 per cent of refugee children monitored logical frameworks, are in primary education, compared contributed significantly to improving to a global average of 91 per UNHCR’s ability to monitor and cent. Refugees, who have been evaluate activities undertaken through forcibly displaced from their homes, the EAC programme. Enrolment figures 2017* experience additional problems in accessing primary education in As in previous years, this report comparison with their peers. Issues begins with an overview of the such as the recognition of certification EAC programme in 2017, organised 10 of previous studies, different according to the eight programmatic 3 languages of instruction and curricula, objectives, together with effective family economic issues and problems examples of how each objective is 6 created by escalating conflicts are being implemented in the field and some of the challenges that refugee at Headquarters level. The overview children face. also summarises some of the key challenges offices encountered during Ensuring access to quality education implementation and how these were 9 programmes is difficult in displacement addressed, as well as an introduction 1 12 situations. Most often, the unavailability to some planned activities for 2018. and inadequate qualification of teachers, the lack of safe learning Information from each country office 2 8 sites, as well as the shortage of is provided, with both narrative and adequate teaching and learning logical framework components.

5 resources contribute to the problem. 11 4 As forced displacement continues The EAC programme has adopted unabated, UNHCR enters the last full 7 measures to widen access to quality year of the EAC programme aware of primary education in 12 countries in the need to continue its commitment Africa, Asia and the Middle East. to expanding access to quality 1 CHAD 13,157 5 MALAYSIA 1,877 10 SYRIA 168,759 primary education. Recognising that the programme has had a significant 2 6 11 2017 was a year of consolidation and ETHIOPIA 14,288 PAKISTAN 6,291 UGANDA 96,569 optimisation of the EAC programme impact on the lives of thousands 3 IRAN 0 7 RWANDA 2,041 12 YEMEN–ADEN 565 through improvements in data of refugee and internally displaced monitoring and evaluation. The children, and that needs on the ground 4 KENYA–DADAAB 14,480 8 SOUTH SUDAN 13,201 12 YEMEN–SANA’A 386 introduction of the Refugee Education continue to grow, UNHCR looks Management Information System forward to continuing to build on the 4 9 KENYA–KAKUMA 9,900 SUDAN 14,325 (REMIS), as well as strengthened positive results from 2017 through a reporting via revised and closely new programme starting in 2019. * Enrolment figures of out of school children: 1 January to 31 December 2017 The boundaries and names shown and the designations used on this map do not imply official endorsement or acceptance by the United Nations. 10 Educate A Child Annual Report 2017 11

ACCELERATED EDUCATION was postponed to 2018. In 2018, AE this rate was above the national workshops will take place in several average (79.3 per cent in 2017). In Introduction Progress has been made in EAC country operations; Pakistan, Dadaab Kenya, EAC interventions Accelerated Education (AE) South Sudan and Uganda, with a contributed to the maintenance of 150 programming in 2017 through follow-up workshop in Kenya. refugee teachers and the recruitment the following activities: of 90 national teachers, thus ensuring In speaking to the importance of EXPAND ACCESS New refugee arrivals continue in education, the UN High Commissioner Chad, Ethiopia, Kenya, Rwanda, Sudan Furthermore, nine countries appropriate syllabus coverage. for Refugees, Filippo Grandi, states One of the main objectives of the EAC and Uganda, at times necessitating • The introduction of global implementing the EAC programme The programme also supported that education “amounts to an programme is to expand access to a reprioritisation of activities to meet guidance and tools to strengthen completed an Accelerated Education 122 refugee teachers to undertake investment in the future” of refugee education for out of school children. their educational needs. In Gambella, the coordination, standardisation profile where AEPs were mapped certificate and diploma courses in and quality of Accelerated against the AEWG Principles for Early Childhood Development. These children and is “crucial to the peaceful Our enrolment figures once again Ethiopia, for example, more than 3 and sustainable development of the demonstrate the very positive impact 67,000 refugees arrived in 2017, thus Education Programme Effective Practice . This mapping also initiatives led to improved teaching places that have welcomed them, the programme is having on the lives increasing the number of children (AEP) implementation included the implementing agency in the classrooms, and ultimately and to the future prosperity of their of refugee children. In total, from in need of education. At the same • The organisation of country level carrying out the programme, short AEP increased the retention rate of own countries”1. Education remains the beginning of this agreement in time, ongoing conflict in South Sudan, AE workshops to strengthen the descriptions, key areas of intervention learners and their performance in a key priority for UNHCR, helping October 2015 until the end of 2017, the Syrian Arab Republic (Syria) and quality of AEPs in refugee and gaps. national exams. refugee children develop skills, the programme has enrolled 682,245 Yemen created ongoing instability contexts support resilience and leading to children against an initial life of project and often had a negative impact on • Mapping at country level to One of the main measures to self-sufficiency and long-term stability. target of 448,097. To reflect this the delivery of education services. In assess the breadth and range improve the quality of teaching and The current EAC programme is rapidly overachievement, the enrolment target Yemen, ongoing hostilities led to the of AEPs ACCELERATED EDUCATION learning, once again undertaken in reaching its life of project target of has been increased to 807,670. In disruption of public education services WORKING GROUP 2017, was teacher training. Certified A session on AE was held at the EAC 807,670 and has enabled 682,245 2017 alone, against an initial targeted in 75 per cent of the governorates. teacher trainings and workshops workshop in Copenhagen in May children to enrol in primary education enrolment of 148,767. 355,839 formerly As a consequence, EAC programme At an international level, the AEWG, on psychological support, child 2017 to introduce the global tools since its inception in October 2015. OOSC have been enrolled in primary targets had to be adjusted. convened and led by UNHCR and protection, participatory pedagogy and and guidance developed by the education. now in its third year, developed, field inclusive classroom practice all aimed Accelerated Education Working This report details the progress Some EAC locations experienced tested, and in late 2017 launched, a at enhancing the quality of teaching. Group (AEWG)2. The session provided set of global guidance and tools for In Malaysia, activities focusing on UNHCR has made towards Activities that directly facilitated falling populations of refugees. In 4 meeting the eight objectives this enrolment in 2017 include the Dadaab, the overall camp population an introduction to AE, looked at AE to strengthen the coordination, improving the quality of teaching and of the EAC programme: construction of 249 classrooms, fell by 34,612 persons in 2017, a definitions, key components and standardisation and quality of AEP learning led to a significant increase and the rehabilitation of a further continuation of a trend in 2016, as examples of ongoing AE programmes implementation both at national and in children’s transition rate from grade in Ethiopia, Kenya and Pakistan. It also international levels. In 2017, the AEWG three to grade four, from 58 per cent in 1. Expand access to education 1,141. 1,067 new teachers were also voluntary repatriation, spontaneous provided an opportunity for operations also finalised its Learning Agenda. 2016 to 83 per cent in 2017. 2. Improve the quality of recruited and paid incentives so that returns and resettlement continued. to identify areas of technical The technical support that UNHCR teaching and learning they could devote themselves full One major effect was the consolidation assistance required to support their provides to countries implementing In Chad, pre-service training was 3. Ensure safe learning time to educating refugee children. In of Kambioos camp, where refugees AEPs. A key area that was highlighted the EAC programme is all based on enhanced through the provision of environments for children order to enable families to afford the who were not willing to repatriate was the lack of harmonisation of AEPs the global guidance developed by scholarships to refugees for their 4. Promote awareness and direct and indirect costs of educating were relocated to different camps, in the operations among stakeholders. the AEWG. The major objective is to entry into L'École Normale d’instituteur advocacy on the importance of their children, 8,334 cash grants were leading to the closure of three primary harmonise contextualised approaches Bilingue in Abeche and the École education for refugee children provided, as well as 5,696 exam and schools in 2017. Despite this, Dadaab Building on the key recommendation for AE in the refugee response using Normale d’instituteur in Doba. In 2017, 5. Improve data collection, school fees and transport allowances did manage to enrol 14,480 students from the EAC workshop and to support the 10 Principles as the foundation. 208 individuals benefitted from these management and analysis for 2,811 students. in the reporting period, which led to a a harmonised approach among scholarships, and the activity will to promote learning and better gross enrolment rate of 73 per cent of stakeholders, an AE workshop took continue into 2018. In South Sudan, programming In some locations, new influxes of children in the camp. place in September 2017 in Kenya for an emphasis on pre-service training 6. Strengthen capacity and refugees from neighbouring countries, both Dadaab and Kakuma sub-offices. has led to an increase of qualified partnerships with ministries have necessitated the provision of Khyber Pakhtunkhwa province, in IMPROVE THE QUALITY OF This workshop, co-facilitated by teachers from one per cent in 2016 to of education and other education additional infrastructure and materials Pakistan, also saw a decrease in TEACHING AND LEARNING UNHCR and UNICEF, brought together seven per cent in 2017 with innovative actors to enable more refugee for teachers and children. For refugee numbers, as repatriation partners, including the Ministry of techniques, such as peer teacher children to access school example, families continue to arrive in of Afghan refugees in that location Improvements in the quality of Education (MoE) and the Kenya trainings, and lecturers observing 7. Emphasise community the Kalobeyei Integrated Settlement, continued on a large scale. This led teaching and learning continue to take Institute for Curriculum Development. teachers in schools and providing participation in education which is overseen by UNHCR’s to a consolidation of schools, from 127 place under the EAC programme with The workshop was based on the feedback, leading to additional 8. Promote innovation in education Kakuma sub-office in Kenya. Being to 105, along with a reduction in the tangible results. guidance and tools developed by the improvements in minimum standards. programming and interventions. developed as an urban centre, both number of teachers. refugee and host communities benefit AEWG to ensure that harmonisation In Chad, for example refugee students The levels of teacher satisfaction with their work in South Sudan were Some highlights from the EAC from the infrastructure and services and any current or new AEP design or have achieved significant results in evidenced by the reduction in teacher programme implementation, organised provided at Kalobeyei. The centre expansion was aligned with globally national exams. The success rate for turnover to less than five per cent according to these objectives, are includes schools, of which three are agreed good practice. the Basic Education Exam increased throughout 2017. provided below, while individual funded through the EAC programme, An additional AE workshop was from 82 per cent last year to 90 per country chapters give more detailed enrolling 10,751 children in primary supposed to take place in Pakistan but cent. For the third consecutive year, information. school.

2 The AEWG is made up of education partners working in Accelerated Education, currently led by UNHCR with representation from UNICEF, UNESCO, USAID, NRC, Plan, IRC, 1 Left Behind Report, 2017 Save the Children, Education Conflict and Crisis Network and War Child Holland. 3 The Accelerated Education: 10 Principles for Effective Practice aim to clarify the essential components of effective Accelerated Education Programmes. 4 All the AEWG tools and guidance plus the learning agenda can be found on the INEE site http://www.ineesite.org/en/accelerated-education 12 Educate A Child Annual Report 2017 13

The promotion of activities such ENSURE SAFE LEARNING the MoE. Its goal was to increase as in-service trainings, contributed ENVIRONMENTS enrolment and reduce dropout in School Year Overview to improving the teaching capacity six camps in the East of the country. of refugee teachers and provided Physical improvements were made The campaign involved children benefits for the teachers themselves. in many EAC programme locations to themselves, sensitising their parents For instance, in Rwanda, teachers ensure safe learning environments and the community on the importance who successfully passed training in for students and teachers. These of education. The event achieved English and teaching methodologies ranged from constructing a school an attendance of more than 5,000 now teach side-by-side with national fence and gate in Kalobeyei Integrated people. teachers and receive equal pay. Not Settlement to replacing temporary only has the quality of education classrooms with permanent structures In Rwanda, an OOSC assessment for their students improved, but the in different locations, including Chad was developed and carried out. Child teachers are also rewarded for their and Ethiopia. Protection and Education colleagues efforts. collaborated to ensure that the Apart from physically helping to ensure protection reasons for children being In refugee village schools in Pakistan, safe learning environments, UNHCR out of school were embedded in the a private teacher training institute also addresses the psychological assessment. More than 1,400 children provided in-service training to village effects of conflict and displacement on and their caregivers across the five school teachers, following guidelines students and teachers. For this reason, Congolese camps in Rwanda were set by the Inter-Agency Network for activities such as the training of 1,616 interviewed as part of the study. The Education in Emergencies (INEE), teachers in Syria on psychological initiative generated reliable data on of which UNHCR is a member. The support were facilitated in 2017. This the reasons behind school dropout training was needs-based and focused training took place together with and suggested the measures that on classroom management, pedagogy the MoE and focused on equipping could be adopted to effectively multigrade teaching and active teachers with techniques to better address these issues and to ensure re- learning. respond to the needs of their students. enrolment in school. The results of the In Syria, a network of outreach assessment were shared with various In some instances, in-service training volunteers, associated with a UNHCR ministries and district education had a practical objective; for example, partner, monitored schools in rural authorities and a plan of action was a training on online reporting systems Damascus, where UNHCR staff were agreed upon. The assessment is being for 184 refugee teachers in Malaysia unable to access due to the ongoing carried out in Mahama Refugee Camp

CHAD ETHIOPIA IRAN KENYA MALAYSIA PAKISTAN RWANDA UGANDA SOUTH SUDAN SUDAN SYRIA YEMEN enabled them to accurately input conflict. for Burundian refugees in Rwanda in information into the Education 2018. Management Information System In Aden, Yemen, unsafe learning January 2017 (EMIS). environments within schools were In Kharaz camp in Aden, Yemen, tackled through the engagement of six prior to the start of the 2017 school February Capacity development and capacity social counsellors, as well as parent year, a Back to School campaign was building activities were also organised and student groups, awareness raising conducted, with volunteers visiting March for UNHCR and partner staff who on specific issues such as SGBV. A refugee families where children implement the EAC programme referral mechanism on SGBV reporting were not yet enrolled. Children were April at the field level. For example, the was strengthened and teachers referred to their nearest schools and Headquarters Education Section were trained on its implementation. awareness sessions were conducted May organised a workshop in 2017, where Furthermore, 40 teachers were trained for their parents. the sharing of good practices helped on the integration of children with June in the cross fertilisation of ideas from disabilities into classrooms. In Syria, due to multiple displacements, different locations. The workshop it is difficult to identify and track OOSC. July also provided an opportunity for field To address this, a network of 2,300 staff to receive specific training on outreach volunteers (comprised of August cash-based interventions, an initiative PROMOTE AWARENESS internally displaced Syrians as well as meant to support families living in AND ADVOCACY refugees) received information about September extreme poverty and ensure access to specific cases and were sometimes education for refugee children. Child All EAC programme locations able to track down families and October protection issues, as well as financial, undertake activities to alert support their children’s reintegration programming and communications communities to the importance of into school. November training were additional areas of focus education and to promote children’s during the workshop. enrolment into school. These have At Headquarters level, UNHCR December a positive impact on enrolment continued to carry out global within the wider refugee community. awareness raising on refugee Active school year In Sudan, a successful campaign children’s education. This included School break took place with the collaboration of its ongoing participation in the 14 Educate A Child Annual Report 2017 15

Sustainable Development Goal for UNHCR colleagues, partner Conference in Djibouti) led to the 4 (SDG4) Steering Committee. staff and MoE officials in November production of a Declaration and Regionally, and jointly with UNESCO, 2017. The interactive workshop was Action Plan for five out of the seven “Education amounts to an investment UNHCR participated in the SDG4 combined with a blended learning IGAD member states (Ethiopia, Kenya, Forum in Tanzania which led to programme, including online training Uganda, Sudan and South Sudan). in the future, creating and nurturing the the inclusion of refugees into the and assignments, and was overseen UNHCR also participated in an ‘Ministerial Statement’ for 13 countries by UNHCR’s Global Learning Centre. Education International (EI) workshop in the region, including EAC countries. The initial cohort of trainees are in the in Ethiopia, leading to a declaration scientists, philosophers, architects, poets, process of rolling out country level of commitment for EI to work with Globally, UNHCR took part in a trainings for teachers and school UNHCR on refugee education in four number of other activities to promote administrators. Further locations are EAC programme countries: Ethiopia, teachers, health care workers and public awareness raising and advocacy, expected to roll out REMIS by the end Kenya, Rwanda and Uganda. Jointly including UNESCO’s International of 2018. with UNICEF, two missions to Dadaab, Taskforce on Teachers, INEE’s Kenya, and Uganda were held, servants who will rebuild and revitalise roundtable on Psychological Support In some countries, such as Ethiopia leading to a joint mission report and and Social and Emotional Learning in and Malaysia, separate, robust, data joint capacity building workshop for Crisis and the INEE Education Policy collection systems are already in education partners and the MoE in their countries”. Working Group, as well as the AEWG. place. In Ethiopia, their system was Uganda. UNHCR continued to chair rolled out in collaboration with the the Regional Education in Emergencies Filippo Grandi, United Nations High Commissioner for Refugees MoE, with a view to fully integrating (EiE) working group that jointly it into the national EMIS system. A produced two advocacy documents, IMPROVE DATA MANAGEMENT report for the 2016/2017 school year the SDG 4 EiE/Refugee Education was published alongside the Ministry’s Position Paper and the Call for Action While the biodata of all registered national report. on the Drought Situation in the Horn refugees is captured in UNHCR’s of Africa and its impact on Education. ProGres database, the collection Finally, a regional joint Child Protection of refugee education data was not and Education workshop was held for systematised. Furthermore, refugee STRENGTHEN CAPACITY education partners in the region, with education information is often not AND PARTNERSHIPS EAC partners from Ethiopia, Kenya, captured in national EMIS systems, Rwanda, South Sudan, Sudan and leading to gaps in national planning Globally, the Headquarters Education Uganda in attendance. for, and implementation of educational Section engages with partners to activities. To address these problems, improve refugee access to quality At a country level, advocacy activities UNHCR developed REMIS, a custom- education. UNHCR has formed a with MoEs continue to yield positive built online tool which enables efficient particularly strong relationship with results. In Malaysia, the MoE has field-level collection, analysis and the Global Partnership for Education selected 25 Rohingya learning centres reporting of refugee education data. (GPE), which has led to tangible as a pilot group to be registered and improvements in locations where GPE provided with operating licences EMPHASISE COMMUNITY In Sudan, an exciting initiative In Chad, Educating Mothers UNHCR collaborated with the operates, including EAC programme in 2018. This is a very positive PARTICIPATION took place in 2017 to strengthen Associations (AMEs) continue to play UNESCO Institute for Statistics during locations. In Kakuma Camp in Kenya, development and will lead to better community participation in education a leading role in the monitoring of girl the development of REMIS to better for example, GPE liaised with the quality education in those centres. In Community participation in education through parent teacher associations dropout and gender discrimination at understand what data needed to Kenyan MoE to facilitate the provision Dadaab, ongoing advocacy with the activities is encouraged in all (PTAs). The organisation of PTAs the community level. AMEs conducted be collected to ensure alignment of textbooks for the Kakuma schools. Kenyan MoE has resulted in the camp EAC programme locations. This is successfully contributed to subsidising advocacy and community sensitisation with international sector standards. once again being given permission especially important to the success administrative running costs in the on the importance of education and A minimum set of indicators was Similarly, as a member of the High- to construct and rehabilitate school of the EAC programme, as, without West Girls Primary School in Um the promotion of girls’ education. For established to be recorded in REMIS, Level Steering Group of Education buildings. community engagement, educational Gargour camp. example, the associations have created including student numbers, their age Cannot Wait (ECW), UNHCR has activities have little chance of making nurseries for teachers and girls with and sex, as well as special learning collaborated with the MoE and other Many of UNHCR’s education activities an impact on children’s access to The PTA was provided with three babies. These efforts have a positive needs. It was specifically designed to partners in shaping programmes on under the EAC programme are quality education activities. tents which they rented out for impact on girls’ enrolment rates. deliver data which can be aligned with the inclusion of refugee students in undertaken by partners, and sometimes special occasions. This bought national EMIS systems. REMIS is also national schools in Uganda. changes in these partnerships can In Malaysia for example, a pilot in income which was then used interoperable with existing UNHCR lead to delays in implementation. This group of five community learning to support school administrative platforms. At a regional level, strengthened affected the Islamic Republic of Iran centres developed a series of expenses and to purchase student PROMOTE INNOVATION partnerships with regional bodies (Iran) in 2017, where internal changes projects that supported community supplies. The PTA retained a small In 2017, UNHCR began its roll out also led to improved implementation in Government administration delayed empowerment and participation. amount of the profits to reinvest into Under the EAC programme, of REMIS to five EAC programme of the EAC programme. This was UNHCR’s partnership agreement with Working group meetings with tables and chairs, to further enhance innovation is a key area of focus. countries, Kenya, Rwanda, South especially true for Africa, where the the Centre for International Affairs and the learning centres were held their ability to earn income and Innovative activities that promote Sudan, Sudan and Uganda. To 2017 Intergovernmental Authority on Schools Abroad (which falls under the throughout the year 2017 and continue to support the school in access to quality education can facilitate this, a regional training on Development (IGAD) Conference (the MoE) and caused significant delays to continue to be an effective platform 2018 and beyond. provide real breakthroughs on the use of the system took place IGAD Regional Refugee Education construction and other activities. for collaborative efforts. previously intractable problems. 16 Educate A Child Annual Report 2017 17

In Khyber Pakhtunkhwa Province in care of younger siblings while their LOOKING AHEAD Pakistan, UNHCR began trialing the parents work, or the need for children use of lap desks in 2017, which were to contribute to household income, As a result of the New York Progress at a Glance 2017 first introduced by Desmond Tutu in especially when there are food Declaration, and the Comprehensive South Africa. The Tutu desks offer shortages. Overcrowded classrooms, Refugee Response Framework (CRRF), children their own workstation, thus under-qualified teachers and lack of UNHCR is working with the global CHAD RWANDA improving the learning environment. teaching and learning materials are community to address the crisis in 1,511 teachers and directors trained 291 teachers trained The lap desks enable children to sit also contributory factors. It is worth refugee education. Multi-year planning 35,518 students provided with textbooks and other 11,441 students provided with uniforms ergonomically in crowded classes noting that these issues are not only of activities which seek to combine reading materials 110 children with disabilities supported and substantially reduce expenses particular to refugee children, as they the best features of humanitarian and 20 PTAs supported with savings and loan programmes of classroom furniture. Made from often affect national children in these development assistance, and which a robust child-friendly material, the locations as well. benefit refugees and host community SOUTH SUDAN desk is designed to last the duration nationals alike, are a feature of the ETHIOPIA 804 teachers and education supportive staff recruited of a learner’s school career. UNHCR Conflict in many of the EAC CRRF. 596 teachers received incentives 3,200 desks distributed Pakistan is closely monitoring the programme locations continues to 3 ICT centres refurbished 2,335 students enrolled in accelerated learning success of the desks, and is looking at take its toll on education activities. Ethiopia is one of the countries 930 desks provided programmes ways to improve the original prototype In Sana’a, Yemen, the school year piloting the CRRF, and the Ethiopian and introduce them more widely. was delayed by one month because Government has prepared a roadmap of ongoing clashes, and this was for implementation, which includes IRAN SUDAN In Sana’a, Yemen, an innovative exacerbated by teacher strikes when education. Ethiopia has pledged that 602 students provided with transportation service 2,883 students supported with school and exam fees methodology for supporting child the Government did not pay their refugee children will have increased 1 school constructed and 44 classrooms constructed protection activities was introduced salaries. In Kharaz Camp, in Aden, and access to primary, secondary and 10 schools under construction 1,419 students enrolled in accelerated learning programmes in 2017. Child Protection Committees similar to 2016, UNHCR staff access to tertiary education. 2,100 over-aged and OOSC refugee children the camp was intermittently blocked (CPCs) were trained on the use of received literacy training a secure online platform, whereby and UNHCR had to stay in touch with SYRIA case information on child protection schools via emails and phone calls. 1,616 teachers and school personnel trained incidents could be provided, as well KENYA DADAAB 913 classrooms rehabilitated as the types of services rendered and In Syria, the destruction of school 256 administrators, PTAs and SMCs trained on 8,266 refugee students provided with cash grants required. The platform is accessible via infrastructure and the departure of school management both laptops and smartphones, giving teaching staff remain critical problems. 36,314 students received learning materials trained committee members instant Schools that stay open often operate 80 children with special needs supported with UGANDA access to valuable information. double, sometimes even triple, shifts assistive devices 2,455 students provided with exam fees to accommodate the large numbers 7,314 textbooks and exercise books distributed Rwanda has introduced school of children trying to access services. 110 toilets constructed orientation sessions in the form of In some parts of Syria, especially the KENYA KAKUMA catch-up classes for newly arrived North East, schools which are located 726 teachers supported with incentives and salaries Burundian refugee children, thus close to the town areas do not teach 60,000 assorted scholastic materials distributed YEMEN ADEN contributing to the children’s the Syrian national curriculum, and 1,000 children with special needs provided with assistive 170 teachers and staff received incentives and salaries successful integration in school. thus students are unable to obtain devices and learning materials 32 classrooms rehabilitated UNHCR plans to make improvements an accredited education and are 2,733 students provided with uniforms to the content of these sessions considered as school dropout. The in 2018 to make them even more few national schools are located far MALAYSIA effective. away, and consequently students 184 teachers and education personnel trained on data YEMEN SANA’A encounter protection risks on their way management 2,310 students provided with uniforms to school. 4,707 students participated in extracurricular activities 10 students councils and 76 schools received grants 1 parents group established OPERATIONAL CHALLENGES In South Sudan, dropout due to 1 back-to-school campaign and lingering tensions from the conflict that 10 awareness raising sessions organised Despite successes in enrolling took place between refugee groups in PAKISTAN OOSC through the EAC programme Maban in May 2017 continued to affect 119 teachers provided with scholarships for certified trainings in 2017, there are still large numbers school enrolment and attendance 5,500 lap-desks distributed of refugee children who have no levels in that location. 2,298 female students and teachers provided with access to education. In South Sudan, health and hygiene kits for example, 42 per cent of refugee children countrywide remain out of school, while in Ethiopia, 35 per cent of primary school-aged children are not in school. Reasons for this are diverse, but not unfamiliar. They include the need for children to take 18 Educate A Child Annual Report 2017 19

Chad

Chad

OOSC Enrolment Target—Life of project 40,635

OOSC Enrolment—Total to date 28,135

OOSC Enrolment—Reporting period 13,157

OVERALL CONTEXT are children. After an initial education The conservation of schools as a safe in emergency assessment, a response space helped to reassure students The sudden drop in 2016 in the price is underway. and encourage families to send of raw materials, including oil, coupled their children and students who are with the deteriorating security situation In the first half of 2017 there was a mothers to school. In 2017, 48 day- in the Central and West African sub- significant drop (over 40 per cent) care centres for children aged under regions, have pushed Chad further in the number of children attending three welcomed more than 2,686 into a socio-economic recession. This schools in the camps/sites in the children, allowing students who are situation did not improve in 2017 and South. As a result, an assessment was mothers and teachers to continue on the contrary, austerity measures carried out. their education. To promote child have been amplified, including a protection, 21 trainings on children's reduction of civil servant salaries, Reasons behind the drastic fall in rights were organised in the refugee increases in university registration numbers included: the negative effect camps for 2,686 participants. fees, the price of fuel, and taxes and of the strikes at the beginning of the duties, amongst others. year, which discouraged parents from SGBV prevention activities continued paying their children's registration fees via SGBV clubs and peer educators In reaction to these measures, protests for fear that the school year would be (child protection) in all schools, as well and strikes by public institutions, incomplete; a reduction in individual as through the Educating Mothers including those related to education, assistance coupled with targeted Associations (AMEs) which continue have caused the prolongation of the food distribution, which forced some to play an important role in promoting school year and increased the student parents to use their children for education for girls. AMEs follow-up on drop-out rate, especially in the first income generating activities; the cases of girls dropping out and SGBV semester of the year. spontaneous return of some families cases. These efforts have contributed to CAR, and the exodus of young to preventing decreases in girls’ Despite these problems, the relatively people from camps/sites to towns enrolment. calm security situation in Chad in and villages. In response, awareness- comparison to its neighbouring raising strategies were successfully In 2017, Chad, with the support of countries, makes it a land of asylum carried out in all refugee locations with the local education group of which and protection for refugees. In addition the participation of all stakeholders. UNHCR is part, finalised a new interim to the 412,143 refugees and asylum education plan for 2018/2020 which seekers registered in Chad in 2017, By the end of 2017, a total of 81,179 takes into account the needs of the end of year was marked by a new children, of whom 49 per cent (39,614) refugee children. UNHCR Chad also influx of Central African refugees. were girls, had access to basic finalised its Multi-Year, Multi-Partner Fleeing clashes between armed education through 79 primary and 18 Plan, a new multi-year planning groups in the north of the Central lower secondary schools. The total approach which, for education, seeks African Republic (CAR), numbers are school enrolment rate has increased to achieve the full integration of camp/ Hanan is an active member of the Educating Mothers especially children with special needs. Her motivation lies in expected to surpass 20,000. More by 20,580 compared to the number of refugee schools into the Chadian Associations (AMEs). As a volunteer, she actively advocates the help she is providing others. She wants her community to than 66 per cent of these new arrivals children registered at the end of 2016. national system by 2021. for the importance of education and schooling for children, be “better educated when returning to Sudan.” 20 Educate A Child Annual Report 2017 21

During the year, seven MoUs were children with special needs in Gore. October, school and teaching supplies, Chad (PIET) 2018/2020. This plan has CHALLENGES AND This would help ensure their signed with public academic/teaching This figure was possible because textbooks and teaching guides that been submitted to the GPE (Global LESSONS LEARNED enrolment in host community schools. institutions and operational partners of the promotion of Cash Based had been purchased in the first half Partnership for Education) for funding. This approach can also lead to for the initiation of instruction for Interventions (CBIs) in assistance of the year were distributed to 35,518 One of the major challenges was the the filling of some of the needs for teachers and students in Masalit and the strategy in place to increase children. Field missions were organised strike by public institutions, including construction and equipment in these language, an ethnic dialect spoken in enrolment rates in southern Chad, to follow-up on activities being education institutions, which caused communities. In 2017, some monitoring Western Sudan and Eastern Chad, and where the drop-out rate was over The use of ICT equipment helped implemented, and jointly with the increases in the drop-out rate, of refugees settled in villages around for the construction of nine classrooms 40 per cent. to alleviate the effects of remote Ministry for the signature of the MoUs especially in the first semester of the camps was carried out. Awareness at Gaga camp. The curriculum for locations and helped to reduce and to advocate for the full integration the year. campaigns were also extended to primary schools offered by the The number of teachers decreased resource needs. Six meetings (two of refugee students into the national these groups. With the out-of-camp Chadian education system includes from 1,442 to 1,325 (385 women), out education coordination; four technical education system. Also, as a result of reductions policy, whereby new refugees are lessons held in both official and of which 30% were qualified. The education group) were held by in assistance and targeted food encouraged to settle close to villages national languages. Currently, students decrease can be explained in part videoconference. This encouraged One of the key accomplishments at distribution in certain camps, some rather than in traditional camps, in grades three to six receive five by the fact that some teachers were the participation of a greater number the end of the year was the number parents increasingly used their facilitating integration between the hours per week of lessons conducted admitted to university or training of education actors from all offices, of children registered at school at the children in pastoral activities or other two communities (refugee and host in Masalit language, while the other institutions to continue their studies, at a lower cost. In the same way, the beginning of the school year. This small businesses to generate income. community) and promoting autonomy classes are taught in Arabic. while a small number left the country use of tablets in the collection and is the first time that the number of This was in spite of the awareness and dignity, more activities, including under the resettlement programme. management of EMIS data allowed for children at the beginning of school campaigns on the importance of educational activities (such as Increased incentives for 1,316 teachers a more efficient use and storage of the year was higher than those end of the education conducted with the classroom construction, providing contributed to the prevention of data collected. previous school year thanks to strong communities’ support. UNHCR and school materials and kits, awareness IMPACT resignations. sensitisation campaigns with the its partners have increased livelihood campaigns, and monitoring out of Accompanying the introduction of involvement of all stakeholders. activities for the operation as a whole, school children), will be undertaken in Despite disturbances in access to In terms of infrastructure, 32 tablets for data management, EMIS which will contribute to addressing these villages in 2018. education caused by the civil servant classrooms were built in durable training was provided to UNHCR Innovation-wise, during the first some of the issues encountered in strikes, the end of the school year saw materials and equipped with 920 colleagues, partner staff and local training session of community teachers education as well. an exceptional enrolment increase of table-benches and 4 management education authorities. The use of at Abeche’s Bilingual Teachers’ 13,157 children compared to 2016 end- offices, 4 warehouses and 50 latrines tablets reduced collection times, Training School, CBIs were introduced The refugee community is becoming of-year figures. This is the first time that were constructed. Specifically, 14 of streamlined data management and in place of providing restaurant meals. better organised and more involved end-of-year figures are so much higher the afore-mentioned classrooms were increased reliability. All camps/sites This served to motivate, empower and in all activities through School than mid-year figures of the same constructed through direct community have been equipped with a tablet. increase teachers’ dignity. Management Committees (SMCs). year. This is the result, among other involvement and by using local The three statistical reports for the These took longer to establish in elements, of an awareness-raising materials. An additional 21 classrooms year 2017 have been produced and In N'Djamena, school fee assistance some camps, but they deserve strategy put in place in August with the were constructed/rehabilitated in shared for better information, payments were made in two phases. support and encouragement in light participation of all stakeholders: the the Sudanese and Nigerian camps. planning, implementation and A first payment was made to cover of the conclusions of the Forum refugee community through the parent The improvement of school facilities fundraising purposes. registration costs and other primary on Harmonisation of Community associations and community leaders, contributed to decreasing the ratio of needs and the second payment Contributions to Education. The partners, UNHCR, the local education students per classroom from 1:94 in Four coordination meetings were was done after presentation of the communities’ involvement should authorities and for the first time, the 2016 to 1:82. held with the MoE, implementing registration receipt. This strategy be present from the outset in all administrative authorities. partners, the PTA Union Federation, not only encouraged registration of activities. At present there is only one The qualifying trainings for the third BPRM and UNICEF. Twelve meetings children/youth in schools, but also SMC per location, but after a pilot In November, UNHCR led a workshop cohort of community teachers (208 of the technical education group facilitated post-distribution monitoring. period this will be expanded to each on the harmonisation of community persons) took place at Abeche’s were also organised to address the school. contributions to refugee education Bilingual Teachers’ Training School specific concerns over some aspects Further, 2017 saw the introduction of with 35 participants including refugee and the Normal School of Teachers of education. UNHCR also participated teaching in the Massalit mother tongue The most difficult OOSC to reach representatives, the Ministry of of Doba. They will continue in 2018 in ten education cluster meetings, six programme for more than 4,264 continue to be those who leave National Education, civil society and will contribute to improving the meetings of the local education group, students in six refugee camps in the the camp with their family to settle leaders, the U.S. Bureau of Population, number of qualified teachers. two monthly meetings at the prime east of Chad. Recognising teaching in host community villages. These Refugees and Migration (BPRM), and ministerial level, and in meetings with in mother tongues as a means of movements are made primarily UNHCR implementing partners. The For the third consecutive year, the other education agencies and partners improving the quality of education, for in search of income generating first 13 resulting recommendations academic performance and results of for UNDAF. both students and teachers, a MoU activities. With the promotion of were in regards to school fees, refugee students in national exams was signed between UNHCR and the the out-of-camp strategy, activities including for UNHCR to pay school has been significant. The success The participation in these different Summer Institute of Linguistics. need to be expanded outside of the grants for children with special needs rate for the Basic Education Exam forums helped to ensure that camps and a protection monitoring or OOSC directly to PTAs. (BEF) increased from 82 per cent last refugees' needs were taken into mechanism must be put in place for year to 90 per cent. Also for the third account in national programs (for these children. This recommendation will be consecutive year, this rate was above example, the Emergency Program implemented at the beginning of the the national average (79.3 per cent for Basic Education in the Lake 2018/2019 school year, thus reducing this year). In five of the camps, the region, Education Cannot Wait) and barriers to access. In this light, in 2017 success rate was 100 per cent. sector plans in education such as registration fees were paid for 5,248 At the start of the school year in the Interim Plan for Education in 23

Activity Chad Targets

Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018

Objective 1: Expand access to education School grants for OOSC Iriba 2,800 individuals No activities 2,800 individuals planned Farchana 2,500 individuals No activities 2,500 individuals planned Gore 4,200 individuals 5,248 individuals 2,100 individuals Ethiopia Goz Beida 1,600 individuals No activities 1,600 individuals planned Dar es salam site 5,200 individuals 0 1,500 individuals OOSC Enrolment Target—Life of project 62,765 (Lac Region) Exam fees provided for All camps 4,174 individuals 1,257 individuals 1,600 individuals vulnerable children OOSC Enrolment—Total to date 46,765 Purchase wooden desks for classrooms Mile, Kounoungou, 3,070 desks 920 desks 700 desks and prevent children from sitting on the Touloum, Iridimi, ground. These desks will seat 3 students Goz Amer, Djabal, each. This will improve the children’s Farchana, Gaga, OOSC Enrolment—Reporting period 14,288 learning environment and hopefully also Bredjing et Treguine, increase motivation of parents to send Diba more children to school. Construct/rehabilitate classrooms and Mile, Kounoungou, 164 classrooms 32 classrooms 66 classrooms latrines to meet the standards and create Touloum, Iridimi, 80 latrines 50 latrines additional learning space for the OOSC Goz Amer, Djabal, Farchana, Gaga, Bredjing Treguine, Diba, Moyo, Amboko, Dosseye, Doholo, OVERALL CONTEXT education within the 1951 Refugee as in over 166 government schools in Timberi, Belom Convention, refugee children in urban centres. In absolute numbers, Dar es salam site 45 classrooms 21 classrooms 12 classrooms The refugee operation in Ethiopia is Ethiopia are granted equitable the gross enrolment increased from (Lac Region) characterised by both protracted and access to formal schooling alongside 118,275 (70,668 boys and 47,607 Objective 2: Improve quality of teaching and learning very complex emergency situations, nationals in elementary schools. girls) to 132,563 (79,170 boys and with a steady influx of refugees. The Government is further expanding 53,393 girls) due to expansion of Teachers and/or directors training in All camps 1,300 individuals 1,303 individuals 1,300 individuals literacy and numeracy methodologies, annually In 2017, Ethiopia hosted a total of this opportunity aligning it with primary schools in new and older assessment of children’s learning, 892,555 refugees and asylum-seekers one of the nine pledges made at camps. The total elementary school participatory pedagogy, and inclusive from over 21 countries and continued the Leaders’ Summit on Refugees gross enrolment rate has reached education to be the second largest refugee in September 2016, in New York. 72 per cent which is close to the Certified teacher training at the Normal All camps 395 individuals 208 individuals 208 individuals hosting country in Africa. The majority Accordingly, the Government has Government’s pledge of 75 per cent. School of Bilingual Teachers of Abeche came from South Sudan (421,867), committed to “increase enrolment (ENIBA) and at the Normal School of Somalia (253,889) and Eritrea in primary, secondary and tertiary The EAC programme contributed to Teachers of Doba (ENID) (164,668), as well as Sudan (44,386), education to all qualified refugees increasing access to quality primary Teacher’s incentives All camps 1,600 individuals 1,303 individuals 1,300 individuals Yemen (1,771) and other countries without discrimination and within education through a wide range of annually (5,974). The majority of the refugees the available resources”. activities such as the construction are accommodated in 26 camps of 24 additional classroom facilities, Dar es salam site 13 individuals annually 13 individuals 13 individuals (Lac Region) across seven regional states, while a Moreover, the Government prepared the provision of assorted scholastic few reside in major cities and towns. a roadmap which details the materials, including 6,500 school School materials and teaching aides for All camps 4,022 kits of materials/ 1,303 kits and 1,300 kits and material From the total refugee population in implementation of each of the nine uniforms and ICT equipment in teachers (e.g. teacher’s materials and teaching aides provided material teaching teaching aides Ethiopia, some 44 per cent are school- pledges, including education. Ethiopia three primary schools, and the children’s books) aides age children (3-18 years old). is one of the countries piloting the implementation of retention incentives Dar es salam site 48 individuals 0 No activities planned implementation of the Comprehensive for refugee teachers. (Lac Region) Specifically, Gambella region received Refugee Response Framework which Students provided with books and other All camps 49,436 individuals 35,518 individuals 10,000 individuals over 67,000 new arrivals throughout will catalyse the realisation of such The construction of four classrooms reading materials 2017. This new influx increased pledges through a whole-of-society in Semara (Aysaita camp), hosting Objective 4: Promote awareness and advocacy on the importance of education for refugee children significantly the number of school- approach. Eritrean refugees in Afar Region, has aged children in need of additional enabled young refugee girls and boys Conduct OOSC campaigns per year All camps 22 campaigns annually 22 campaigns 22 campaigns learning spaces and facilities. In order to reduce the distance to schools in 18 camps + 2 sites to maintain the continuity of education, from 10 kilometers to less than 1 Objective 7: Emphasise Community Participation in Education additional temporary classrooms were IMPACT kilometer. These additional classrooms Support to Savings and Loan All camps 20 locations annually 20 locations 20 locations activated and teachers were recruited. supported by EAC have enabled Programmes to support PTAs In Assosa, a new camp was opened in The primary school gross enrolment refugees to access upper primary 2017 to respond to the influx of South ratio in 2017 increased by 12 per cent grades Sudanese refugees. compared to the 2016 academic year. A total of 14,288 (8,461 boys and 5,827 In 2017, the EAC project has largely Although the country expressed girls) new students were enrolled in 58 contributed to a quality improvement reservation to the provision of camp-based primary schools, as well in education programmes through the 24 Educate A Child Annual Report 2017 25

Ethiopia

training of 293 teachers, the provision CHALLENGES AND of 94,285 textbooks and 26,670 LESSONS LEARNED reference books, the establishment of two libraries, two computer labs and Although concerted efforts have been e-libraries, and by furnishing another made to increase access to quality two libraries with teaching-learning education for refugee children in and reference materials. Ethiopia, challenges still remain in the areas of access, quality, equity and Continuous professional development safe learning environments. About training for 293 professional teachers 35 per cent of primary school-age across 59 refugee schools in the children are still out of school, schools country, was organised and facilitated and classrooms are overcrowded by the College of Teacher Education and about 40 per cent of teachers in five regions. The training contents are unqualified. Education materials were identified by the teachers are in short supply and the majority themselves. The topics included active of the refugee schools still do not teaching methods, lesson planning, fulfil the minimum standards of a safe assessment of student achievement, learning environment. On average, classroom management, psychosocial there is one teacher for 80 students support, inclusive and special needs while each classroom (in double shifts) education and code of professional serves over 100 students. In terms of conduct for teachers. Additionally, opportunities, however, there is an the modules enabled peer-to-peer increasing awareness about refugee discussions as well as evaluation education needs by donors and processes for the teachers’ continuous partners who by making contributions, development. This training was the first improve multi-year educational one of its kind in many years. programming.

In Jijiga, 24 new desktop computers Finally, there have been encouraging were procured and installed in three trends in collaborative approaches primary schools. In Assosa, all the between humanitarian and 24 desktops procured last year have development partners through which been made fully functional in three UNHCR has been exploring and primary schools. Teachers have expanding on existing and potential been using the computers to refer to opportunities for improving access supportive reference materials already to quality education for refugees. downloaded. Teachers also make use Coordination has been strengthened of the equipment for lesson planning and partnerships on education and record keeping of students that broadened with the MoE, ARRA, were otherwise available only in international and national non- hardcopy. In Assosa, one library was governmental organizations, UNICEF, built and the other two existing ones GPE, ECW and with further donors were furnished with relevant teaching such as DFID, IKEA Foundation, aids and learning materials. the World Bank, as well as with the refugee and host community. Joint Implementation of an EMIS was fundraising, advocacy, planning and rolled-out at end of 2016 in close implementation are increasing the collaboration with the MoE of Ethiopia. likelihood of an integrated approach EMIS reports for 2016 and 2017 had between refugee and national been validated, and the draft report education system. was produced for publication along with the national report. UNHCR has strengthened its partnership with UNICEF and the MoE for the process of fully integrating EMIS with the national system.

A refugee boy smiles as he makes his way to school support from donors, refugee children like him will not be at Nguenyyiel camp in Ethiopia. Due to funding constraints, able to finish their education. his school only goes up to fourth grade. Without further Provide textbooks and increase access Jijiga 26,645 textbooks & 26,645 textbooks Activity completed Activity Description Targets to reading materials and school supplies 55,307 workbooks 15,802 pens Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018 15,802 pencils Objective 1: Expand access to education 15,802 rulers Exercise books, pens, blackboards Addis Ababa for 3,000 student supplies No activities No activities planned Procure school furniture (TG & BM) Assosa 160 school furniture Activity completed and other education materials Kenya- Borena planned and student desks 1,160 student desks Refugees Provide desks, tables and school Shire 335 desks 55 desks No activities planned Incentive payment for teachers Addis Ababa for 12 teachers annually 12 teachers 12 teachers supplies (blackboards) Kenya- Borena Procure student desks for the new Gambella 875 desks 875 desks Activity completed Refugees Nguenyie primary school Recruit teachers and pay incentives Jijiga 124 teachers annually 124 teachers 124 teachers Construction of additional classrooms Gambella 32 classrooms 12 classrooms No activities planned Recruitment & payment of incentive Assosa 230 teachers annually 197 teachers 230 teachers Construct additional new classrooms Assosa (Tsore Camp) 24 classrooms 8 classrooms No activities planned to refugee teachers (Expansion of the primary education Provide student textbooks and Shire 30,845 textbooks and 4,719 textbooks 5,000 textbooks and services into a fourth camp) reading materials reading materials and reading reading materials Construction of a library Assosa (Tsore Camp) 1 library 1 library Furnishing with materials necessary furniture, Recruit teachers and pay incentives Shire 59 teachers annually 59 teachers 59 teachers equipment and books (ADH and Hits) Construction of 3 blocks of 4 rooms Assosa 12 classrooms No activities No activities planned Provide incentive and salary for teachers Semera 40 teachers annually 34 teachers 40 teachers in each camp (SH, TG & BM) planned Pay teachers’ salary and incentives Gambella Up to 170 teachers 170 teachers 100 teachers Improve, renovate old classrooms Shire Rehabilitate 12 Activity completed annually in 4 camps classrooms in 3 schools Conduct teacher training (continuous All locations 293 teachers annually 293 teachers 293 teachers Construction of classrooms Semera 16 classrooms 4 classrooms No activities planned professional development) in all locations and administrative block 1 library except Kenya Borena and Dollo Ado Build and /or rehabilitate Gambella 8 blocks 4 blocks Activity completed sex-segregated latrines 24 latrines Objective 4: Promote awareness and advocacy on the importance of education for refugee children Construction of sex segregated latrines Jijiga 1 block Activity completed Conduct community awareness Addis Ababa for 1 time campaign Activity completed campaigns targeted at the enrolment of Kenya- Borena (for five days) Supply student desks and chairs Addis Ababa for 250 student desks Activity completed 900 children (grades 1-4) Refugees Kenya- Borena 30 teacher chairs Refugees Objective 5: Improve data collection, management and analysis to promote learning and better programming Provide school furniture for new Addis Ababa for 15 tables Activity completed Education Management Information Semera 1 system established Activity completed classrooms + chalk, blackboard, Kenya- Borena 60 chalk packs System established workbooks Refugees 16 blackboards 4,500 workbooks Objective 6: Strengthen capacity and partnerships with ministries of education and other education actors to enable more refugee children to access school Provide school uniforms Shire & Semera 6,300 uniforms 6,500 uniforms Activity completed Distribute school uniforms to students Addis Ababa for 4,500 students Activity completed Strengthen capacity amongst Semera 28 individuals Activity completed Kenya- Borena stakeholders (Basic Education Refugees Programming capacity building training) Provide school uniforms to 3,000 boys Gambella 3,000 uniforms Activity completed Capacity building for multi-functional Semera 11 individuals Activity completed team on Education Provide school uniforms to 3,000 girls Gambella 3,000 uniforms Activity completed Objective 7: Emphasise community participation in education Provide school uniforms to 3,000 boys Jijiga 3,000 uniforms Activity completed Provide school uniforms to 3,600 girls Jijiga 3,600 uniforms Activity completed Training for PTAs 28 ppl (7 per zone) – Addis Ababa for 28 individuals Activity completed quarterly / 1 day Kenya- Borena Loading and unloading of Jijiga 1 distribution Activity completed Refugees students uniforms Objective 8: Promote innovation in education programming and interventions Objective 2: Improve the quality of teaching and learning Provide access to computers in formal Jigiga Camp 24 desktops and two 24 desktops Activity completed Provide student textbooks and teachers’ Assosa 41,000 textbooks Activity completed education and expand access to reading 17KVA power generators 2 generators guide for primary schools material, literature and resource material for three primary schools Provide 5,900 textbooks and increase Addis Ababa for 5,900 textbooks Activity completed through the provision of eBooks both for access to reading materials (900 in 2015, Kenya- Borena students and teachers 2,500 in 2016 and 2,500 in 2017) Refugees Increase access to reading materials Addis Ababa for 7,927 reference books Activity completed (Teachers guides, reference books) Kenya- Borena Refugees Provide teaching and learning supplies Gambella 74,856 reference books 22,500 reference Activity completed books Provide student supplies Assosa Up to 13,500 students 12,255 students No activities planned (exercise books, pens, etc.) annually Provide textbooks and increase access Gambella 145,021 textbooks and 62,921 textbooks No activities planned to reading materials reading materials 4,170 reference books 28 Educate A Child Annual Report 2017 29

detention of both enrolled children and refugees and Iranian students from students in two provinces (Sistan Iran their families. host communities. Baluchistan, and Hormozgan) In 2017, the presidential election and Once fully constructed and operational, • Procurement of educational, IT, subsequent changes in the ministries these schools will enhance Afghan sport equipment and learning and governmental management, which children’s access to education and offer material for school, libraries in OOSC Enrolment Target—Life of project 19,610 also included a change of management a safe and quality environment and order to improve the quality of in the Centre for International Affairs improve coexistence between refugees education services in four provinces and Schools Abroad (signatory to and the host population. (Goleastan, South Khorasan, Sistan OOSC Enrolment—Total to date 11,710 UNHCR’s partnership agreement) under Baluchistan, and Hormozgan the umbrella of the MoE, impacted The total number of beneficiaries is the implementation of the partnership expected to be 6,840, and it is worth • Providing transportation services to OOSC Enrolment—Reporting period 0* agreement between UNHCR and the noting that additional children continue students residing in remote areas MoE. to benefit from this contribution far away from schools in Saveh, * Due to challenges accessing data held by the Government of Iran, this number does not represent actual enrolments. annually as the newly constructed Songhor, Sarvestan, Jahrom, Dalaki, The EAC programme is contributing schools will provide improved Bani Najar, Azna, Meybod, Ardakan, to the achievement of inclusive and educational access for refugee children and Taft quality education for all and promoting in the future. It is also expected that the lifelong learning. Major progress has construction of these schools will result Initially the designed supportive been made towards increasing access in an increase in the number of refugee measures, were scheduled to be to education and enrolment rates at girls enrolled in schools, strengthening implemented in the second half of schools, particularly for undocumented the protection space for refugee girls 2017; however, due to the request of OVERALL CONTEXT In view of the above, the SSAR 1. Access to protection (legal and children. The support provided under and having a favourable impact on safe the Government to first focus on the Framework was realigned in June policy framework) this project is critical to support the learning environments. school construction where critical and The Islamic Republic of Iran (Iran) is the 2016 to focus on supporting host 2. Access to basic services, including significant efforts and inclusive policies immediate needs had been identified fourth largest urban refugee hosting countries to create a sustainable health care that the Government of Iran introduced, While all the Project Partnership and to allocate the entire amount of country in the world with an estimated environment for Afghans in countries 3. Youth empowerment through to provide access to all Afghan children Agreements and preparatory work the first instalment to construction 3 to 4 million Afghans residing in of first asylum. Based on these education, skills development either documented or undocumented, have been concluded with the various activities, these activities will only be the country. This includes 951,142 developments UNHCR realigned and livelihood support to education. stakeholders, including BAFIA and implemented in 2018. registered refugees (Amayesh identity its strategic priorities within the 4. Durable solutions, including the MoE during the first half of 2017, card holders), 620,000 Afghans who framework of the SSAR and launched voluntary repatriation and and the construction was planned to Regarding the reduction in the figures hold national passports and Iranian the “UNHCR Regional Plan: Building resettlement be implemented and finalised in 2017, for planned targets for these activities, visas as well as an estimated 1.5 to Resilience and Solutions for Afghan 5. Advocacy, coordination and IMPACT due to the long internal administrative the authorities through BAFIA and 2 million undocumented Afghans. A Refugees in South-West Asia” in June partnership procedures and the dynamics between MOE, requested UNHCR to have large proportion of Afghans living in 2016. The Regional Plan reconfigured Based on the Government’s the two ministries and local authorities, a more focused approach in areas Iran are second and third generation. UNHCR’s activities into a set of The Government, through the Bureau assessment in 2016, it is estimated that the completion of construction of were higher needs are identified. In “Resilience and Solutions Measures” for Aliens and Foreign Immigrants’ around 15,000 classrooms are required schools was delayed to 2018. parallel, the price of items and cost of In an attempt to address the designed to mitigate the displacement Affairs (BAFIA) of the Ministry of to provide adequate education services increased sharply countrywide. Afghan refugee situation through a of the Afghan population within and Interior, is responsible for registering space for Afghan refugee children as In addition to expanding physical Consequently, the number of locations regional initiative, the Governments beyond South-West Asia by ensuring refugees and issuing Amayesh cards. enrolment numbers grow due to the infrastructure for education, in 2017 targeted was decreased and thus the of Afghanistan, Iran, and Pakistan, dignified and safe stays, as well as Following the Supreme Leader’s Supreme Leader’s decree and new UNHCR planned supportive measures total number of beneficiaries reduced. with support of UNHCR, developed increasing prospects for more viable decree in 2015, granting Afghan registration regulations and practices. in the EAC programme to encourage For example, the procurement of the Solutions Strategy for Afghan solutions, in particular for the large children, regardless of documentation, refugee communities to enrol and educational/IT/sports equipment and Refugees (SSAR) in 2012. The youth refugee population. access to schools, there have been In April 2017, UNHCR signed a tripartite retain out-of-school children in the learning material for schools/libraries Solutions Strategy offers a significant developments for the project partnership agreement with formal education system including: was limited to four provinces instead of comprehensive and integrated In line with the Regional Plan, refugee community in Iran. In 2016 the BAFIA and the MoE to increase the eight initially targeted. framework for joint interventions UNHCR in Iran supports interventions Government also waived additional number of school constructions in • Organising hygiene awareness aimed at facilitating voluntary return benefitting refugees in the areas of fees of USD 70-90 that Afghans had order to provide education space sessions and distributing hygiene A separate tripartite agreement was and sustainable reintegration, while health, education and livelihoods, in to pay to attend school. Therefore, in and a safe learning environment kits to school students in two also signed by UNHCR, BAFIA and the at the same time providing assistance particular supporting the efforts of the the scholastic years of 2015-16 and for refugee children. The current provinces (Sistan Baluchistan, Literacy Movement Organization (LMO) to host communities. The objectives host country to ensure the access of 2016-17, an estimated 400,000 Afghan agreement entailed construction of 11 and Hormozgan) in June 2017. This agreement entails of the SSAR are to ensure access to refugees to national services, with students were enrolled in schools. In schools in ten provinces in areas where organisation of literacy courses for education, health care, and livelihood a particular emphasis on youth and relation to the scholastic year 2016- many refugees reside (Tehran, Tehran • Conducting life skills training 2,100 over-aged children and adults. opportunities as well as legal and community empowerment. 17, undocumented children enrolled Counties, Markazi, Yazd, Khorasan (inclusive of distribution of life skills Literacy courses are organised at two social protection, which effectively in public schools were provided Razavi, South Khorasan, Golestan, Fars, booklets and required stationery) levels; the first level covers grades 1 to empowers Afghan refugees in The “Resilience and Solutions with Blue Cards to document their Isfahan, and Kerman). Out of these for students and their parents in 3 and the second level covers grades Iran as well as contributes to their Measures” applicable to UNHCR in legal enrolment. While Blue Cards 11 schools, eight will be constructed two provinces of Tehran and 4 to 6 of primary school. One thousand sustainable reintegration upon return Iran from July 2016 to December 2017 do not offer official documentation with 12 classrooms and three with six Tehran Counties one hundred beneficiaries for literacy to Afghanistan. include: status, these documents have offered classrooms. Each classroom has the and 1,000 beneficiaries for transition protection against refoulement and capacity to accommodate 30 to 35 • Procurement and distribution of courses have benefitted in 10 provinces school-aged children, both Afghans educational (stationery) kits for of Khorasan Razavi, Qom, Kerman,

30 Educate A Child Annual Report 2017 31

Iran

Girls’ education brings positive changes in Saveh Settlement “At school I play balls with my friends, and I want to read story books in my leisure time this summer”.

Noshin 10-year-old refugee girl

Afghan and Iranian students sit in the shade learning and quality education for all, and to improve the coexistence a new game at Sadr primary school in Iran. The EAC between refugees and the host population. programme in the country is helping to achieve inclusive

The Islamic Republic of Iran (Iran) as a member of the refugee council of a 12-classroom school in Saveh a beam of happiness spreads across remains the world’s fourth largest in the Settlement. He has been living settlement in 2016. Also, a series of her face. refugee-hosting country, with one in Iran since the age of 18. Ever campaigns for girls’ education were of the largest and most protracted since, he has succeeded in bringing spearheaded jointly by local Bureau Abdolmatin also believes that his Afghan refugee populations (in 2017, about many positive changes in his for Aliens and Foreign Immigrants daughter has improved a great deal: 97% of the 979,000 refugees in Iran community, particularly in education Affairs and UNHCR, including focus were Afghans). Iran great strides of girls. group discussions with refugee “Noshin has changed a lot since she have been made to enhance refugee council members, adolescents and started going to school this year. Now access to education. He is a father who really cares for parents from different ethnic groups. she can express herself in a better the education and the future of his way and has a voice in the family. As a Born and raised in a family of 10, daughters. He also encourages As well, key figures amongst the literate member, she gives her opinion the 10-year-old Afghan refugee girl men in his community to send their community such as refugee council on daily life decisions”, he affirms. Noshin lives together with her family children, particularly girls, to school. members have been targeted to in Saveh Settlement. pioneer in sending their daughters to Statistics show a 17 per cent increase “Illiterates cannot have a happy school so as to encourage the other in enrolment rate of female students In the conservative community, many life” he says. “I have a dream for my community members to follow the in the settlement in the last scholastic girls are denied education or forcibly children to go to school and continue same practice. year. Noshin is one of the many pulled out of school after second or their education to be useful for their talented girls who are now happily third grade, based on a widely-held community”. By virtue of the recent developments, pursuing their education, paving the belief that girls should stop interacting Noshin was enabled to finish her first way to a brighter future. with males outside the family at the To help improve the retention grade in the past scholastic year. age of nine. of female students, through its *Noshin’s name has been changed to programme Educate A Child (EAC), “I am very happy. Now I can write my protect her identity. Noshin’s father, Abdolmatin, is an UNHCR, has teamed up with multiple name and the names of my family influential community leader as well partners to fund the construction members”, she says gleaming, and 32 Educate A Child Annual Report 2017

Activity Description Targets

Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018

Objective 1: Expand access to education Construction and rehabilitation of schools Eight provinces 41 schools 1 school Finalisation of the in high refugee populated provinces with high refugee constructed construction of population 12 classrooms 10 schools contracted Tehran Counties, Semnan, Alborz, involving a third party. This instruction of gender roles. One of the measures 10 schools under Khuzestan, Lorestan, Isfahan and Fars. came after the first instalment from adopted to address this issue has construction Both literacy and transition courses UNHCR had been transferred to been advocating with the MoE to hire Provision of transportation services to FOT (Qom) 140 students annually 602 students 140 students have been implemented and the BAFIA 10 days after the signature more female teachers to encourage vulnerable refugee students SOS (Fars, Bushehr, certificates for the 2,100 beneficiaries of the project agreement and it was increased participation of female Khuzestan) have been issued. only remitted back to UNHCR's bank students. SOM (Gorgan, Gonbad) account in mid-October, causing SOK (Kerman) UNHCR continues to put greater Through organising education working substantial delay in the implementation Objective 2: Improve the quality of teaching and learning group meetings on a monthly basis, of school construction. As of April 2018 emphasis on community service UNHCR has continued to enhance one school has been constructed functions to improve outreach to Literacy training at literacy (1st to 3rd Alborz 3,000 students annually 2,100 students 3,000 students its coordination and collaboration and the construction of all 10 schools refugee communities as well as grade of primary) and transition (4th to Bushehr 6th grade of primary) level for over-aged Fars with UNICEF, UNESCO, Norwegian was in progress. Based on the regular community-based interventions. and out of school refugee children Golestan Refugee Council, Danish Refugee progress reports received on school Conducting joint needs assessments Isfahan Council and Relief International who construction in 2018, it is expected that in refugee neighbourhoods with Kerman are engaged in education programmes the construction of all schools will be BAFIA and cooperating directly with Khorasan Razavi benefiting refugees and undocumented completed in 2018, and be operational communities in addressing their needs Khuzestan Afghans in Iran. The working groups’ for the next scholastic year. and concerns have allowed UNHCR Lorestan focus has been on capacity building to better identify refugee girls in need Markazi workshops on education, monitoring To compensate for the time elapsed of schooling within conservative Qazvin of school fees, and exemption criteria as a result of the late signature of the communities and incrementally bring Qom Semnan about the change of attitude through for refugees, as well as the sharing partnership agreement and delay in Tehran of information, knowledge, and transferring the instalment to SRO, sustained awareness-raising efforts Yazd experience while preventing an overlap UNHCR in coordination with BAFIA via direct and candid interaction with Procurement of educational/IT/sport FOT (Robat Karim, 3,500 students benefit 3,960 students 3,500 students of interventions. and SRO is closely following up with refugee communities. equipment/learning material for schools/ Malard, Semnan, annually concerned authorities, and is carrying libraries Kashan, Esfahan) out systematic and regular monitoring In addition to community outreach, visits to construction sites, to ensure UNHCR assisted WFP in coordinating SOS (Fars, Bushehr) CHALLENGES AND that projects are completed in with the MoE to implement a policy SOM (Mashad, Gorgan, LESSONS LEARNED accordance to the work plan. which used take-home rations of Gonbad, Birjand, TeJ) fortified vegetable oil as an incentive SOK (Kerman, Yazd) A key challenge in 2017 has been In order to ensure that the adopted for girls to attend primary and Procurement and distribution of FOT (Robat Karim, 8,250 stationery 8,250 stationery No activities planned the delay in implementation of supportive measures in the EAC secondary school, encouraging families education kits (stationery) Malard, Semnan, supplies supplies education activities. Following the programme activities yield the desired to enrol girls in school to continue their Kashan, Esfahan) education. presidential election in May 2017 and results in encouraging refugee SOS (Fars, Bushehr) subsequent changes in the ministries communities to enrol and retain out-of- and governmental management, school children in the formal education With regard to statistical information SOM (Mashad, Gorgan, Gonbad, Birjand, TeJ) UNHCR in Iran faced challenges system, the MoE renewed a Letter of about out-of-school children, UNHCR in the implementation of designed Understanding (LoU) with the Social continues to face significant challenges SOK (Kerman, Yazd) activities in 2017, in particular causing Harm Reduction Department and the in terms of data collection. Although the Objective 3: Ensure safe learning environments for children delays to the construction of schools. Health and Hygiene Department. MoE shared some data with UNHCR Due to changes in the administrative This has been adopted to ensure the about the number of refugee children Organization of hygiene project/ FOT (Kashan, Qazvin, 12,000 students annually 2,758 students 2,000 students awareness sessions together with the Qom, Semnan, procedures and requirements of standard and high quality execution of enrolled in schools by age and gender, distribution of hygiene kits in Kerman Paakdasht, Varamin, involved ministries and local authorities, life skills and hygiene trainings to be no information was made available on and Yazd Tehran) in addition to the replacement of the carried out by expert organisations. the number of out-of-school children. Head of Centre for International affairs However the delay of the renewing of However, UNHCR will continue to SOS (Fars) and Schools Abroad with a temporary the LoU further delayed the finalisation advocate with the MoE for enhanced SOM (Mashad, Gorgan, Officer-in-Charge, discussions with of the implementation of activities. access to primary information sources, Gonbad, Birjand, Government counterparts encountered These activities are expected to be whether it is from the Government or Torbat-e-Jam) substantial delays and hence UNHCR implemented by May 2018. independent data collection agencies, SOK (Kerman, Yazd) was only able to sign the project in order to firmly ground UNHCR’s Objective 7: Emphasise community participation in education agreement in late April 2017. UNHCR continues to face difficulties education interventions within the in reaching refugee girls within evidence-based approach and Organization of life skills training for FOT (Esfahan,Qazvin, 5,000 students and 1,602 students 2,000 students and Additionally, the delay in conservative communities and successfully identify and assist out-of- refugees and their parents Qom, Tehran) parents annually and parents parents implementation was also caused by convincing their families to send school children in Iran. SOS (Fars, Bushehr) new financial/administrative instructions their girls to school. UNHCR finds it SOM (Mashad, Gorgan, from the Government in 2017, where challenging to promote the value of Regarding 2018 activities, it should be Gonbad) BAFIA requested that all financial girls’ education among conservative noted that the Government has strongly SOK (Kerman, Yazd) transactions between UNHCR and refugee communities, but aims to advocated with UNHCR for enhanced School Renovation Organization overcome cultural barriers which focus on the construction of schools. (SRO) take place directly and without reinforce traditional understanding 34 Educate A Child Annual Report 2017 35

Kenya Dadaab

Kenya Dadaab

OOSC Enrolment Target—Life of project 43,071

OOSC Enrolment—Total to date 38,038

OOSC Enrolment—Reporting period 14,480

Class is in session for refugee students at Horseed Primary schools like this one. Currently, there are 2,015 refugee School in Dadaab, Kenya. In Ifo camp, there are 32 primary students enrolled, 918 of them are girls.

OVERALL CONTEXT National Education Strategy 2016- strength and gaps that informed and diploma courses. Among them, 61 Instant Network Schools (INS) construction of additional classrooms 2020. The two strategies provide for targeted interventions such us schools teachers in cohort one finished their programme through integration of ICT that hitherto existed also contributed The population in Dadaab refugee harmonised approaches in education to be rehabilitated, assistive devices courses in 2017 and an additional 61 into learning. Positive outcomes from to the congestion. However, towards complex stood at 238,152 refugees and broad actions that help in to be procured, gaps in teaching and in cohort two that were enrolled in the complementary aspects of the the end of 2017, through sustained and asylum seekers in 2017; a drop achieving the set objectives by all learning materials and the extent of 2017, are expected to finish the course INS project and EAC interventions led advocacy, the Government gave of 34,612 refugees compared to partners across all camps. integration of ICT into learning. in 2018. For effective management to improved performance in national authorisation for construction of a population of 272,764 refugees Recommendations from out of school of school activities, 151 members exams, better student and teacher additional classrooms in 2018. and asylum seekers in 2016. The assessments covered a wide range of of PTAs and SMCs were trained on attendance rates and improved majority of the population (95 per activities such as parent’s mobilization school governance. Through the retention of learners which stood at 95 Ongoing voluntary repatriation cent) are refugees from Somalia. The IMPACT on the importance of education, project, 36,314 learners benefited per cent in 2017. impacted enrolment with school going complex is comprised of 4 camps, provision of transport support to from assorted new teaching-learning children unsure whether to remain namely Dagahaley, Ifo, Ifo 2 and A total of 48,727 (19,358 girls) students children with disability, rehabilitation materials. EAC contributed immensely EAC interventions supported 15 in the camp to pursue education.To Hagadera, after Kambioos camp out of 66,929 (32,355 girls) primary of dilapidated classrooms in affected in promoting inclusive education schools that were ravaged by floods mitigate this, voluntary repatriation was consolidated in 2016. During school-aged children were enrolled in schools, provision of adequate and supporting 80 SNE learners in 2017 by supplying teaching and procedures were supported through the reporting period, the voluntary 32 Dadaab refugee schools as of 31 teaching and learning material, with assistive devices comprising learning materials that had been the dissemination of Country of Origin repatriation process maintained its December 2017 representing a gross building the capacity of PTAs on of auxiliary crutches, visual aids, washed away. Support to these Information to help all members of momentum against a projected target enrolment rate (GER) of 73 per cent school management and governance supportive wheelchairs and tricycle schools will continue in 2018, as refugee families make conscious and of supporting approximately 50,000 and a net enrolment rate (NER) of 47 as well as training of teachers on wheelchairs. One inter-camp sports Dadaab is a flood-prone area that informed decisions. refugees in 2017. The repatriation per cent. Among them, 943 (376 girls) professional teaching qualification. and games competition involving 200 ultimately requires annual flood process assisted 33,398 returnees to special needs education (SNE) learners They were implemented together participants was organised. Three emergency response plans. Reaching out to girls aged 12 years Somalia with the rest having returned were enrolled in primary school level. with enrolment campaigns contributing conferences on girls’ education were and above remains a challenge due to Somalia spontaneously and others In 2016 there were 56,506 children to the new enrolment rate reported facilitated, each of which reached to cultural practices – child marriages, resettled to third countries. enrolled, however this declined by in 2017. out to 150 girls. During the girls’ female genital mutilation, the need to 7,779 learners in 2017. This drop was conferences, mentorship sessions CHALLENGES AND perform household chores, and family The provision of education and due to the closure of one camp, where 25,958 textbooks budgeted for in were conducted to motivate girls to LESSONS LEARNED preferences of educating training to all refugee children follows three schools were located, voluntary 2016 were delivered in 2017 improving pursue education. boys over girls are all still ongoing the Kenyan national curriculum and repatriation, spontaneous departures the textbook to pupil ratio in lower The main challenge in 2017 was the barriers to girls’ education within the is guided by the Basic Education Act, and resettlement to third countries. primary from 1:7 to 1:3. Since the majority of the school aftermath of consolidation of Kambioos camps. Sensitisation and creation of 2013. The Act provides for compulsory Despite Kambioos camp consolidation administrators are refugee teachers, camp which reduced the number livelihood opportunities for parents free primary education, including and voluntary repatriation being The project maintained 150 refugee training for school administrators of primary schools from 35 to 32. so they can afford to send all their three years of Early Childhood cited as the major contributors to a teachers and recruited 90 national was key in the daily management of This led to congestion in the seven children to school are some of the Development and Education (ECDE), drop in enrolment, EAC earmarked teachers and four Education Officers, school programmes. To this end, head primary schools in Hagadera camp. initiatives being undertaken eight years of primary schooling, and interventions ensured access to quality which in turn ensured effective teachers, deputies and senior teachers Lessons learned during Kambioos to address this challenge. four years of secondary education. education for 14,480 OOSC. syllabus coverage and support given benefited from trainings on school consolidation was to conduct an The overall Dadaab education sector to learners in co-curricular activities. management. individual assessment of learners to implementation is guided by the Joint Two assessments undertaken by To build the capacity of existing be relocated vis-à-vis the location Dadaab Education Strategy 2016- MoE Quality Standards and Standards refugee teachers, 122 of them were Six EAC primary schools continued to and capacities of schools where they 2020 anchored in UNHCR Kenya’s inspectorate highlighted areas of supported to undertake certificate benefit from the Vodafone Foundation are to be relocated to. The ban on Activity Description Targets Objective 7: Emphasise community participation in education Train PTA and SMCs on school Dagahaley 151 individuals 151 individuals 151 individuals Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018 governance Ifo 2 Ifo Objective 1: Expand access to education Hagadera Classrooms rehabilitated in 10 EAC Dagahaley 137 classrooms 85 classrooms Activity completed Kambioos schools Ifo 2 Flood response in affected schools Dagahaley 15 schools 15 schools 15 schools Ifo Provide assistive devices for learners 80 students annually 80 students 80 students Ifo 2 Hagadera living with disabilities Ifo Kambioos Hagadera Objective 2: Improve the quality of teaching and learning Objective 8: Promote Innovation in Education Programming and Interventions Provide assorted teaching-learning Dagahaley 35,950 individuals 36,314 individuals 35,950 individuals ICT integration in education supported Dagahaley 100 tablets purchased 10 schools Activity completed materials for learners in schools Ifo 2 annually for 10 EAC schools Ifo 2 and 10 schools Ifo Recruit national teachers to run an ALP 21 teachers Activity completed Ifo equipped Hagadera Hagadera programme Refurbishment of ICT centres in 10 EAC 2 centres Activity completed Kambioos Kambioos Recruit 4 education officers for 12 months 4 officers annually 4 officers 4 officers supported schools Conduct school inspections per school 9 inspections 2 inspections 2 inspections to maintain quality and standards Maintain incentives to teachers for 12 150 teachers recruited Activity completed months, and recruit additional teachers 150 teacher incentives 150 teacher 150 teacher incentives annually incentives Train school administrators on school 105 administrators 105 administrators 105 administrators management project in Dadaab per year annually Recruit national teachers for 12 months 90 teachers recruited 90 teachers 90 teachers and retain and retained through payment of annual incentives Conduct inter-camp sports and games Dagahaley 3 events 1 event 1 event Ifo 2 200 participants Ifo Hagadera Kambioos Train refugee teachers on professional Dagahaley 122 teachers 122 teachers 61 teachers teaching qualification Ifo 2 Ifo Train teachers on special needs 50 teachers No activities 50 teachers Hagadera education planned Kambioos Procure textbooks for 10 primary schools 25,958 textbooks 25,958 textbooks Activity completed to attain a text book pupil ratio of 3:1 Train untrained refugee teachers on 315 teachers 61 teachers 61 teachers curriculum delivery Objective 4: Promote awareness and advocacy on the importance of education for refugee children Conduct school enrolment campaigns Dagahaley 9 campaigns 3 campaigns 2 campaigns targeting OOSC Ifo 2 Ifo Facilitate 8 girls’ conferences on 8 conferences 3 conferences 1 conference Hagadera education for girls 150 girls Kambioos Objective 5: Improve data collection, management and analysis to promote learning and better programming Conduct Early Grade Reading Dagahaley 2 assessments 1 assessment 1 assessment Assessment and Early Grade Maths Ifo 2 Assessment Ifo Hagadera Kambioos 38 Educate A Child Annual Report 2017 39

Kenya Kakuma

Kenya Kakuma

OOSC Enrolment Target—Life of project 24,879

OOSC Enrolment—Total to date 16,789

OOSC Enrolment—Reporting period 9,900

OVERALL CONTEXT training and capacity development In order to ensure greater A young refugee girl sits for the end of term exams camp under EAC include the payment of teachers’ salaries, for 369 teachers, and strengthened opportunities for more equitable, at Mogadishu primary school in Kenya’s Kakuma the provision of teaching/learning supplies, educational Located in Turkana County (north- partnerships with communities through predictable and sustainable education refugee camp. Some of the activities implemented at the support for over-age learners, and extra-curricular activities. western part of Kenya), the Kakuma enhanced dialogue and sensitisation services, UNHCR, in collaboration Refugee Camp, established in 1992, were undertaken. Additionally, an with UNICEF and other partners, has is one of two camps in the country. accelerated education programme to supported the Kenyan MoE to carry The camp, and nearby Kalobeyei meet the education needs of in-school out an education sector diagnosis Settlement, which were established in over-age learners was supported as with a specific focus on the inclusion 2015 to improve the social-economic well as provision of teaching supplies, of refugee children in the national conditions of refugees and host desks and support for children’s planning process as envisioned in communities through an integrated participation in extra-curricular SDG4 and the New York Declaration service delivery approach, currently activities. on Refugees and Migrants within the host approximately 185,000 refugees Comprehensive Refugee Response and asylum seekers, about 15 per cent As a result of the above interventions Framework which Kenya has signed. of the total population of the Turkana and coupled with increasing refugee Consequently a policy framework on County. arrivals, primary education access inclusion of refugees is set to be in training around teachers’ roles and shared a classroom on average, with responsibility for domestic work that improved by 15.1 per cent from place in 2018. Additionally, the MoE well-being, child protection and a teacher to pupil ratio 1:103, textbook makes it difficult to balance academic The refugee influx from South Sudan 65,572 (25,852 female) in 2016 to has continued to register refugee inclusion, as well as pedagogy and to pupil ratio 1:7, and desk to pupil requirements leading to dropout. continued throughout 2017 with 21,866 75,472(30,457 female) students by the schools as public entities, carried curriculum planning. Teachers will ratio 1:7. The implementation of double (10,549 female) new arrivals, most end of 2017. Out of school children out quality assurance assessments, receive further support through peer shifts, training of teachers, community A key lesson learnt is that in the face of them women and children. The numbers decreased by 10 per cent and has provided 9,000 textbooks to coaching and mobile mentoring which engagement, and construction of of increasing school enrolments and increasing refugee population has from 7,427 (4,213 female) children schools in the camp. will lead to improved teacher practice classrooms have all helped mitigate pressure on existing facilities, provision overstretched available resources and recorded at the end of 2016 to 6,680 and student learning. some of the adverse impacts of school of access has to be balanced with capacities including for education. (4,767 female) by the end of 2017. A Kakuma refugee education strategy congestion but greater investment the necessary quality inputs required paper, which highlights key priority is urgently needed to undertake for conducive, safe and stimulating Quality improvements were noted, areas, has been developed and there improvements. learning environments. with the 4,742 (1,197 female) refugee is greater focus on installing EMIS that CHALLENGES AND IMPACT children who sat the national primary ensures availability and use of quality LESSONS LEARNED While girls' enrolment increased School dropouts are difficult to exam achieving a 87.8 per cent pass data and a multi-sectoral mechanism by 17.8 per cent over the reporting monitor due to high class sizes and an In 2017, UNHCR, in collaboration rate (higher than national average to monitor and enforce safe schooling Despite achieving greater access period, they still constitute nearly overwhelmed teaching force. As a way with partners and through the EAC of 76 per cent) and producing two approaches and the quality delivery of to primary education, 15 per cent of 70 per cent of the out of school to monitor children who show erratic partnership, undertook various candidates who managed to be in education services. primary school aged children are still children population as they face attendance and drop out, a digitised activities to improve primary education the top 0.5 percentile of the nearly out of school. The significant growth in greater barriers to accessing and attendance platform that will facilitate access, quality and management. one million children who sat the exam Three hundred and five national and school enrolments without comparable completing their studies. This is due early identification of such categories Initiatives such as the expansion nationally. Both of these candidates refugee teachers were provided with investment in school infrastructure to negative cultural practices such of children is being developed. The of school infrastructure (seven received a fully funded scholarship continuous professional development expansion has resulted in as early marriage, in-school factors platform will be linked to the broader classrooms and 16 latrines), salaries/ to study in Kenya’s best secondary support through an innovative and overcrowding and diminishing quality such as overcrowding that can act EMIS, which will be deployed in 2018. incentive payments for 726 teachers, schools. tailored in-person competency-based in education standards, as 160 children as a push out for girls and increased Activity Description Targets Purchase lesson preparation materials All camps 24 schools annually 24 schools 24 schools for schools to assist teachers in Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018 lesson planning and lesson execution, Objective 1: Expand access to education thereby improving the overall quality of instruction. This will include schemes of Construct new classrooms to increase All camps 41 classrooms 7 classrooms No activities planned work, lesson plans, assessment books, learning space in the camp, reduce class registers, manila paper, and marker congestion in the classes to 1:50 pens. including classrooms to support ALP for over-age learners Textbooks procured to support the 21,874 textbooks No activities No activities planned learning of children planned Construct blocks (each of 4 doors) of 20 latrine blocks 4 latrine blocks No activities planned Environmental and child-friendly and 16 latrines Procure teacher guides 2,625 teacher guides Activity completed age-appropriate permanent toilets. Training of teachers in lower classes 404 teachers 305 teachers No activities planned Construction design will also ensure in safe learning environment and child proper accessibility by children with friendly activities(targeting class 1-3 disabilities teachers) in schools Construct a school kitchen 1 school kitchen 1 school kitchen Activity completed Purchase of educational materials for 23 schools No activities No activities planned Renovate/rehabilitate existing 34 classrooms No activities No activities planned child friendly activities in primary schools planned classrooms to create conducive learning planned Provide training to school administrators 50 administrators 50 administrators No activities planned environment in existing schools and to and education supervisors on school annually expand learning spaces based management and quality Provide school uniforms for primary All camps 9,901 children No activities No activities planned assurance, school leadership and EMIS school children from most from poor and planned Objective 3: Ensure Safe Learning Environments for Children vulnerable groups as a strategy to boost their enrolment and retention Construct a school fence and gate All camps Construct 1 school fence 1 school fence Activity completed and gate and gate Purchase school bags for school 5,723 school bags No activities No activities planned enrollees planned Objective 4: Promote Awareness and Advocacy on the Importance of Education for Refugee Children Procure new desks with metallic frames 3,495 desks 250 desks No activities planned Conduct community awareness, All camps 3 campaigns annually 3 campaigns 1 campaign for learners to reduce the number of mobilisation and dialogue to create learners sharing a desk from 1:9 to 1:3 greater understanding and focus on education as a right and secure Provide a set of teacher desks and 62 teacher desks Activity completed participation of OOSC especially girls chairs and those disabilities Expand access to Special Needs 1,000 children annually 1,000 children 1,000 children Awareness raising and community 3 sessions Activity completed Education (SNE) for CWDs through sensitisation sessions provision of scholarships, learning materials and assistive devices to Objective 5: Improve Data Collection, Management and Analysis to Promote Learning and Better Programming increase enrolment and retention of Conduct biennial EGRA and EGMA tests All camps 6,650 students No activities No activities planned children with disabilities in primary through UWEZO Kenya planned schools Objective 7: Emphasise Community Participation in Education Objective 2: Improve the Quality of Teaching and Learning Provide grants to School Management All camps 22 grants Activity completed Teachers trained in special needs All camps 15 teachers 14 teachers No activities planned Committees(SMCs) to implement school education development projects to improve the Purchase exercise books every year 219,242 books 60,000 books No activities planned capacity of the community to manage the to provide 5 books to every learner. schools as well as increase livelihoods This will ensure that all learners have options for refugees adequate writing materials for exercises and preparation of classroom notes, thereby reducing parental burden Pedagogy and child centred training for 15 teachers Activity completed ALP teachers Provide salaries for national teachers to 92 teachers annually 92 teachers 92 teachers mentor refugee incentive staff Provide incentives for refugee primary 615 teachers annually 615 teachers 615 teachers school staff including hiring to support a double shift system and to cater for enrolment of out-of-school children Salaries for incentive ALP teachers 15 teachers annually 15 teachers 15 teachers Salaries for national ALP teachers 4 teachers annually 4 teachers 4 teachers Incentive payment for 8 support staff 8 support staff annually 8 support staff 8 support staff Assorted teaching materials for learning 2 centres annually 2 centres Activity completed centres Assorted learning materials for learners 4,740 individuals 2,401 individuals No activities planned Support extra-curricular activities to 4 events benefiting 22 4 events No activities planned enhance learners participation in schools schools annually 22 schools and create child-friendly spaces through play 42 Educate A Child Annual Report 2017 43

increase in the transition rate from CHALLENGES AND education, as access to secondary grade 3 to grade 4, from 58 per cent LESSONS LEARNED education is still very limited. There is Malaysia in 2016 to 83 per cent in 2017, which no accelerated learning programme was reflected in student performance Children who have no access to available for older children who have at school. The percentage of female education remain the most difficult to been left out of primary education teachers increased from 65 per cent reach. While UNHCR has put concerted but still wish to rapidly obtain basic OOSC Enrolment Target—Life of project 5,430 at the end of 2016 to 69 per cent at efforts in identifying underserved areas, literacy and numeracy skills. There is the end of 2017. More children were the Rohingya refugee population is no certification at the end of primary also able to access computers, with very dispersed and pockets of the education and children who wish to OOSC Enrolment—Total to date 3,665 78 per cent of the schools providing community continue to be identified obtain certification need to complete daily access to computers in 2017. in places where there is no access to international programmes such as the In support of the UNHCR Malaysia education that follows a recognised International General Certificate of OOSC Enrolment—Reporting period 1,877 Multi-year Strategic Directions 2017- syllabus taught by trained teachers. Secondary Education (IGCSE) or the 2020 and the CBP strategy, CLCs in The number of OOSC remains high, General Education Development (GED), the northern state of Penang and the especially among the population which are offered only by five CLCs. southern state of Johor continue to located outside of the central region of participate in regional coordination Kuala Lumpur and Selangor. Despite The long-term sustainability of CLCs efforts, with partners receiving training the new learning centres that UNHCR serving the prioritised populations, to effectively make referrals on various has helped to provide seed funding for, especially the Rohingya, remain a vulnerable cases, including on OOSC. the setting up of CLCs in these areas concern. CLCs are generally not is not feasible due to the small size of self-sufficient and CBP efforts that A pilot group of five CLCs in Penang the population and the inability of the aim to empower communities have OVERALL CONTEXT to ensure that access to education to locations where there is no access developed projects that support community to sustain them in the long only just been rolled out in 2017, thus is strengthened via 133 CLCs that to education, or dropped out because community development and run. The second most difficult OOSC requiring time before impacts can be Following conflict escalation in Rakhine comprise the informal parallel education of employment or early marriage. empowerment, thus extending the category to reach are the children evaluated. Communities still need state last year, sympathy towards system. The UNHCR Malaysia country benefit of EAC’s support to education who have access to a school but are to be capacitated and are reluctant the Rohingya and other refugee level Education Strategy was also With the support of EAC, UNHCR beyond the children in school. The not enrolled. Despite awareness and to take ownership of the CLCs. The populations, such as the Syrians, has further refined, covering the period Malaysia was able to support access projects, funded by UNHCR, and outreach activities that have led to necessary level of support increases increased among the Malaysian public. 2017-2021, to be better aligned with the to quality education at the 133 CLCs. involving youth, parents and other increased enrolment, many parents in correlation with the increase in UNHCR Malaysia Multi-year Strategic Throughout 2017, UNHCR conducted community members, revolved around continue to prioritise other needs enrolment, and parental contribution, The relationship with the MoE was Directions, focused on Community monitoring visits to all 133 CLCs, with the use of the CLCs as safe spaces, above education, especially for older be it for transportation or other further strengthened, with the MoE Based Protection (CBP) towards grants for transportation that enabled not only for primary school students, children who are expected to work, operational costs, is not sufficient. conducting visits to all community building more self-reliant and resilient 2,209 children to go to school, 4,707 but also for all the members of the stay at home, or are forced into early learning centres (CLCs) under UNHCR’s refugee communities. children to enjoy sports and extra- community. Activities covered under marriage. While UNHCR continues to provide protection in the first half of 2017, curricular activities, seed funding to 10 the projects included sewing classes grants, their availabilities and size accompanied by officials from other new CLCs in underserved areas, as for women, adult literacy classes, The dynamics of the Rohingya are limited for the CLCs serving governmental agencies such as the well as operational costs and creation computer classes, youth camps and community also pose a challenge, the prioritised population. Creative National Registration Department (NRD) IMPACT of safe learning spaces in 66 CLCs. a football tournament. By supporting as some parents prefer to enrol their solutions need to be explored in and the National Security Council The CLCs were provided with learning access to primary education through children at the community madrasahs, tackling the issue of OOSC, including (NSC). Following this, the MoE selected By the end of 2017, there were materials such as 9,309 textbooks and the CLCs, EAC funds thus also indirectly informal religious centres that are greater community outreach, which 25 learning centres catering to the 152,326 refugees and asylum-seekers reference books, safety materials such supported the whole community, who focused purely on Quranic studies and is also needed to increase parental Rohingya population for the pilot group registered with UNHCR in Malaysia, of as fire extinguishers, fire blankets and was able to use the same safe spaces the Arabic language, and do not offer participation and promote a greater to be registered and provided with which 12,209 were of primary school first-aid kits, as well as equipment such for a wide range of activities. any secular curriculum. It is estimated sense of community ownership among operating licenses by March 2018. age (6-13 years). All in all, there are as computers and projectors for 38 that around 2,000 Rohingya children, the prioritised groups. The remaining 108 learning centres 11,081 children accessing education CLCs that previously did not have any. Education working group meetings especially boys, are currently enrolled are to be registered by mid-year 2018. with UNHCR’s support, of which 8,366 were held throughout the year and at these centres. As madrasahs are Some movements have also been According to the MoE, the potential are enrolled at primary level. 770 of A total of 179 teachers serving the continue to be an effective platform not recognised as providers of primary observed among the non-prioritised support to the learning centres catering those children were over-aged. prioritised populations received for information sharing on activities, education by UNHCR, the student data Myanmarese populations. Reports to the Rohingya population is still under compensation, and 229 refugee strategic directions and other is not included in UNHCR’s education on spontaneous departures from discussion among various relevant The Rohingya population continues teachers were provided with health collaborative efforts. The usage of statistics. A new comprehensive within these populations continue to ministries. Joint advocacy efforts also to be prioritised and a concerted insurance coverage under REMEDI, social media and online platforms, mapping, similar to the one that was be received from teachers, leaving continue with sister agencies, with effort has focused on increasing as part of the efforts to promote such as Google Drive, Whatsapp and done in 2012, needs to be undertaken uncertainty around the actual number UNHCR working closely with UNICEF their enrolment in school. While the commitment to teaching. A total of even Facebook, continues to ease in 2018, in order to list all madrasahs of children who are still within the and the UN Country Team Malaysia on operation has managed to newly 167 teachers received training information sharing between UNHCR, and get a clearer understanding of the country. The phasing-out of support inclusivity within the SDGs framework. enrol 3,210 children between January by various partners, while videos teachers and school coordinators enrolment at these centres. to the non-prioritised Myanmarese and December 2017, of which 1,877 were produced on data collection/ (dissemination of information on groups saw the closure of five In the interim, UNHCR continues were at primary level, 102 children management and lesson planning, upcoming events, coordination of Although motivation to remain in CLCs and the merging of four CLCs, to work with six partner NGOs, 30 graduated from primary education and to be used for future trainings. trainings and meetings, conduction of school is high among enrolled which affected the CLCs’ response operational partners and the refugee 479 children left school due to various Through these activities, UNHCR surveys, sharing of documents such as children, there is little opportunity for to UNHCR Malaysia’s requests on communities themselves, in order reasons such as resettlement, moving Malaysia achieved a significant school registration forms, etc.). those who have completed primary student data. 44 Educate A Child Annual Report 2017 45

Malaysia

EAC’s support helps make sure refugee children like Rehana get crucial access to the education they deserve. “I’m glad that my parents understand how important school is for me. I will study hard to make them proud of me”.

Rehana 12-year-old refugee girl

Do you remember what it was like Refugees have no legal status in Rehana’s parents understand why to go to school? To look forward to Malaysia, and, as a result, they are she needs to stay in school. Given learning new things and playing with often denied basic rights. Their their lack of rights, refugee children your friends? children do not have access to the are already vulnerable. They would national education system. They be even more so if they couldn’t Refugee children in Malaysia are rely on education projects run by count, read or write. “I’m glad that my getting the chance to create similar NGOs and refugee communities. The parents understand how important memories, by going to school and majority of adult refugees are illiterate school is for me,” she says. building bright futures. Children like and have never seen the inside of a Rehana, who at the age of 12, is classroom. Rehana’s parents have promised not doing something she’s never done to move again until she completes before. She’s sitting for her first trial For the past three years, Rehana primary school. In turn, Rehana says examination. “I love going to school has taken classes at an EAC-funded she has made a promise to them. “I because I learn so many things,” community learning centre in southern will study hard to make them proud she says. Malaysia. She had some catching up of me.” to do. Her parents constantly moved There are over 26,000 school-aged the family across the country as they The partnership between EAC and refugee children in Malaysia. Most searched for work. That meant, for a UNHCR supports the education of are Rohingya from Myanmar. Their time, Rehana was forced to drop out children like Rehana, helping them parents fled home to escape the of school. But now she’s doing well create better lives, for themselves ongoing conflict in Rakhine state. But and making good progress. and their families. while they’ve reached safety, their lives remain vulnerable. Activity Description Targets Objective 3: Ensure safe learning environments for children Children provided with health education Central Region 5,000 individuals 2,735 individuals No activities planned Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan-June 2018 to increase awareness on health practices and healthy lifestyle, towards Objective 1: Expand access to education preventing health related dropout Schools provided with seed funding Central Region 6 schools 5 schools No activities planned Objective 5: Improve data collection, management and analysis to promote learning and better programming (for new schools in areas where there Northern Region 7 schools 3 schools No activities planned was previously no access) and grants Children participate in standard literacy Central Region 5,100 individuals 5,919 individuals 5,100 individuals for renovation or relocation (existing Southern Region 4 schools 1 school 2 schools and numeracy assessments to measure annually schools) learning achievements East Coast 5 schools 1 school No activities planned Northern Region 950 individuals annually 874 individuals 950 individuals Schools received grants for general Central Region 40 schools annually 46 schools 6 schools Southern Region 450 individuals annually 588 individuals 600 individuals maintenance/upkeep and operation Northern Region 10 schools annually 10 schools 1 school East Coast 250 individuals annually 268 individuals 250 individuals Southern Region 7 schools annually 6 schools 1 school Schools visited and monitored by EDU to Central Region 104 schools annually 102 schools 30 schools ensure that schools are in order, collect East Coast 4 schools annually 4 schools 3 schools Northern Region 15 schools annually 15 schools 15 schools information, and provide on the spot Children provided with transportation Central Region 700 individuals annually 991 individuals 350 individuals guidance on the running of the learning Southern Region 8 schools annually 10 schools 10 schools support to address poor attendance Northern Region 458 individuals annually 684 individuals 100 individuals centres. Each school is expected to East Coast 6 schools annually 6 schools 6 schools rate due to distance, safety and security, receive 4 visits per year. and high cost Southern Region 256 individuals annually 322 individuals 200 individuals Tracking/monitoring of children enrolled Central Region 11,400 individuals 11,801 individuals UNHCR Malaysia East Coast 180 individuals annually 212 individuals 212 individuals in school and OOSCs through an annually has requested to be Students provided with support for extra- Central Region 2,800 individuals 3,562 individuals 2,800 individuals open source education management included in REMIS curricular activities that support learning annually education information system pilot group. OpenEMIS and child development Northern Region 460 individuals annually 629 individuals No activities planned contract not renewed. Southern Region 300 individuals annually 304 individuals No activities planned Appointment of a consultant to focus Central, Northern, 2 short term team Activity completed on OOSC issues including outreach, Southern and East members hired East Coast 200 individuals annually 212 individuals No activities planned data analysis, information campaign and Coast Regions Families provided with cash-based Central Region 60 households 0 No activities planned management interventions that supports retention and Northern Region 20 households 116 households No activities planned Teachers trained to utilise online Central Region 120 teachers annually 136 teachers 60 teachers enrolment at school educational resources; and to do data Northern Region 18 teachers annually 25 teachers 10 teachers Southern Region 20 households 0 No activities planned reporting via education management East Coast 20 households 0 No activities planned information systems Southern Region 14 teachers annually 14 teachers 8 teachers East Coast 8 teachers annually 9 teachers 4 teachers Objective 2: Improve the quality of teaching and learning Objective 6: Strengthen capacity and partnerships with ministries of education and other education actors to enable more refugee Teachers paid compensation to ensure Central Region 103 teachers annually 107 teachers 49 teachers children to access school teachers retention Northern Region 35 teachers annually 44 teachers 30 teachers On-going advocacy and formation of a Central, Northern, 1 advocacy round table 1 meeting held Monthly meeting with Southern Region 20 teachers annually 15 teachers 16 teachers task force comprising UNHCR, UNICEF, Southern and East annually with the MoE the Private Education East Coast 15 teachers annually 13 teachers 9 teachers MoE and any relevant institution(s) and Coast Regions 2 meetings held Division of the MoE to agencies to ensure on-going discussion with UNICEF be held on registration Refugee teachers provided with refugee Central Region 221 teachers annually 221 teachers No activities planned and information sharing on access to and licensing of all health insurance which is annually Northern Region 5 teachers annually 5 teachers No activities planned education for refugee children. schools under UNHCR renewable to promote retention Southern Region 3 teachers annually 3 teachers No activities planned Capacity building trainings for IPs Central, Northern, 2 sessions annually 2 sessions No activities planned conducted, especially in familiarising Southern and East 1 round table Teachers receive modular and stackable Central Region 100 teachers annually 120 teachers No activities planned them with the UNHCR education strategy Coast Regions training covering pedagogy, classroom Northern Region 24 teachers annually 25 teachers No activities planned and global strategic priorities, the OOSC, management, behavioural management, fundraising, etc. Trainings are thematic Southern Region 14 teachers annually 14 teachers No activities planned lesson planning, etc. and held quarterly. East Coast 8 teachers annually 8 teachers No activities planned Objective 7: Emphasise community participation in education Schools supplied with textbooks, Central Region 80 schools annually 84 schools No activities planned reference books, teaching materials 7,445 books School coordinators, head teachers Central Region 100 education personnel 136 education 60 education personnel to support curriculum in place and members of school executive annually personnel Northern Region 14 schools annually 8 schools No activities planned committees and PTAs provided Northern Region 20 education personnel 25 education 15 education personnel 870 books with capacity building on school annually personnel Southern Region 8 schools annually 6 schools No activities planned management, OOSC, SGBV, etc. 550 books Trainings are thematic and held quarterly. Southern Region 14 education personnel 14 education 10 education personnel annually personnel East Coast 6 schools annually 5 schools No activities planned 444 books East Coast 12 education personnel 9 education 6 education personnel annually personnel A task force formed and consultants Central, Northern, 1 task force formed and 1 1 task force No activities planned engaged to enhance curriculum used at Southern and East consultant engaged 1 consultant Objective 8: Promote Innovation in Education Programming and Interventions the learning centres, in order to ensure Coast Regions relevancy and also learning achievement Schools provided with internet access to Central Region 55 schools annually 21 schools 6 schools enable teachers to download teaching targets set are met. The curriculum is Northern Region 6 schools annually 2 schools 1 school based on the national curriculum used materials online; and input data for Southern Region 4 schools annually 5 schools 5 schools by the Malaysian public schools but with OpenEMIS language alternatives and pedagogical East Coast 2 schools annually 3 schools 3 schools approaches more suited to refugee Schools provided with IT equipment to Central Region 21 schools 25 schools Activity completed children. support classroom learning Northern Region 10 schools 10 schools Activity completed Southern Region 2 schools 2 schools Activity completed East Coast 1 school 1 school Activity completed 48 Educate A Child Annual Report 2017 49

Overall the number of enrolled After the large voluntarily repatriation Four new partners were engaged to children decreased due to voluntarily of Afghan refugees in the second half implement the school enhancement Pakistan repatriation and the subsequent of 2016, UNHCR identified, through a programme which was aimed at consolidation of schools (127 schools school assessment, that in 22 schools, improving the quality of education in were reduced to 105). The total the number of children had decreased the targeted schools. The package teachers in schools were reduced to while teachers were in surplus. Most consisted of: OOSC Enrolment Target—Life of project 18,547 638 by the end of 2017 following the of these schools were already in a separation of a total of 189 teachers in dilapidated condition which affected • Construction, rehabilitation and the second half of the year 2017. the daily teaching and the parents solarisation of 20 schools resulting OOSC Enrolment—Total to date 14,547 had stopped their contribution to the in a safe, learning environment, Some education partners in the school funds. improved WASH facilities in provinces faced issues with a No- schools and restored and well-lit OOSC Enrolment—Reporting period 6,291 Objection Certificate (NOCs) for their Almost half of the 15,000 dropouts classrooms operations. For NGOs working on were reported to have returned refugee issues in particular, an added to Afghanistan while the other half • Provision of new and better quality requirement is an Allowed to Work had transferred to private or public textbooks based on the new (ATW) letter issued by the Ministry of Pakistani or religious schools. UNHCR Afghan curriculum to all children States and Frontier Regions (SAFRON). gradually started its consolidation and in schools Several ATWs of UNHCR's education rationalisation process with a view partners were cancelled during the to start the 2017-18 academic year • Provision of schools bags and reporting period, leading to delays with a prioritised list of schools from notebooks to all children in completing activities. September 2017 onwards. OVERALL CONTEXT their registration through the National better understanding and mutual trust • Uniforms for all children Database and Registration Authority between the groups with the aim of Issues for NGOs persist throughout This consultative exercise involved With 1.39 million registered Afghan (NADRA). The registration process preventing abuses and violations of the country as the legal status of UNHCR's partners, UNHCR’s multi- • Introduction of lap desks as an refugees living in the country, Pakistan of undocumented Afghans started refugee rights. several organisations has been functional team comprising education, ergonomic learning support on hosts one of the world's largest on 16 August 2017 and was initially questioned and they have been asked protection, programme and field a pilot basis in junior overcrowded protracted refugee populations. planned to be completed by the end Over the years, the Pakistan to re-register with the Government. colleagues, the Commissionerate classrooms where conventional Fifty-eight per cent of refugees of December 2017. However, the Government has maintained a policy Although all the NGOs are registered, for Afghan Refugees (CAR), Afghan desks and chairs take too reside in Khyber Pakhtunkhwa Government granted a one-month of enabling access of Afghan refugee NOCs remain an issue. Security teachers and parents. As a result, much space province, followed by 23 per cent extension to the undocumented children to Pakistani public and issues, political interference, and the schools with low enrolment (less in Balochistan, 12 per cent in Punjab Afghans to register until 31st January private schools - recognising this is Government’s policies towards NGOs than 100 pupils in six grades) were UNHCR supported 105 SMCs to and small numbers in other parts of 2018. As of 31st December 2017, an essential investment building the are some of the challenges that make merged with the nearest schools to organise education enrolment the country. Some 32 per cent of the NADRA has registered 670,000 human capital of future generation it difficult for NGOs to work with the allow more focused investment in the campaigns across refugee villages, the refugee population reside in 54 undocumented Afghan nationals in of Afghans. This commitment is Government and agencies doubting maintenance of the school premises. including utilising community shura refugee villages, while 68 per cent are Pakistan. firmly rooted in the Constitution their credentials or the nature of This increased the density of students committees (traditional advisory living in urban and semi-urban areas. (Article 25-A), which stipulates free their work. and optimised the number of teachers committees) to help enrol 757 out-of Afghan refugee children and youth UNHCR has adopted a robust and and compulsory education for all available. The number of schools school girls. Community engagement (24 years of age and below) constitute proactive approach to strengthen the children between 5-16 years, and has been reduced from 127 to 105 was helpful in building ownership and approximately 64 per cent of the protection response for registered was further reaffirmed in Pakistan’s primary schools at the start of the sustainability of these interventions. registered Afghan refugee population, Afghan refugees. All actors coordinate resolve to achieve SDG4, which calls IMPACT new academic year in 2017 in Khyber SMC members were encouraged to the majority of whom were born in closely to ensure that responses are for inclusive and equitable education Pakhtunkhwa. visit schools at least once a week Pakistan as second or third generation. mutually reinforcing and tailored to for all. This policy has been extremely In 2017, UNHCR provided primary to monitor teacher and student meet the heightened protection needs beneficial for the 67 per cent of education to 52,545 Afghan refugee In Khyber Pakhtunkhwa, UNHCR attendance and to assess and address In 2017, UNHCR shifted from a focus of UNHCR’s persons of concern. The Afghan refugees that reside in urban children in refugee villages in 153 provided education to 33,739 children, school needs and issues. SMC on individual-case processing to strengthened response combines and semi-urban areas outside refugee schools in Khyber Pakhtunkhwa, of which 31 per cent were girls, meetings were held to discuss and community-based protection (CBP). proactive outreach and assistance villages and attend Pakistani schools Balochistan and Punjab. Educating enrolled in 105 refugee-village schools. solve issues ranging from students’ This approach focuses on supporting with careful monitoring and data with host community members. At refugees has multiple benefits and As part of the school enhancement absenteeism, mid-term and final communities to find their own solutions collection to ensure that results can be the same time, UNHCR is committed positive and widespread impact on package, 20 schools were targeted for exams, dropouts, surveys, campaigns, and advocates for greater access to accurately measured and analysed. to strengthening the host country’s society. In general, Afghan refugees physical improvement and solarisation, training and water issues. basic services for PoR cardholders. existing initiatives to educate Afghan value education and view it as an provision of new textbooks, uniforms, Pakistani authorities continue to refugees, particularly within the important tool for ensuring future school bags, notebooks and pencil In Balochistan, UNHCR provided free To document the undocumented work closely with UNHCR to train framework of the SDGs and Article success. Education was identified sets to all children to reduce the education to 17,413 Afghan children Afghan nationals residing in Pakistan, relevant officials, from high-ranking 25A of the Pakistani constitution. as one of the main priorities economic pressure on poor families. (of which 38 per cent were girls) in 10 the Government of Pakistan in officers to local constables and border of refugees through UNHCR’s In order to provide better learning refugee villages through 39 primary collaboration with the Government guards, on the need to recognise and In Khyber Pakhtunkhwa province, participatory assessment survey conditions in heavily crowded primary schools. 523 teachers in these schools of Afghanistan (through the Ministry respect refugee rights. UNHCR is also UNHCR started the consolidation of that was carried out in 2017. Formal classrooms, 5,500 lap desks were are supported by UNHCR. Two of Refugees and Repatriations) and successfully coordinating efforts to educational services after the large education was considered by provided to children. Throughout the schools were also upgraded across with the support of the International bring law enforcement and refugee voluntarily repatriation of Afghan parents to be an essential ingredient year, UNHCR provided stipends to 801 the province, including refurbishment Office of Migration (IOM) initiated communities together to promote refugees in the second half of 2016. for a better life. teachers in Khyber Pakhtunkhwa. and construction of school buildings 50 Educate A Child Annual Report 2017 51

and facilities. These included foundation teaching skills and in This fosters self-confidence, self- management and analysis of data and partners through its Implementing rehabilitation of long walls and short part because of resource-poor and reliance and the sharing of ideas. shared the results with UNHCR on Partners Management Committee to walls, rehabilitation of the ceilings, wall overcrowded classrooms. Currently In order to improve the quality of a monthly basis. UNHCR intends to ensure that in the event of a similar mud plaster for the walls paint work UNHCR’s education partners are education imparted in refugee village integrate the data interface on its situation in the future, there is a pool of for doors; windows and gates; glazing conducting short-term teacher schools, UNHCR provided short-term own server. partners with valid ATWs that UNHCR for windows and glass for ventilators; training. Often, there is inadequate teacher training to 45 refugee village can use to complete its activities. plain cement concrete (PCC) work for information available about the skill schools teachers in Kot Chandna Recognising that the Afghan UNHCR also intends to ensure that in class floors; toilet floors; wood work level of teachers being trained as refugee village, with the aim to build protracted refugee situation has lasted 2018, school rehabilitation activities for doors and windows; construction of training needs assessments are and improve the capacity of these for nearly four decades, with UNHCR take place during the summer break four toilets and procurement of sitting rarely conducted prior to trainings. teachers. This training was provided providing support through education (June-August). Rehabilitation during mats and solar fans. 19,900 unstitched Discussions with partners also reveal by a private teacher training institute in refugee villages, the UNHCR the academic session negatively uniforms were provided in Balochistan that often teachers are trained on and followed the guidelines set by the education strategy places emphasis affects the teaching learning process (2 per child - 1,549 girls and 8,446 similar skills without recognising prior Inter-Agency Network for Education on long-term planning. Traditionally, in schools. It also affects girls’ schools boys). Some 1,549 health kits for experience, qualifications or skill in Emergencies (INEE) by conducting refugee education has not featured where the community does not allow girls for menstrual hygiene were also levels. needs-based skills training, enabling in national development plans or in labourers to work during school hours provided. teachers from different refugee education sector planning, but UNHCR due to cultural reasons. Following a decision in 2012 by the backgrounds to enhance classroom is currently participating in national and School enrolment campaigns were MoE in Afghanistan, that stipulated management skills, pedagogy and provincial education forums. launched for the new academic that all teachers need to attain a active learning. cycle in all 10 refugee villages of two-year diploma to teach children in Balochistan’s education sector plan Balochistan. The communities were schools, UNHCR identified the Abu The overall training objective was specifically mentions refugees as a engaged through mobilisation, Ali Seena Teacher Training Institute as to provide the trainees with modern disadvantaged group in the province. advocacy and the strengthening of the only Afghan institute in Pakistan, pedagogical, classroom management Efforts were undertaken in Khyber school management committees. The at that time, that had a ‘No Objection and assessment methods so that they Pakhtunkhwa in 2017 for inclusion of increase in enrolment of girls from 37 Certificate’ from the Government of can improve their performance and the refugees in the Government’s new per cent in 2016 to 38 per cent in 2017 Afghanistan for providing this teacher learning achievements of their pupils. education sector plan. was accompanied by the distribution training diploma. In 2017, 119 teachers The training focused on providing of incentives, uniforms, furniture and graduated from this programme. teachers with the essential tutorial Efforts are also underway to rehabilitation of school infrastructure. and classroom management skills to advocate for the inclusion of Attendance based incentives were However, due to concerns regarding enable them to teach Afghan refugee refugees at all levels of education disbursed to 3,339 students, including the quality of teaching at the institute, children residing in Kot Chandna planning in Pakistan, including 778 girls enrolled in grades 6 to 8, UNHCR discontinued that diploma in refugee village, using the most recent SDG4 implementation as refugees as an incentive to enhance retention September 2017. Currently, UNHCR is teaching methodologies, and modern educational needs have previously in schools. Despite this increase, girls’ in the process of identifying suitable techniques that take into consideration been perceived as only UNHCR’s participation in education remains still recognised Pakistani teacher training their vulnerable psychological mandate. inadequate because of various cultural institutes in Khyber Pakhtunkhwa and condition. After completion of the reasons. Balochistan to design a customised training, teachers reported that certified 9-12 months programme the new teaching techniques were In Punjab, UNHCR supported nine for teacher training that provides interactive and dynamic. This was CHALLENGES AND schools (four for boys and five for an introduction to basic teaching especially important because not all LESSONS LEARNED girls) and 45 teachers in the refugee competencies. The UNHCR Refugee of the teachers have a background in village, Kot Chandana, with a total Education Strategy 2016-2018 in teaching and needed to learn basic School rehabilitation in Khyber enrolment of 1,391 Afghan children Pakistan also places emphasis on teaching methodologies. Pakhtunkhwa could not be undertaken (41 per cent girls) in 2017. Through high quality teacher training as the during the long summer break and the funding provided by EAC, 1,656 key to good education and creating In Balochistan, 32 sensitisation was pushed towards the end of 2017 unstitched uniforms were provided in sustainable education systems. campaigns for 1,776 school children due to the partners’ NOC and ATW boys' schools in 2017 (girls’ schools (890 male and 886 female) on child issues. In order to speed up the were targeted in 2016). 598 girls were A well-educated refugee population is protection were conducted. The school rehabilitation and procurement provided with health and hygiene only possible as a result of high quality sessions were conducted with school process, four new partners were kits to ensure an awareness of teaching in educational institutions children with the aim to prevent and engaged towards the second half of menstrual hygiene. In order to foster which includes interactive, student- report any incidents of abuse, violence the year of 2017. However, the security an understanding of teamwork through centred teaching as opposed to and exploitation. situation in Khyber Pakhtunkhwa sports activities and achieve longer- only traditional teaching methods. resulted in cancellation of ATWs term changes in children, sports Historically, the emphasis in refugee The education partner in Khyber of two of the partners dealing equipment was provided in all nine village schools has been on dictation, Pakhtunkhwa maintained EMIS in with rehabilitation of schools and schools in Punjab. rote memorisation and recitation. Using 2017. They carried out data collection, procurement of material. These modern teaching methods, teachers (such as enrolment, transfer from activities were therefore delayed. In Pakistan, refugee teachers struggle are able to teach students to think refugee village to public schools, to implement educational content critically, use logic for problem-solving, school infrastructure, toilets and However, UNHCR is in the process in part because they do not have and interpret and evaluate information. school management committees), of selecting a pool of education 52 Educate A Child Annual Report 2017 53

Pakistan

To overcome the shortage of desks for students, UNHCR provided lap desks to schools in Khyber Pakhtunkhwa. First introduced by Nobel Peace Prize winner and human rights activist Desmond Tutu in South Africa, lap desks offer children their very own workstation. Made from sturdy material, they are designed to last the duration of a child’s education.

In extraordinary circumstances, the Tutu desk has proven to be the ideal solution to creating an instant classroom. Activity Description Targets Objective 2: Improve the quality of teaching and learning Payment of incentives to teachers KP 700 teachers annually 801 teachers 678 teachers Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan-June 2018

Objective 1: Expand access to education Classroom supplies and notebooks KP 3,129 girls provided with Activity completed provided to girls supplies Rehabilitation of schools and Khyber Pakhtunkhwa 35 schools 20 schools No activities planned construction of new classrooms or toilets (KP) 40 classrooms SMCs will receive basic support to KP 99 SMC supported 105 SMCs 60 SMCs supported where required 5,500 lap desks increase enrolment of out of school girls. annually supported 200 girls enrolled Construction and rehabilitation of 4,000 girls enrolled 757 girls enrolled schools and of one boundary wall Incentives for female teachers in Punjab 50 teachers annually 45 teachers 50 teachers Construction of latrines for refugee Punjab 11 latrines 6 latrines Activity completed Refugee Villages schools Distribution of healt and hygine kits Balochistan 14,060 uniforms 19,990 uniforms Activity completed Construction and renovation of school Balochistan 10 schools 2 schools Activity completed (H&H) to the female students of grades 40 hearing/vision kits (8,446 boys and physical conditions in order to make 6 classrooms 6-8 and distribution of school uniforms 1,549 girls of the learning environment safe and to children of selected grades, including G1-G5) accessible place for the children provision of hearing and vision kits for 1,549 girls and 151 disabled children in all schools female teachers Provision of uniforms and textbooks KP 383,000 textbooks 164,000 No activities planned provided with 108,000 uniforms textbooks H&H kits for RVs 30,000 uniforms Provision of attendance based incentives Balochistan 9,446 incentives 3,339 incentives 3,000 incentives Sanitary supplies for girls Punjab Sanitary supplies for 1,337 textbooks Activity completed to all the students of grade 6-8 (2,561 boys and Provision of textbooks, uniforms, girls in 5 schools 1,656 uniforms in 778 girls of G6-G8) school bags 15 RV schools equipped 4 boys schools Provision of furniture (chair/desk) for with sports equipment 598 health and Number of home-based girls’ schools Balochistan 15 HBGS and 48 satellite 15 HBGS & 48 15 HBGS & 48 satellite students and sports materials provided annually hygiene kits (HBGS) and satellite classes maintained classes maintained satellite classes classes to schools Provision of 1,800 Sanitary material and female teachers stipends paid annually 135 female 135 female teacher school supplies (bags), for 5 girls school to reduce access barriers for girls’ 135 female teacher teacher stipends stipends 1,337 textbooks, 1,600 Sports equipment education stipends being paid uniforms for 9 schools annually Sanitary supplies for girls in schools, Sindh Sanitary supplies for girls Activity completed Provision of recreational activity materials Balochistan 13 ECE centres Activity completed stationary items, school bags for students provided in 6 schools; to ECE classes constructed/maintained in Public schools UC4 & UC5, furniture school bags provided to Teacher stipends distributed to male Balochistan Teacher stipends Teacher stipends 388 teachers (chair/desk) for students in public schools 400 students; teachers and watchmen distributed to 388 distributed to 388 45 watchmen and refugee schools in UC4 & UC5, 1,400 uniforms provided male teachers and 45 male teachers sports items for refugee and public to students watchmen annually and 45 watchmen schools in UC4 & 5 1,550 student chairs and In-service and pre-service teachers Balochistan 539 teachers trained Activity completed desks capacity building training conducted 30 teacher desks 4 schools provided with Provision of scholarships for 2 years KP 285 students 119 students 166 students sports items course leading to recognized teaching certification (2 cohorts of trainees: 2016- 2017 and 2017-2018)

Training/capacity building of RV teachers Punjab 583 teachers 45 teachers No activities planned on an annual basis Balochistan (including 50 teachers in Punjab trained Sindh from 2016 to 2018) Objective 4: Promote awareness and advocacy on the importance of education for refugee children Community sensitization Punjab 12 campaigns 2 campaigns Activity completed campaigns conducted Community sensitization Sindh 6 campaigns Activity completed campaigns conducted School enrolment campaigns conducted Balochistan 163 campaigns 32 campaigns 10 campaigns in all the Refugee Villages (RV) conducted in RV 10 SMCs trained 6 SMCs trained School Management Committee (SMC) 138 SMCs trained refresher training conducted 18,664 students receiving uniforms Objective 5: Improve data collection, management and analysis to promote learning and better programming Maintenance of education management KP 1 system annually Activity completed information system (EMIS) 56 Educate A Child Annual Report 2017 57

education standards to meet national cooperation and support among the by UNHCR, while all teachers’ qualifications. Refugee teachers who involved actors and the Government. salaries should ultimately be under Rwanda successfully pass trainings in English Government payroll. The delay in and teaching methodologies teach Different activities were carried out teacher recruitment by the Government side by side with national teachers and in camps to ensure that all refugee is also affecting education expenses. receive the same salary scale. Among children were enrolled in school. OOSC Enrolment Target—Life of project 6,748 the 291 primary refugee teachers Two awareness raising sessions Additional challenges include the trained in quality teaching, 124 of were conducted in each camp on reduction in financial support that has them (87 males and 37 females) were the importance of education, with a seriously affected the quality of the OOSC Enrolment—Total to date 4,707 enrolled in Teacher Training colleges special focus on girls’ education. The school feeding and the distribution (TTCs) for one year while continuing sessions engaged community and of scholastic materials and uniforms. to teach. This one-year programme, religious leaders, partners, parents and Children residing in urban settings also OOSC Enrolment—Reporting period 2,041 supported by EAC between June 2017 children. Thanks to these sessions, still face serious risks of dropping out and June 2018, is expected to have the community became more aware of of school, due to the lack of financial a significant impact on the quality the crucial role of education, not only assistance, especially in the provision of teaching once the programme is in the transmission of knowledge and of scholastic materials and uniforms. completed, and is already considered skills, but also in the mitigation of major to be one of our main achievements protection risks. Through the education intervention for refugee teachers. in 2017, key lessons were learned and some ways of addressing the Major achievements should also different challenges were identified be highlighted in the field of SNE. CHALLENGES AND for possible implementation in 2018. OVERALL CONTEXT authorities hosting refugee camps, facilities constructed in Kigeme, and A total number of 28 students with LESSONS LEARNED It became increasingly clear that the in order to facilitate access to one fence constructed in Mahama. severe visual and mental disabilities full integration of refugee students Rwanda is home to over 173,419 education for refugees and ensure Scholastic materials and uniforms were enrolled in specialised national Quality education is the main concern into the national education system refugees and asylum seekers. their full integration into the national were distributed in all camps. Through schools countrywide. 24 of them were and the objective that UNHCR is requires joint efforts among all actors, Burundian refugees make up 54 per education system. One major focus of ADRA, school feeding, scholastic newly identified and enrolled in 2017, seeking to achieve in the coming year, including UN agencies, NGO partners, cent of the total refugee population in the ongoing advocacy is Paysannat materials and uniforms were provided in addition to the four enrolled in along with its partners and in close national institutes and governmental Rwanda, while Congolese represent L School, located in the vicinity of to all children, including the 11,441 2016. Furthermore, 82 students with cooperation with the Government of entities. Therefore, more advocacy 45.7 per cent. Refugees are scattered Mahama camp, and now considered students supported by EAC. hearing and physical impairment were Rwanda. Some challenges remain and coordination will be planned, across different urban settings, but the to be the biggest national school, inclusively enrolled in mainstream major obstacles on the road towards strengthened and monitored in 2018. majority are residing in two main urban accommodating 19,526 primary During the Leadership Summit in schools, where they were assisted by comprehensive quality education. Most locations: Kigali, with 30,283 refugees, and secondary students of which New York in 2016, the Government adult role models. of the challenges, with many of them The out-of-school assessment and Huye, with 3,311 refugees. Most 12,492 refugee students (6,062 girls of Rwanda gave four different being interconnected, negatively affect carried out in 2017 addressed various refugees are hosted in six camps and 6,430 boys) and 2,871 national commitments, one of them being the With the support of EAC, UNHCR the efficient integration of refugee protection issues and concerns. throughout the country: Mahama, students (1,440 girls and 1,431 boys) are integration of refugee children into Rwanda was able to conduct an students into the national education Interventions aiming at tackling Kigeme, Kiziba, Nyabiheke, Gihembe enrolled in primary education. the national education system. In 2017, out-of-school assessment between system. those issues require comprehensive and Mugombwa. The total refugee UNHCR, along with its partners, and April and November 2017, focusing coordination and planning, in order population currently registered with In line with UNHCR’s Global Education in collaboration with the Government, on more than 1,400 children and The scope of the construction of to be able to work on prevention UNHCR is 163,326, with children Strategy, quality and protective supported the integration of 22,820 caregivers across the five Congolese classrooms in all camps is not sufficient and solutions for children at risk. making up 49 per cent. In 2017, 21,720 education is a priority. Throughout primary students in all locations, camps. The assessment generated to accommodate the increasing Orientation sessions conducted for the of refugees of primary age registered 2017, UNHCR, along with its partners, except Kiziba and Gihembe. 6,378 reliable qualitative and quantitative number of students, as classes are newly arrived of Burundian children with UNHCR, while there were 20,809 contributed to the integration process primary students studying in camp- data on the reasons behind school becoming overcrowded. Currently, appeared to be a key contribution to in 2016. The school-aged population through the construction of classrooms based schools were still waiting to be dropouts. Major protection issues the 200 classrooms and 203 latrines their success in education, not only at increased by 3.5 per cent, with a and latrines in all camps, in addition to integrated in national schools. The were highlighted as both the reason in the different camps would ideally the primary level. Increased attention population growth of more than 4 per other education facilities. number of refugee students integrated and the result of the dropouts. The accommodate no more than 8,000 will need to be paid to the quality of cent for primary levels. 29,198 students into primary education increased from assessment proposed some solutions students (single shift). The poor these sessions in 2018. attended primary schools, while 14,945 in 2016 to 22,820 at the end and interventions that could help to conditions of some of the classrooms 10,762 were in secondary schools and of 2017, as a result of constructing ensure re-enrolment in schools. A and the school infrastructure (including The integration of refugee children 10,065 were enrolled in pre-primary IMPACT 178 classrooms in 2016, 42 of which workshop was organised to discuss WASH facilities), in addition to the into the national education system education. were funded by EAC. Full integration the outcomes of the assessment lack of educational facilities such as contributed to enhance social cohesion In 2017, UNHCR supported primary has not been achieved yet, as it also between education and protection laboratories, libraries, computer labs between refugee communities and In 2017, UNHCR continued to enhance education for 29,198 children in involves integrating refugee teachers partners, as well as representatives of and safe spaces for girls, remain a host communities, especially those quality education for 29,198 primary all six refugee camps. With the and constructing additional education the Ministry of Disaster Management challenge to the delivery of quality living in the vicinity of the camps. refugee children in all camps, in support of EAC, 378 desks were facilities similar to the ones in national and Refugee Affairs, the MoE, the education. Many inspiring examples were collaboration with ADRA and the provided to schools in Mahama schools. REB and education authorities at observed among children of different Government of Rwanda. Regular and Kigeme camps, two blocks of district level. Participants exchanged The integration process is still facing backgrounds and nationalities who consultations and advocacy were latrines were constructed in Kigeme, Capacity building of refugee teachers views, discussed possible solutions challenges related to the salaries of became close friends and brought their conducted with the MoE, the Rwanda eight classrooms rehabilitated is part of the integration process, as and agreed on a draft action plan the 386 teachers (291 refugees and 95 families closer together. Education Board (REB) and district in Mugombwa, 10 handwashing it enhances their abilities and raises to be implemented with enhanced nationals) who are still being supported 58 Educate A Child Annual Report 2017 59

UNHCR helped to construct 60 classrooms at Paysannat school, just outside Mahama camp in Rwanda. Refugee students from Burundi attend the primary school, together Rwanda with children from the host community. Teaching Values, Teaching Hope. “I began my studies in a refugee camp,” he says. “I finished university as a refugee, and I’m a teacher.” Ananias 35-year-old primary school teacher

Most of us will never know what refugee schoolchildren and students it’s like to live as a refugee: to flee from the host community, thanks to a everything you’ve ever known system developed by the Rwandan because of factors beyond your government and UNHCR. control, to wonder what your future will hold. Sixty classrooms were constructed with UNHCR’s support inside Mahama Because of the situations people camp for primary classes, making sure forced from home must face, Educate children of all ages have the chance A Child (EAC), the global programme to learn. of the Education Above All Foundation (EAA) and UNHCR have “I like being a teacher because in teamed up to give refugees hope. teaching, you teach many things,” he says. “You teach values, Burundian Refugees like Ananias. values, African values, and I hope that my students will have the best life in “To me, life can continue, even if the future.” problems are there,” he says. The partnership between EAC and The 35-year-old is a primary teacher UNHCR supports teachers like at Paysannat satellite school, just Ananias, helping them create better outside Mahama camp in eastern lives, for themselves, the children they Rwanda. It’s UNHCR’s newest and teach and their communities. largest camp in the country, hosting 56,154 refugees who have fled the civil unrest in Burundi, like Ananias. 52.5 per cent of the refugees at the camp are under 18 years of age. At Paysannat school, Ananias teaches Activity Description Targets Objective 4: Promote awareness and advocacy on the importance of education for refugee children Build the capacity of PTA members and Kigeme, Mugombwa, 90 PTA members trained 60 PTA members No activities planned Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018 promote their participation in school Nyabiheke, Gihembe, management through trainings Kiziba, and Mahama Objective 1: Expand access to education Conduct awareness-raising sessions 2 awareness-raising 2 awareness- 2 awareness-raising Provision of desks, chairs and Mahama, Kigeme 2,471 desks 378 desks 368 desks on OOSC and education for community sessions per year per raising sessions sessions per camp blackboards (Kiziba planned to be 84 blackboards leaders, religious leaders and parents camp per camp included in 2018 ) 42 tables and chairs Objective 5: Improve data collection, management and analysis to promote learning and better programming Construct Child Friendly School (CFS) 89 classrooms to 89 classrooms Start of the Finalisation of the classrooms to increase accessibility of be constructed at construction of construction of the 16 Conduct trainings on data management Kigeme, Mugombwa, 7 data management 7 data 7 data management refugee in Government-run schools Paysannat L (Mahama 16 classrooms classrooms contracted Nyabiheke, Gihembe, assistants trained management assistants camp) , G S Gasaka in 2017 Kiziba, and Mahama annually assistants (Kigeme camp), Recruit and provide salary for Data 7 data manager 7 data 7 data management Nyabiheke and Management Assistant assistants recruited and management assistants Umubano Primary paid salaries assistants school (Kiziba camp). Conduct OOSC Assessment Kigeme, Mugombwa, OOSC assessments OOSC 1 OOSC assessement Construct or rehabilitate blocks of Kigeme, Mugombwa 18 blocks of latrines 2 blocks No activities planned Nyabiheke, Gihembe conducted in 6 refugee assessment and in 1 camp latrines and hand-washing facilities and Nyabiheke and 30 hand washing 20 latrines and Kiziba camps profiling in 5 facilities 10 hand washing Congolese camps facilities Establish computer laboratories (CTAs) in Mugombwa and 2 computer laboratories Activity completed Construct or rehabilitate fencing around Kigeme, Nyabiheke 7 fences around 1 fence No activities planned 2 primary schools Nyabiheke in 2 schools schools and drainages and Mahama perimeter of 7 schools Provide maintenance services to Kiziba, Mugombwa Continuous maintenance 40 computers 40 computers Rehabilitate and construct classrooms in Kigeme, Mugombwa, 42 classrooms 8 classrooms Activity completed Community Technology Access ( CTAs) and Nyabiheke of CTAs in 3 camps various locations Nyabiheke, Gihembe infrastructures and Kiziba Construct integrated sport/recreation Kigeme, Nyabiheke 2 facilities facilities Provision of school feeding (procure Kigeme, Mugombwa, 11,441 children are 11,441 children 11,441 children firewood and ingredients) Nyabiheke, Gihembe, provided with school in 6 schools in 6 schools Kiziba, and Mahama feeding in 6 schools annually Objective 2: Improve the quality of teaching and learning Provision of school uniforms and Kigeme, Mugombwa, 11,441 students annually 11,441 students 11,441 students materials (exercise books, pens, pencils) Nyabiheke, Gihembe, to out of school students, newly arrived Kiziba, and Mahama students and students enrolled since 2012 Provision of teaching materials 7 primary schools 7 schools 7 schools annually Provision of scholarships to children with 186 scholarships 28 children with Identification of potential specific needs 88 children enrolled severe disabilities specialised centres to 82 students enrol at least 60 children with moderate with severe disabilities disabilities Provision of textbooks, teaching-learning 973 teaching kits 386 teaching 200 teaching materials (exercise books, pens, pencils provided to 387 material kits material kits and teaching guides) to teachers teachers Provision of refugee educational Payment of incentives 386 teachers 200 teachers personnel incentives to 387 educational personnel annually Teacher training for teachers and 291 teachers and 291 (233 males Continuous support headmasters to ensure education quality headmasters trained and 58 females) to the 124 teachers and inclusiveness as well as provision of annually teachers and enrolled in Teacher supplies headmasters Training College out of the 291 62 Educate A Child Annual Report 2017 63

based structures such as PTAs were as well as coaching of head teachers aim to increase their role in community supported to fully participate in on effective school administration and through sensitisation activities focusing South Sudan education issues. basic classroom practices. on the importance of education, especially for girls. In order to improve the quality of With support from UNHCR, LWF education, a number of trainings enhanced the quality of, and access One concrete example was the OOSC Enrolment Target—Life of project 34,957 were organised to improve teaching to, education through the use of establishment and strengthening of performance. 60 teachers continued to technology by allowing teachers and 10 school management committees follow the pre- and in-service trainings. learners to access online academic (SMCs), five committees in Maban OOSC Enrolment—Total to date 23,420 materials in situations where textbooks and five committees in Jamjang. Each Thanks to this initiative and additional were not available. LWF focused on committee is composed of 11 members trainings conducted outside the capacity building, helping teachers and has clear objectives such as the OOSC Enrolment—Reporting period 13,201 EAC programme, the percentage integrate ICT in lesson planning promotion of girls’ education, the of teachers with a professional and liaised with partners involved in creation of safe learning environments qualification increased from one per WASH, hygiene and protection, in and the emergence of community cent in 2016 to seven per cent by the order to ensure that schools provide leadership through the involvement end of 2017. Furthermore, teacher a conducive and protective learning of PTAs in resolving disciplinary issues turnover was less than five per cent environment. An Instant Network at school. Throughout the year, 12 throughout the year 2017, which had School project was launched in Napata trainings were conducted for PTAs a positive effect on the quality of primary school, Jamjang. Teachers and SMCs. teaching and learning. could interact with new technology to access information that was not Shortages of scholastic materials and OVERALL CONTEXT consisting of nine camps and 12 the upgrading of 24. Safer learning A harmonised education database available in books. This new access obstructions affecting their delivery settlements. The Sudanese refugee environments were created and was developed and maintained by to technology was a great motivation have continued to present a challenge The operational environment in population remained the largest, with better student-classroom ratios were the education partners (SCI and LWF). for learners to come to school and due to the influx of new refugee South Sudan remained highly volatile, 261,983 individuals (92 per cent), achieved. The average teacher- Enrolment data was synchronised contributed to an increase in the learners from South Kordofan and the with conflict spreading to almost all followed by 14,961 individuals (five pupil ratio in Jamjang for example with UNHCR’s ProGres database, thus number of learners to a total of 2,637. relocation of children from Yida to parts of the country. The Transitional per cent) from DRC Congo, 4,555 stood at 1:56 in primary schools in allowing proper follow up on out-of- Pamir in Jamjang. Government of National Unity was individuals (two per cent) from Ethiopia 2017, while the ratio had been 1:95 in school children. UNHCR, jointly with the unable to ensure security and the and 1,869 (one per cent) from Central 2016. Significant improvement was MoE, launched the REMIS to improve The lack of qualified staff among the inflation rate tripled in 2017. The Sudan African Republic. 52 per cent of the recorded in school enrolment in 2017 education data collection analysis and CHALLENGES AND local population, especially teachers, People’s Liberation Movement in refugees are female and 91 per cent in comparison to 2016. In 2017, 13,201 reporting on refugees. LESSONS LEARNED made it very challenging to deliver Opposition (SPLA-IO) continued to of them are hosted in Upper Nile school-age children were newly quality education to children. A specific operate in many parts of the country. and Unity States (mainly Sudanese enrolled in primary school. Among LWF worked closely with the Quality Despite encouraging improvements challenge was the low number of refugees from Blue Nile and South them, 2,335 over-aged students Assurance and Standards Department in school enrolment across camps qualified female teachers, mostly due The president’s initiative in favour of Kordofan). participated in Accelerated Learning in the Ruweng State MoE to inspect in 2017, 42 per cent of school-aged to language barriers, as the majority a nationwide dialogue faced heavy Programmes. schools and engage all State Education refugee children were still out of of qualified female teachers studied criticism over the lack of inclusiveness There have been no significant officers in order to ensure that refugee school, according to UNHCR records. and completed their studies in Arabic, and neutrality of the process. Violence changes in the education programme Increases in enrolment mainly took schools meet the minimum standards, The reasons for children not being whereas the language of instruction increased in Upper Nile and Jonglei in 2017. Overall, 58 per cent of primary place in Jamjang thanks to improved as required by the national MoE. in school are diverse; some children in schools is English. In 2017, teachers States, including in previously stable school-aged children were enrolled in access. Whereas there had been Lecturers training teachers were have to take care of their siblings were encouraged to join English areas. In Equatorias, the conflict primary schools across the operation. only five primary schools in Jamjang involved in classroom observations and when parents are absent, others have classes offered for free in the camp to persisted with grave consequences in 2016, the number was increased provided feedback to the teachers in to work to help support their families, enable them to develop the necessary for the civilian population. People were UNHCR offices in Jamjang and Maban to 10 in 2017. The improved quality all schools. Joint monitoring visits were especially in times of food shortages. In skills to teach in English. Additional killed, tortured, arbitrarily arrested and continued to work with the Lutheran of education attracted children from conducted by UNHCR and the MoE at 2018, a survey will be carried out, with efforts have to be made in the future driven from their homes, women and World Federation (LWF) and Save the host community, as well as from county level. the aim of assessing the issue of out- to enrol in-service teachers in order to girls widely exposed to rape and other the Children International (SCI) as Yida. The creation of conducive of-school children. improve the quality of education. forms of violence. More people moved education partners. The intra-refugee learning environments, facilitated by The establishment of a collaboration from their homes to border areas as conflict that took place in Maban in the provision of learning materials, between the Ministry and the Significant school dropouts have been Children who remain the most difficult a precaution. May 2017 severely affected the return better class management and training agencies working in the camps was recorded among female students, to reach are the street children from of learners, leading to low attendance programmes for school management a key accomplishment and will help especially at upper primary levels. The Yida refugee settlement, some of Despite the rapidly changing security in schools. committees, were all factors improve the quality of education for reasons for dropping out are linked whom were found to be involved in situation in the country, the refugee contributing to significant increases in refugee children. The Education team to cultural practices and traditional drugs, alcohol and petty crime, while population in South Sudan increased enrolment. continued to support standardised norms that do not value the education some had previously been enrolled in by 8 per cent in 2017 to a total of examinations across all the schools in of girls, who are expected to get the army and struggled with fitting in at 283,409 persons (65,909 households), IMPACT Children were given learning supplies, Ajuong Thok and Pamir camps, and married at an early age and take care school. These children require special as the Government of South Sudan such as 3,500 learning kits and 2,350 evaluations of student progress in of the household. UNHCR Jamjang, support, including counselling and continued to maintain an “open door” Access to education was improved textbooks, and participated in co- schools were carried out. Education in cooperation with LWF, has invested psychosocial support to address the policy towards refugees. Refugees in 2017 through the construction of curricular activities. School uniforms assistants were maintained in schools efforts in capacity building targeting effects of their traumatic experiences. were spread over 21 different locations, 39 semi-permanent classrooms and and desks were provided, community- to increase the level of supervision community-based structures, with the UNHCR is currently relocating refugees 64 Educate A Child Annual Report 2017 65

from Yida to Pamir refugee camp, children adopting increasingly deviant More learners will be enrolled in Studying hard to achieve big dreams together. “I want to be a doctor so I can help people,” says Kuku, where child protection partners are behaviours and refusing to attend schools, which will pose a challenge to With dreams of being a president and a doctor, two cousins whose favourite subject is science. He knows he will have to providing psychosocial support to the school. More attention needs to be the already congested facilities. from Sudan, are working hard to make their dreams come true. attend secondary school and university, so he’s working hard affected children. The possible future given in the future to the quality of Expanding facilities (classrooms, to catch up with his peers. establishment of a rehabilitation centre psychosocial support. latrines), increasing the number of Kalo, 16 years old, and Kuku, 15, attend Napata primary school. for demobilised child soldiers is also scholastic learning materials (desks, In 2013, they were forced to run from everything they knew. “We love going to school,” says Kalo. He has an ambitious being discussed. Overall, more refugee learners are books and pens), recruiting and They became separated from their parents and families in the dream of becoming a president one day so “he can work for expected in 2018 as a result of the training additional teachers and process. everyone to have a better life.” Past examples showed that the actions relocation of refugees from Yida attracting more female teachers, will undertaken by school management to Ajuong Thok and Pamir in be some of the ways to address the They travelled across the border to South Sudan and found Kalo and Kuku love to relax with their friends and play football, committees or camp leadership could Jamjang, where additional influxes anticipated challenges. safety at Ajuong Thok Refugee Camp. They now live with their but say “school is more important.” sometimes have negative effects, with are expected. uncle, and call themselves brothers.

South Sudan 67

Activity Description Targets

Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018

Objective 1: Expand access to education Construct semi-permanent classrooms Maban, Jamjang 113 classrooms 39 classrooms 15 classrooms accessible to children with disabilities Maintain, improve and repair temporary Maban, Jamjang 61 semi-permanent 24 classrooms 10 classrooms learning space structures learning spaces improved 30 blackboards 30 blackboards Sudan 30 pieces of furniture 14 chairs for teachers Continue to implement accelerated Maban, Jamjang 10,466 students 2,335 students 1,200 students learning program (ALP) to address over- OOSC Enrolment Target—Life of project 48,590 aged learners in primary schools Procure and deliver students’ desks Maban, Jamjang 8,473 desks 3,200 desks 1,500 desks Objective 2: Improve the quality of teaching and learning OOSC Enrolment—Total to date 41,532 Employ teachers and education Maban, Jamjang 551 teachers 789 teachers/ 315 teachers/education supportive staffs 260 education education supportive staffs (60 supportive staffs supportive staffs newly employed OOSC Enrolment—Reporting period 14,325 among which 5 female teachers) Recruitment and payment of female Maban, Jamjang 15 teachers annually 15 teachers 15 teachers teachers Procure and distribute learners kits Maban, Jamjang 26,858 learner kits 3,500 learner kits 1,500 learner kits Organize continuous in-service Maban, Jamjang 295 teachers trained 60 teachers 60 teachers training leading to recognized national annually certification and continuous professional development courses OVERALL CONTEXT new arrivals face a similar prospect. fees. For the academic year 2016- Procure and distribute textbooks and Maban, Jamjang 28,889 textbooks 2,350 textbooks 16,000 textbooks UNHCR is highly engaged in efforts 2017, UNHCR provided incentives reference books / materials by grade In 2017, a total of 9,974 asylum-seekers to gain the support of partners for 13 headmasters, and examination level and relevant curriculum were registered at border entry (GIZ, GRC, DFID, UNICEF) for the fees for 534 students, through its Objective 4: Promote awareness and advocacy on the importance of education for refugee children points in East Sudan, and a total of inclusion of refugees within their partnerships with ADRA and in Conduct sensitization and awareness Maban, Jamjang 25 campaigns 20 campaigns 3 campaigns 3,501 completed the Refugee Status programmes. Continued support from collaboration with the State MoE raising campaigns on the importance Determination process and were donors such as EAC is essential to (SMoE) in White Nile State. of education to support strategies for recognised as refugees, a similar ensure that children access good enrolment, attendance and retention trend to last year. As of 31 December quality education in a safe learning School infrastructure in White Nile Implement and monitor strategies for Maban, Jamjang 6 different activities 6 activities 6 activities 2017, East Sudan is home to 107,745 environment. State improved for both refugee improving girls’ access and retention at annually persons of concern residing in nine students and teachers through primary schools refugee camps and urban areas In 2017, UNHCR continued to advocate the construction of 36 permanent across Kassala, Gedaref, Sennar, Red with the Federal MoE for enhanced classrooms and four offices Objective 5: Improve data collection, management and analysis to promote learning and better programming Sea and Jezeera states. Between 2016 inclusion of refugee students into the for teachers, in addition to the Conduct quarterly (early-grade) learning Maban, Jamjang 18 meetings 10 meetings 6 meetings and 2017, the population increased by national system. Advocacy activities construction of school fences for four assessment in collaboration with MoE 1 assessment seven per cent. were framed around the commitment schools, nine latrine blocks, 15 hand Admit P8 students for the National Maban, Jamjang 1,930 students 593 students 800 students made by the Government of Sudan washing facilities and the rehabilitation Certificate Examination During this period, no significant during the Regional Conference on of six classrooms. A significant Recruit and pay data management clerks Maban 3 clerks recruited and 4 clerks 4 clerks changes occured in the socio-political Refugee Education held in Djibouti in increase in enrolment has been noted (one per camp) paid annually environment. However, it is noteworthy December, as well as the SDGs. The compared to previous years. Currently, Develop and maintain education data Maban 1 database developed 1 database 1 database that on 30 December 2017, a six-month overriding theme “no one will be left the total number of South Sudanese management database and train data and maintained 22 officers 22 officers state of emergency was declared by behind” led to the refugee crisis being refugee children of basic school age entry clerks and other education staff on 22 officers trained the Government of Sudan in Kassala included as one of the main concerns (5-11 years old) is 43,160, with 62 per data management annually State, in order to collect illegally in the Sudan Sector Plan for 2018- cent (26,824) being enrolled in school, possessed weapons and combat 2022. compared to 58 per cent in 2016. Objective 7: Emphasise Community Participation in Education human trafficking and drug smuggling. Conduct trainings for Students Councils, Maban, Jamjang 20 trainings conducted 12 trainings 6 trainings No major incidents have been In East Darfur State, the South PTAs/School Management Committee 10 members reported in East Sudan to UNHCR Sudanese refugee school in Al Nimir Objective 8: Promote Innovation in Education Programming and Interventions since the declaration. IMPACT Camp was supported with 16 chairs, 30 desks for teachers, six cupboards, 160 Introduce ICT in centres and provide Jamjang 2 centres equipped 124 teachers 50 teachers Available resources are insufficient In the South, the number of refugee desks and 160 benches. Additionally, training for teachers’ development 128 teachers trained to meet the needs of the protracted and host community learners studying one refugee school in Kario was annually refugee population and the growing at UNHCR-supported schools rehabilitated to accommodate 1,692 Connectivity, maintenance and repairs Jamjang 2 ICT centres 2 ICT centres 2 ICT centres number of new arrivals. Nearly 50 increased during the last two years, children, offering a second shift as well for ICT centres per cent of refugees in camps are thanks to awareness-raising and as renovated school stores and offices Procure computers, equipment and Maban, Jamjang 48 pieces of equipment 28 pieces 10 pieces estimated to live in chronic poverty, sensitisation campaigns, provision of for teachers. Water supply facilities accessories for Jamjang and Maban with limited access to livelihood educational supplies, learning material, were also improved in both camp opportunities. Consequently, many teacher incentives and examination schools. 68 Educate A Child Annual Report 2017 69

Sudan

In Kassala State, UNHCR distributed all 22 schools, in order to monitor were integrated into formal education learning materials including stationery teachers' performance and propose in 2017. A key accomplishment in to 22 schools, thus covering the interventions to improve teaching skills the Eastern part of Sudan was the needs of 11,589 students (both that ultimately will enhance students' enrolment of 1,419 out-of-school refugees and host community performance. refugee children in the ALP classes children). The provision of learning and the integration of 136 refugee materials decreased the financial As a result of continuous advocacy students into formal education. burden for families and improved the efforts, the Ministry of International textbook-student ratio from 1:2 to 1:1. Cooperation and the MoE Five student committees were Furthermore, UNHCR completed the demonstrated their interest in established in five primary schools construction of one primary school incorporating refugee education in Fau 5 and Um Gargour camps, in Shagarab II camp and provided data in the national EMIS and Rapid and 17 student committees in all nine furniture. Through its partner, UNHCR Survey formats. A refugee committee camps were supported. Each student recruited 14 teachers, including one was formed by ministerial decision committee is composed of 20 student head master and one deputy head to verify refugee enrolment data volunteers, and there is a 50/50 male- master for the new school year and current data collection formats. female composition in mixed schools. in July 2018. This will contribute The establishment of coordination The main objectives of the student to decongesting existing refugee mechanisms with the MoE also committees are to increase the schools. increased awareness among enrolment and retention of children, government counterparts and other especially girls, to share information In Khartoum State, 550 refugee partners about refugee education, with other children, to link the school students received tuition fees and and facilitated the implementation with the community by raising book and clothing allowances, and of a refugee education workshop in awareness on health, sanitation, school supplies were distributed to Khartoum. The creation of the Refugee peaceful coexistence and cultural 1,500 learners. Exam fees were paid Education Technical Advisory Group issues with the children, their families for 213 South Sudanese pupils to at Khartoum level and the Refugee and the whole community. enable them to sit the basic (primary) Working Group at the field level, certificate exam. Additionally, 287 facilitated coordination meetings on The student committees convey refugee students were supported with refugee education activities. awareness messages through drama, school fees, which enabled them to songs, puppet theatre, dialogue, and access school. In collaboration with the MoE, wall magazines. UNHCR supported the UNHCR conducted an awareness student committees with the provision In order to increase the quality of raising campaign to emphasise of materials and equipment for basic education in White Nile State, a the importance of increasing recreational activities such as football, training was successfully completed refugee children enrolment and volleyball, and equipment for food for 200 South Sudanese refugee reducing dropouts. The campaign processing for the implementation of teachers (172 male and 28 female) was organised across six camps these activities. from Al Salam and Al Jabalain. The including Girba, Wad Sharifey, Kilo training, organised in coordination with 26 and Shagarab I, II, III camps. More The MoE of Kassala and Gedaref the MoE Teacher Training Department, than 5,000 persons participated, States implemented the student focused on teaching methodologies, including children, youth, parents and committee activity. Five income new curriculum approaches, main core community committees. Six additional generating activity (IGA) projects subjects and psychosocial support, community mobilisation sessions were implemented in five schools with the aim of improving education were organised for more than 3,000 in Shagarab I, II, III, Girba and Wad quality and teaching methods. In individuals on the importance of Sharifey camps to support schools Khartoum State, trainings were facilitating community participation in with administrative expenses, build conducted for 70 teachers, including addressing girls’ education, education the capacity of PTAs and improve the 45 women, in schools hosting refugee of children with special needs, as learning environment. students. well as the Accelerated Learning Programme. A project committee comprised In East Sudan, 260 teachers (65 of PTAs and school management per cent female) from schools in In Kassala region, UNHCR launched was responsible for managing the all refugee camps were trained on 20 ALP classes in eight refugee IGA projects. Thanks to the income teaching methods, code of conduct, camps including Um Gargour, Wad generated by the activities, the PTA elements of child friendly schools and Sharifey, Girba, Kilo 26, Shagarab I, provided 15 teachers with teacher core subjects. The training enhanced II, III, and Abuda camps, and enrolled entitlements. Incentives and salaries teachers’ capacity in ensuring safe a total of 1,419 out-of-school children contributed to ensuring retention and secure learning environments and youth (60 per cent female) in the and motivation of qualified teachers South Sudanese refugee children in East Darfur, Sudan are out of school, UNHCR and its partners are working for refugee children. Technical programme. A total of 136 students (46 working in remote camps. The PTA show big smiles after receiving school supplies at the start of to ensure that more children have access to education. monitoring visits were conducted for per cent female) from the 2016 ALP also provided lamps for students, the school year. As many South Sudanese refugee children 70 Educate A Child Annual Report 2017

Activity Description Targets

Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018

Objective 1: Expand access to education Construction of 1 new girl’s school for Kassala 1 school 1 school Activity completed Shagarab chalk, cleaning tools, transportation schools. The highest dropout rates exception of geography and history. Construct and improve 5 WATSAN Kassala 5 systems improved Activity completed to a school event, school facility were found to be in the final grades of The Tigrinya school offers a curriculum Systems In the camps schools in Wad maintenance. 1,900 primary school primary school (grades 5 to 8) in both including classes in Arabic and English, Sharifi , Shagarab , Kilo 26 , Abuda students (60 per cent female) received refugee and host community schools. thus making the transition from the Provision of school furniture for the new Kassala 1 school 1 school Activity completed an education grant to cover the cost Root causes were found to be poverty, Eritrean to the Sudanese curriculum school (8 classrooms) in Shagarab 16 classrooms 8 classrooms of school uniforms, school fees and parents’ illiteracy, lack of interest in easier and more effective. 3 offices 3 offices 150 desks school bags. education, and frequent grade level 4 cupboards repetition. 14 teacher tables The organisation of PTAs that 1 cabinet successfully contributed to subsidising The study highlighted the positive Rehabilitation of 2 schools in Kilo-26 Kassala 2 schools Activity completed administrative running cost in the West impacts of infrastructure improvements including construction of a latrine unit 2 latrine units Girls Primary School in Um Gargour including school feeding programs, and rehabilitation of 4 teacher houses 4 teacher houses camp is a remarkable example of good teacher training, developments in Rehabilitation of 1 school including 4 Kassala 1 school Activity completed practice. The PTAs were provided data management and reporting teacher houses in Abuda camp 4 houses with three tents that they rented for systems, and pointed out the special occasions such as festivals or importance of awareness campaigns Construction of new classrooms/ White Nile 80 classrooms 36 classrooms 36 classrooms weddings, which enabled them to earn and sensitisation sessions on the teachers offices & school fence in the 11 teacher offices 4 teachers offices 4 teachers offices host community in White Nile (South 16 latrine blocks 4 school fences 4 school fences importance of education. a total of 6,760 Sudanese Pounds. Sudanese Refugee) /and in the Camps. 8 school fence The proceeds were spent to cover One of the lessons learned was the Rehabilitation of classrooms including White Nile 6 classrooms 6 classrooms Activity completed construction of a latrine unit and school administrative expenses, need to tailor PTA engagement at rehabilitation of teacher offices which included substitute teachers, different levels to ensure success lamps for students to revise their for all. This would be accomplished Construction of latrine and improve water White Nile 9 latrine blocks 9 latrine blocks Activity completed lessons at night, chalk, cleaning tools, by changing the PTA membership and sanitation systems (WATSAN) 15 handwashing facilities 36 latrines 15 handwashing to ensure more active members are transportation to a school event, facilities school facility maintenance, and a involved, and by training and closely store to keep the tents. The PTA is monitoring the PTAs. UNHCR also Rehabilitation and maintenance of Darfur 2 schools Rehabilitation of Renovation of 2 schools planning to use the remaining budget found out that there is a need to schools in Kario camp and construction El Nimer School (Kario & Nimir) of child friendly spaces (1 in Alnimer and and Kario school to purchase chairs and tables to be develop a case-by-case approach 1 in Kario) (2 offices and rented at different events during when it comes to strengthening stores) 2018, in order to increase their partners’ capacity and enabling Improvement of existing water facilities Darfur 2 schools Water connected Activity completed annual income to support the school refugee communities to address gaps. and installation administration. In 2018, UNHCR will train its partners improved in 2 and refugee committees in project schools management, in particular regarding Assessment and analysis of out of school Khartoum 1 learning assessment Activity completed income generating activities, as well children and refugees attending national White Nile conducted CHALLENGES AND as monitoring and evaluation. schools LESSONS LEARNED Provision of teacher office furniture White Nile 14 sets, 1 set consists of 4 offices furnished Activity completed In the case of South Sudanese 2 cabinets (24 chairs, 8 office The continued mass influx of South refugees, out-of-camp refugees, 2 desks tables, 8 cabinets) Sudanese refugees, the majority of who are scattered amongst host 6 chairs whom are school-age children, has communities, are difficult to reach Provision of school furniture Darfur 16 chairs 16 chairs Activity completed contributed to a challenging and with services and their children hard 160 desks 160 desks, critical situation in the Southern part to enrol in host community schools. 160 benches 160 benches, of the country. UNHCR is expecting 30 desks for teachers 30 desks for approximately 200,000 new arrivals In Eastern Sudan, new arrivals and 6 cupboards teachers from South Sudan throughout 2018. children in the Unaccompanied 6 cupboards Children’s Centre continue to be provided for El In Eastern Sudan, a key challenge difficult to reach, mainly due to the fact Nimer school in that UNHCR encountered during that these children prefer to continue East Darfur implementation was the primary school learning in Tigrinya instead of Arabic, Rehabilitation of classrooms (South Khartoum 6 classrooms renovated Activity completed dropout rate due to various socio- the language of instruction in Sudan. Sudanese and Refugee Old caseload) 3 offices renovated economic issues such as poverty, child The Tigrinya school in Shagarab II 6 schools rehabilitated labour, early marriage, and congested camp is registered under the MoE as 130 sets desks/chairs classrooms. The Out of School Study a public school. Children in grades 1 School Grants refugee children to Khartoum 2,060 allowances/fees 550 book Activity completed conducted by UNHCR in 2016 showed to 5 attend classes held in Tigrinya primary School (urban Refugee / South provided allowances that the average dropout rate through and later on change into the national Sudanese Refugees and Old Caseload) 550 tuition fees 550 clothing the primary education cycle in refugee curriculum in English. The Eritrean allowances camps was 63 per cent, compared curriculum is similar to the Sudanese to 63.55 per cent in host community national curriculum with the sole School grants for children in poor/ Kassala 4,166 students 1,449 students 2,226 students Teachers trained in MoE curriculum Khartoum 76 teachers Activity completed vulnerable households (all camps) teaching methods and provision of psychological support School fees for vulnerable children Khartoum 612 students 500 students Activity completed Establish students’ committees in camps Kassala 22 committees 10 committees Activity completed School and exam fees for vulnerable White Nile 534 students 534 students Activity completed established children (South Sudanese Refugee) 10 committees School and exam fees for vulnerable South Kordofan 115 students Activity completed supported children (South Sudanese Refugee) Objective 4: Promote awareness and advocacy on the importance of education for refugee children Exam fees provided for vulnerable Kassala 882 children 400 children 400 children children Awareness campaigns to increase the Kassala 2 campaigns 1 campaign Activity completed enrolment and reduce the drop out Education fees & common examination Darfur 127 children Activity completed (all camps) fees for students Targeted community mobilization Kassala 18 sessions 6 sessions 6 sessions Accelerated Learning Programme Kassala 60 classes 20 classes 20 classes sessions to address girls education and (ALP) organized (teachers identified, 1,419 students children with special needs and minority community mobilized, students’ levels groups education (all camps) assessed, locations identified, supplies provided, flexible timetable) Objective 5: Improve data collection, management and analysis to promote learning and better programming Objective 2: Improve the quality of teaching and learning Regular technical monitoring/supervision Kassala 3 technical monitoring 3 technical 3 technical monitoring of learning achievements conducted visits per school annually monitoring visits visits Teachers & headmaster incentives in White Nile 125 teachers, 13 headmasters 112 teachers (in 22 schools) White Nile (South Sudanese Refugee) headmasters 13 headmasters International and National Education Khartoum 2 staff Activity completed Teachers & headmaster incentives Darfur 114 teachers No activities 120 teachers, Consultants to establish EMIS System, 6 headmasters planned headmasters support learning assessments, conduct Teachers incentives Kordofans 99 Teachers No activities 99 teachers out of school children study, facilitate planned working with MoE and support the education strategy implementation Stationery/learning materials (i.e. school Kassala 22 schools annually 22 schools 22 schools kits) and school uniforms for vulnerable 11,589 students Regular monitoring of learning Khartoum 1 assessment Activity completed children achievement (National Assessment for Refugees) Provision of uniforms, text and exercise Kordofans 4,772 uniforms No activities SK: 2,992 school books 3,320 textbooks and planned uniforms & 1,850 text Objective 6: Strengthen capacity and partnerships with ministries of education and other education actors to enable more refugee exercise books books children to access school WK: 1,470 textbooks Workshop conducted for education Khartoum 1 workshop conducted Activity completed Provision of uniforms White Nile 30,089 uniforms No activities 12,589 uniforms sector partners and both Federal MoE planned and State MoE participated Students provided with books and Khartoum 5,880 students annually 1,500 students Activity completed Result Based Monitoring and evaluation Khartoum 1 Result Based Activity completed stationery/learning materials (i.e. school training Monitoring and kits) school supplies & furniture Evaluation training Provision of uniforms, text and exercise Darfur 10,080 uniforms No activities 10,080 uniforms Objective 7: Emphasise community participation in education books 2,450 textbooks planned 2,450 textbooks Capacity building of PTA (IGA) (all camps) Kassala 3 trainings 1 training 1 training Recruitment and payment of new Kassala 14 annually 12 teachers 14 teachers, 15 projects 5 projects 5 projects teachers and headmasters in Shagarab 1 headmaster headmasters 15 PTA committees 5 PTA committees 5 PTA committees 1 deputy headmaster Trainings for PTA members on co-school Darfur 40 members trained Activity completed management & promotion of importance Subsidy for the teacher’s, head’s and Kassala 230 teachers, head 15 teachers, Activity completed of girls education deputy head’s masters incentives masters and deputy head masters ensuring the free and equal access of head and deputy head Support to Loan and Saving Programmes Khartoum 10 PTAs supported Activity completed the children at heightened risk to primary to support PTAs in urban refugee schools education Train teachers and/or directors in Kassala 400 teachers 260 teachers Activity completed literacy and numeracy methodologies, assessment of children’s learning, participatory pedagogy, child friendly schools, code of conduct and inclusive education. Teachers and/or directors training in Khartoum 70 teachers 70 teachers Activity completed literacy and numeracy methodologies, assessment of children’s learning, participatory pedagogy, and inclusive education Train teachers and/or directors in White Nile 321 teachers 200 teachers Activity completed literacy and numeracy methodologies, assessment of children’s learning, participatory pedagogy, child friendly schools, code of conduct and inclusive education including ToT training on psychosocial support (South Sudanese Refugee) 74 Educate A Child Annual Report 2017 75

asylum-seeker students benefitted (HRP) activities and indicators for the over-stretched. Both the quality and from remedial and catch-up classes, inter-agency response. This database availability of teaching is far short of Syria accelerated learning programmes is fed by data collected from partners meeting the demand, which increases and summer camps, which were across the country in relation to HRP the risk of children dropping out, but implemented through the network activities and indicators. In addition, also gravely affects their learning of 90 community centres funded regular monitoring is carried out outcomes. An estimated 1.75 million OOSC Enrolment Target—Life of project 375,861 by UNHCR across 11 governorates. to measure the impact of services children remain out of school inside These programmes facilitated the provided to UNHCR’s persons the country. reintegration of OOSC or dropped out of concern, which informs future OOSC Enrolment—Total to date 300,542 children from IDP and affected host programming of response activities, in The implementation of UNHCR’s communities into the public education line with identified needs. In addition, education programme in 2017 faced system. EMIS is operational and managed challenges such as bureaucratic OOSC Enrolment—Reporting period 168,759 by the MoE. However, timely data procedures to obtain approvals Throughout the year, UNHCR collection and analysis are weak, from the competent authorities to continued its endeavors to especially for schools and children in rehabilitate schools, which resulted improve the quality of education besieged and hard-to-reach locations. in significant delays, as well as in collaboration with the MoE by administrative barriers preventing enhancing teachers’ skills that are UNHCR actively participates in the UNHCR from carrying out monitoring especially relevant in the context of Education Sector led by UNICEF education activities and rehabilitation a conflict. 1,616 teachers received and the MoE. UNHCR continues work in schools in Rural Damascus. trainings on basic psychosocial to advocate for the humanitarian support, mental health and life skills needs of refugee and asylum-seeker To address this, UNHCR had to utilise OVERALL CONTEXT continued exposure to violence, risks IMPACT in various Syrian governorates. The children directly with the Government its network of outreach volunteers of family separation and depletion workshops were delivered through of Syria, as well as being a member of to monitor the implementation. The Syrian Arab Republic (Syria) of families and communities’ coping Through partnerships with NGOs UNHCR’s partners and focused on the Education Sector for IDP children. In addition, fluctuation in currency continues to be the biggest mechanisms. These are all taking a across the country and in close equipping teachers with techniques The Education Sector provides a exchange rates significantly affected humanitarian and refugee crisis in huge toll on children and causing cooperation with the MoE, UNHCR to better respond to the needs of platform to exchange information, prices and increased implementation the world today, with some 6.1 million multiple deprivations of rights. successfully delivered primary their students, create a safe learning coordinate activities with education costs. Syrians internally displaced and nearly education activities to affected environment and deliver quality stakeholders and standardise 5.5 million refugees hosted in Egypt, UNHCR continued its large-scale school-age refugee and IDP education. the response. UNHCR also holds Another challenge was the Iraq, Jordan, Lebanon and Turkey. response inside Syria despite children, enhancing their access regular coordination meetings with identification of, and outreach to, Over 2.6 million people were newly operational challenges such as to education. In order to promote Despite the challenging operational its implementing partners to review OOSC. Due to constant and displaced across the country in 2017, insecurity and limited access. access to formal education, UNHCR conditions prevailing in Syria, with education activities and challenges. sometimes multiple displacement, with many people displaced multiple Between January and November 2017, rehabilitated 50 schools, through inevitable restricted access and identifying and tracking OOSC and times. The UN estimates that 13.1 approximately 6.2 million people were its partners in Damascus, Rural complex protection risks to respond their responsible adults to provide million people are in need inside Syria, reached with protection services, Damascus, Sweida, Homs, Latakkia to, education is regarded as a critical proper counselling and support 51 per cent of whom are female and shelter, basic relief items, and health and Aleppo governorates, in addition vehicle to address child protection CHALLENGES AND became almost unfeasible. Partners 41 per cent are children. Sanctions, assistance, including through cross- to 68 prefabricated classrooms in and SGBV concerns and provide LESSONS LEARNED were able to mitigate this by relaying economic recession, fluctuating border interventions from Turkey and Rural Damascus, Aleppo and Dara'a children with a perspective for their information about identified cases national currency, soaring food and Jordan, as part of the ‘Whole of Syria’ governorates, which benefited around future. The cash grants programme Due to the ongoing hostilities and across the network of 2,190 IDP and fuel prices, destroyed infrastructure response and in accordance with 41,992 students in areas with low offered vulnerable refugee and insecurity in Syria, access to and 110 refugee outreach volunteers, who and reduced availability of basic relevant Security Council resolutions. enrolment and/or high numbers of asylum-seeker families support that quality of education remain severely in some cases were able to reach services have further aggravated the IDPs. allowed them to enrol their children limited across the country, with out to them in their new location and humanitarian situation. The crisis has Despite the ongoing violence in many in school, and thus prevent their schools and teachers requiring support their reintegration into the resulted in the loss of livelihoods and parts of Syria in 2017, some areas of 9,014 refugee and asylum-seeker exposure to child protection and increased support. The destruction education system. strained coping capacities of Syrians relative stability are emerging. It is students of which 8,266 primary SGBV risks, in addition to responding and damage of schools has led to across the country, exposing them estimated that some 720,000 Syrian school students were supported to their educational needs. an acute need for additional learning A lack of school certificates due to to major protection risks. Another IDPs returned home between January through EAC funds, received spaces across the country. Some forced displacement hinders access serious consequence is the loss and October while around 75,000 conditional education grants to help UNHCR continues to maintain schools still operate in double or to education and affects IDP, refugee of civil documentation, impacting Syrian refugees returned over the them cover educational expenses, and information and data management triple shifts to accommodate the large and asylum-seeker students. To tackle freedom of movement, access course of 2017. These self-organised 1,510 refugees received information/ systems for its response to refugees, number of children trying to return to this issue, UNHCR and partners of to safety, humanitarian aid, basic returns occurred without facilitation counselling on school registration asylum-seekers and IDPs. For school, which significantly affects the the Education Sector agreed with services and livelihoods, and which by the international humanitarian and procedures in public schools, refugees and asylum-seekers, quality of learning. the MoE to apply a placement test may, if not timely addressed, result in development community. UNHCR prevention of dropout, placement UNHCR uses ProGres, as well as scheme, in order to determine the statelessness. believes that the overall conditions for tests, certification procedures, the Refugee Assistance Information With more than 150,000 teachers suitable school grade of IDP, refugee safe, dignified and sustainable returns remedial classes and other education System (RAIS). For IDPs, UNHCR and education staff having left their and asylum-seeker students so that The scope and range of protection are not yet in place in many parts of programmes through UNHCR. maintains a comprehensive data positions since the start of the crisis, they can register accordingly. issues affecting children in Syria is the country. repository of Who does What, Where, there is a significant lack of teachers, ever widening due to the prolonged Throughout 2017, 168,053 vulnerable and When tool (4Ws), in line with the while the capacity and capability The sensitivity and complexity nature of the crisis. Challenges include IDP students and 706 refugee and Humanitarian Response Programme of available teachers is severely of education in the North East of 76 Educate A Child Annual Report 2017 77

Syria

Syria is a real challenge due to the presence of KSA's curriculum, which is not accredited by the Syrian government. As a consequence, children who are attending these schools are considered as dropouts. The few schools providing the Syrian official curriculum are located far away, thus exposing many children to exploitation and other protection risks on their long journey to Syrian schools. This also caused an increase in the number of children inside the Syrian public schools, where the number of children per classroom reached 120.

In the North East of Syria, it has been decided, as a preventive measure, to provide the education grant to all refugee children and some asylum seeking children aged 5-18 (with EAC funds supporting primary school children), regardless of their actual enrolment, to avoid creating tensions. In order to achieve the ultimate goal of UNHCR’s education programme for IDPs, which is to reintegrate OOSC or dropped out children into the public school system, closer cooperation between the community centres and the schools in their catchment area is essential. This includes referrals of children who are at risk or have undergone traumatic experiences from schools to community centres, in order to receive child protection services, recreational activities and psychosocial support. The MoE has agreed on closer cooperation, which will be integrated in a Memorandum of Understanding that UNHCR intends to conclude with the MoE in 2018.

Seven-year-old Mohamad is from Syria. supported community centre. He dreams of becoming His family returned to their home city of Aleppo, where an English teacher. Mohamad has started taking English classes at a UNHCR- 79

Activity Description Targets

Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018

Objective 1: Expand access to education Provision of remedial and catch up All governorates 110,000 students 168,053 IDP 110,000 IDP students classes to displaced students in public annually students schools and private institutes. Provision of lessons to displaced children with learning difficulties in Community Centres. Summer camps. Accelerated Uganda Learning Programmes. Distribution of cash grants All governorates 6,500 students annually 8,266 refugee No activities planned students OOSC Enrolment Target—Life of project 122,590 Provision of remedial and catch up All governorates 800 students annually 706 refugee 800 refugee students classes to refugee and displaced students students in public schools and private institutes. Provision of lessons to refugee OOSC Enrolment—Total to date 151,592 and displaced children with learning difficulties in Community Centres. Summer camps. OOSC Enrolment—Reporting period 96,569 Rehabilitation of public schools Damascus , Rural 130 schools 50 schools 30 schools Damascus, Homs 150 pre-fabricated 845 classrooms Aleppo and Dara’a classrooms 68 pre-fabricated classrooms Objective 3: Ensure safe learning environments for children Training of teachers on psychosocial All governorates 2,878 personnel 1,616 personnel 750 personnel support to improve the quality of education

Objective 4: Promote awareness and advocacy on the importance of education for refugee children OVERALL CONTEXT Sports (MoES), UNHCR, UNICEF and West Nile) contributed to increasing Provision of education counselling and All governorates 110,000 students 168,053 IDP 110,000 IDP students other education and development children’s learning spaces, improving case management-UNHCR counselling annually students Uganda received over 408,000 new partners. The ERP is designed to be enrolment, attendance, protection, and to IDPs Network of IDPs and IDP arrivals in 2017, becoming the largest a rolling work plan starting from July reducing congestion in classrooms, volunteers. Education campaigns refugee hosting country in Africa, with 2018, with the aim of setting up a thus resulting in improved learning in Community Centres. Awareness 1,395,146 refugees and asylum seekers realistic and implementable plan to environments and increased access sessions. Hotlines. hosted on its territory. New settlements ensure improved learning outcomes to education. As a result, classroom- Provision of education counselling and All governorates 800 individuals annually 1,510 refugee 800 refugee students were opened in Imvepi, Palabek and for increasing numbers of refugee pupil ratios improved from 1:130 to case management-UNHCR counselling students Rhino extensions (Omugo and Ofua) to and host community children and 1:128 in the South-West, from 1:140 to refugees. Network of refugees and accommodate new arrivals. The end of adolescents across Uganda. By to 1:133 in the Mid-West, from 1:119 IDP volunteers. Education campaigns to 1:84 in Moyo, and from 1:119 to in Community Centres. Awareness the year saw a massive deterioration the end of 2017, the ERP was close sessions. Hotlines. of the security situation in North Kivu to finalisation and was about to be 1:90 in Adjumani. 110 latrines were and Ituri provinces in the DRC, leading submitted to the MoES for approval. constructed in schools in the South- to a sudden spike in the number of West, which resulted in improved new arrivals to Uganda, with some sanitation and reduced the pupil- 45,000 new arrivals received between latrine ratio in targeted settlements mid-December 2017 and mid-February IMPACT from 1:81 to 1:62. The construction of 2018. administration blocks in schools in The Ugandan Refugee Act of 2006 the Mid-West also led to an improved There are currently more than stipulates the right of refugee children administration environment for school 624,000 school-age refugee children to education. In addition, the Uganda management. Last but not least, the in Uganda. Only 44 per cent (272,774) Education Act of 2008 states that construction of accommodation rooms of them were enrolled in some form “primary education shall be universal for teachers (38 in West Nile and 21 of education. Out of 337,228 primary and compulsory for pupils aged in the Mid/South-West) resulted in school-age refugee children (6-12 six years and above and shall last improved welfare of teaching staff, years), only 199,417 (59 per cent) seven years”, which includes refugee reduction of teachers’ commuting time, were enrolled in primary education. children. The general approach in timely delivery of lessons, reduced Gross enrolment in primary education Uganda is to integrate urban and teacher absenteeism, and ultimately increased by 80 per cent between settlement-based refugee learners into better learning outcomes. 2016 (110,735 children) and 2017 national systems where possible and (199,417 children), mainly due to the appropriate. This has been vital in the Through the recruitment and retention new settlements in Imvepi, Moyo, and provision of a protective environment of 568 teachers (383 in West Nile, the opening of new schools in Yumbe, for refugee children and young 103 in the South-West and 82 in the Rhino Camp and Kiryandongo. people. Mid-West), significant improvements in the teacher-pupil ratio could be An Education Response Plan (ERP) The construction of classrooms as observed in Moyo (from 1:105 to 1:82) for Refugees and Host Communities part of the EAC programme (30 in the and in Bidibidi (from 1:210 to 1:154). In was drafted jointly by the MoE and South-West, 4 in the Mid-West, 53 in Rwamwanja in the South-West, the 80 Educate A Child Annual Report 2017 81

Uganda

improved learning environment led half of the year, most notably following Church Aid, in partnership with to 98 per cent of the pupils being the first harvest. Teachers Without Borders, conducted promoted to the next class, with an teacher inductions in cooperation overall primary level examination (PLE) The programme enabled both UNHCR with the District Education Office. pass rate of 97.4 per cent. In Kyangwali and partner staff to ensure the Regular school visits were conducted in the Mid-West, pupil performance smooth implementation of programme to support teachers in testing no was greatly enhanced in 2017, with 95 activities, as well as joint monitoring cost innovations around classroom per cent of the pupils who sat for the and effective coordination and practices, improving pupil participation, exam successfully completing. communication with all stakeholders. improving learning, creating a The District Education Office was welcoming and inclusive learning Procurement of scholastic materials, engaged in the monitoring of environment. All this in turn boosted including textbooks, exercise books education service provision in the teacher motivation and contributed and stationary, helped improve the settlements and ensured adherence toward building in teachers a sense quality of teaching and learning. 504 to MoES standards. Feedback was of professionalisation. desks were distributed in the Mid/ provided to the school administration South-West and 7,314 textbooks and to improve teaching and learning. exercise books in West Nile. In the District authorities took the lead urban setting, 11 refugee schools in providing teacher recruitment CHALLENGES AND benefited from the distribution of guidance, facilitated trainings and LESSONS LEARNED 549 desks. participated in the special education school assessment. Some of the planned activities 2,455 learners were supported with could not be implemented in end-of-term exams, which helped Alongside the significant increase Kampala in 2017. The payment of pupils achieve better results, and in learning spaces that resulted in mandatory utility and associated also contributed to the integration of reduced classroom congestion, school charges for 35 vulnerable refugee children into the Ugandan increased enrolment and attendance, children, as well as the provision of education system. 1,600 PLE and improved quality of learning, it is school fees and assistive devices to candidates were supported with also worth highlighting the teacher refugee children with special needs, examination fees, and 66 per cent retention rate of 95 per cent as were to be implemented under of them were able to transition from one of the key accomplishments the Urban Refugee Programme primary to secondary levels. The of 2017. This was achieved through (Kampala-based location). The procurement of a heavy duty printer capacity building, construction of internal challenges faced by the sole enabled the timely printing of mid-term teacher accommodation and teacher implementing partner of the Urban and beginning of term exams for upper motivation derived from constant programme resulted in delays in the primary classes in Bidibidi. support visits. In addition, teachers implementation of activities and the who demonstrated innovative provision of services to some of the The EAC programme also helped enrol technique and practice were rewarded most vulnerable refugees in the urban 238 children with special needs (126 in with additional materials such as areas. As a consequence, the budget the Mid-West and South West regions dictionaries, or a certificate presented and corresponding activities were and 112 in the West Nile region) in by the head teacher in recognition of diverted to the South-West location. primary education in schools offering their work. programmes adapted to their specific The unprecedented massive influx needs. The provided support included Improvements were also made of refugees into Uganda in 2016- payment of tuition fees, as well as regarding the promotion and 2017 has put enormous pressure on provision of transportation, scholastic strengthening of community-based the country’s education services, for materials and boarding supplies. This support structures through awareness which resources were already limited. improved learning abilities, helped sessions and campaigns, meetings Main challenges include limited and develop life skills and built hope for with different stakeholders and school poor infrastructure and facilities, children who had not been able to child club activities, with the support insufficient teachers, overcrowded access schools in Uganda. of village education committees. classrooms, insufficient teaching The strengthened coordination and scholastic materials, insufficient Community meetings were held in between all education partners and number of schools requiring children seven schools in the Mid/South-West the emergence of a shared vision for to travel long distances, and to plan and agree on timelines for education, as well as the engagement inadequate teacher accommodation. implementation of a school feeding of local authorities during the While schools have welcomed and programme. By the year end, all the implementation of all activities, were integrated refugee children, District schools were provided with technical other key factors of success. Education Departments do not have support for the start of the programme. sufficient capacity to provide additional This has tremendously improved As part of the activities implemented facilities and resources for the Teacher leads a lesson for South Sudanese refugees in children’s attendance in the second under the EAC programme, Finn increasing numbers of students. Pagirinya primary school at the Pagirinya camp in Uganda. 82 Educate A Child Annual Report 2017

Activity Description Targets Uganda Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018

Objective 1: Expand Access to Education Pay mandatory utility and associated Kampala 135 individuals 0 100 individuals school charges for vulnerable children identified through the BID/BIA to guarantee access to UPE schools Provide school fees and assistive Kampala 141 individuals 0 50 individuals devices to refugee children with special needs to access special needs schools Enrol additional children with specific Mid West / South West 252 individuals 126 individuals 40 individuals needs; School uniforms, and assorted 35 PSN children scholastic materials from Kyangwali Enrol additional children with specific West Nile 419 individuals 112 individuals 153 individuals needs; School uniforms, and assorted scholastic materials Provision of Accelerated Education West Nile 70 children No activities 70 children planned Exam fees provided for vulnerable West Nile 6,368 individuals 2,455 individuals 3,295 individuals children and procure and administer beginning and mid-term examinations and holiday package P4-P7 Construction of new classrooms South West 50 classrooms 30 classrooms 3 classrooms Construct rooms for teachers’ West Nile 68 (permanent) teacher 38 teacher 50 teacher accommodation, built over a 3 year accommodation rooms accommodation accommodation rooms period and temporary structures in & 100 temporary rooms support of the emergency structures Construction of new classrooms with Mid West 19 classrooms 4 classrooms with 4 classrooms with adjoining administrative office adjoining admin adjoining admin office An instructor helps build students’ vocabularies during an office English lesson at Pagirinya primary school in Uganda. Construct rooms of teacher South West / Mid west 30 teacher 21 teacher 12 teacher accommodation, built over a period of accommodation rooms accommodation accommodation rooms Although refugee children in Uganda Various actions were put in place technical agencies and direct 2 years rooms can access universal primary to address the challenges amidst implementation to ensure that the Construct classrooms in UPE schools Kampala 4 classrooms No activities 4 classrooms education free of charge, there the overstretched resources. components under the Urban are with the highest refugee enrolment, planned is however a hidden cost. When UNHCR Uganda undertook specific implemented before year end. built over a 2-year period. household resources are limited, boys’ development projects geared Construction and renovation of West Nile 242 classrooms 53 classrooms 12 classrooms schooling is likely to be prioritised, towards supporting refugees and A significant number of children classrooms constructed constructed thus girls face challenges to continue hosting communities in the sectors and adolescents in both refugee 42 classrooms schooling caused by negative cultural of livelihoods, education, health and settlements and host communities renovated beliefs and practices, which often WASH. Such projects continue to continue to have limited learning Construction of stances of drainable South West 88 latrines 110 latrines 20 latrines leads parents to pull them out of be hailed by the local communities opportunities, usually because they pit latrines, and wash rooms/ urinals school when they are considered and have contributed to harmonious have missed out on schooling due to a attached mature enough to contribute relationships between hosts and protracted crisis and are too old to join Construct waterborne toilets latrines in Kampala 110 latrines No activities 2 water borne toilets to household chores or family refugees. Increased involvement formal education, or because they do UPE schools with high refugee enrolment 2 water borne toilets planned businesses. Without the protection and contribution from parents was not have the necessary examination Procure and distribute desks Mid / South West 6,334 desks 504 desks 100 desks of school communities, children continuously encouraged through certificates. New opportunities for are deprived of various skills and various meetings and dialogues to children and adolescents who are Procure and distribute desks to 3 UPE Kampala 600 desks 549 desks 200 desks schools with highest refugee enrolment knowledge building, access to critical address cultural beliefs, support unable to enrol in the formal primary information, peer support system as school feeding and encourage school system have been introduced, Objective 2: Improve the Quality of Teaching and Learning well as recreational activities, all of children to attend school. including the scaling-up of accelerated Recruit and deploy additional teachers South West 106 teachers deployed 103 teachers 100 teachers which contribute to the strengthening education programmes that will help and paid of their psychosocial and physical As part of the lessons learnt from the increase overall school enrolment Recruit and deploy additional teachers West Nile 1,250 teachers deployed 383 teachers 195 teachers wellbeing. Young girls in particular face challenges met in the implementation and reduce the number of over-aged and paid protection risks such as early marriage of the Urban programme, the children enrolled in primary schools, Recruit and deploy additional teachers Mid West 143 teachers deployed 82 teachers 90 teachers and family pressure to earn income Implementing Partner Management currently estimated at 19 per cent and paid through risky activities. Committee recommended to have (approximately 38,000 learners in Increased improvement for children with West Nile 200 children with No activities 200 children more than one partner to implement the eight refugee hosting districts). special learning needs special learning needs planned In addition, language continues to be activities in the Urban as this would Plans are underway to harmonise enrolled in special a challenge especially for refugee mitigate programme delivery risks accelerated education programmes needs schools children from Francophone countries. during the provision of assistance across the settlements, based on a This greatly prevents some refugee programme to Urban refugees. review of students’ needs, and to children from enrolling in schools, In 2018, the Operation will adapt revise the curriculum to ensure it is hence affecting enrolment rates. other implementation arrangements relevant and up-to-date. including engagement of other 85

Procure and distribute copies of assorted South West, West 66,094 exercise books 5,000 textbooks 5,000 textbooks textbooks (English, Science, Mathematics Nile for South Sudan 12,150 textbooks 2,314 exercise 2,314 exercise books and Social Studies) to 27 schools with Emergency Response 200 lesson planning books high enrolment of refugee children, and (Adjumani, Rhino books procure exercise books for pupils (P1-P7) Camp) Scholastic materials distributed to 12,000 students Support for classroom assistants for West Nile 60 classroom assistants No activities 60 classroom assistants further training to become qualified planned teachers Enrol teachers in in-service refresher South West 281 teachers 42 teachers 100 teachers Yemen Aden courses training Objective 3: Ensure safe learning environments for children Speak out Program, designed to Mid West 686 students Activity completed OOSC Enrolment Target—Life of project 2,567 empower girls/boys, boost self esteem, identify barriers to education and find ways, solutions from within, and among OOSC Enrolment—Total to date 1,632 their peers to address these issues Support schools with school-based child Kampala 14 schools 1 school 13 schools protection initiative including; essay competitions, school family initiatives OOSC Enrolment—Reporting period 565 Training/ capacity building of teachers in West Nile 50 teachers No activities 50 teachers psycho-social support planned Objective 7: Emphasise community participation in education Initiate community-based school feeding Mid West / South West 25 schools 7 schools 18 schools and nutrition program in 6 schools. As this is an activity where there is strong local/parental capacity for ongoing costs/ supplies, funding will be used to initiate the programme. OVERALL CONTEXT hamper the provision of assistance In Kharaz camp, a total of 2,233 Conduct annual career guidance South West 51 schools 15 schools 20 schools and limit protection space. Given refugee students (1,183 boys and sessions in primary schools targeting The humanitarian crisis in Yemen deteriorating conditions for refugees 1,050 girls) were registered in school. upper classes reached unprecedented levels in Yemen, UNHCR, in partnership Overall, the enrolment rate in 2017 Facilitate annual career guidance West Nile 14 schools 7 schools 2 schools during the first half of 2017, with no with IOM, rolled out the Assisted was higher than in 2016: 91 per cent sessions in primary schools targeting political solution in sight and an Spontaneous Return (ASR) programme of primary school-aged children OVCs and UAC in 3 years acute protection crisis sweeping the for Somali refugees wishing to return were enrolled in primary education. Objective 8: Promote innovation in education programming and interventions country. The conflict has left 20.7 to Somalia. Students who had dropped out and million people, three quarters of the overaged learners were given the Implement Newspaper in Education Mid West 5,760 copies of Monitor Activity completed population, in need of humanitarian In 2017, UNHCR continued to partner opportunity to access education (NiE) Program in 4 settlement schools Newspaper in Education or protection assistance. Escalation of with SCI as the main partner for through the community-based in collaboration with Daily Monitor procured hostilities, disruption of basic services education, as well as a new national accelerated learning programme, Publications and destruction of infrastructure, partner, Humanitarian Solidarity which was attended by 70 children in compounded by severe economic Society (SHS), for the supply of Kharaz camp. During the school year deterioration, threat of famine, material and construction work. 2016-2017, a total of 13 students (four outbreaks of cholera, along with boys and nine girls) were referred continued violations of international from the accelerated programme humanitarian law, have resulted in to the formal school. In the urban Yemen becoming one of the largest IMPACT area of Basateen, a total of 8,622 humanitarian crises in the world. As of students (1,420 refugees and 7,202 July 2017, close to two million people, In 2017, UNHCR worked closely host community students) attended across 21 governorates, were forced with both NGO education partners the three primary schools supported to flee their homes, with 84 per cent of (SCI and SHS), the Offices of by UNHCR. 15 children with disabilities them displaced for more than a year. Education (OoE) in Aden and Lahaj were referred from the early learning governorates, as well as parents' centre to primary schools. With the As of August 2017, the refugee and and teachers’ associations, to ensure support of EAC, UNHCR facilitated asylum-seeker population stood at access of all refugee children to the access of refugee children to 280,600, all of whom continue to schools. Prior to the start of the new primary schools by providing uniforms live in precarious situations. Despite school year, in mid-September 2017, and school kits to all students in war, an estimated 60,000 refugees a back-to-school campaign was Kharaz camp and 500 vulnerable and migrants arrived or transited conducted. SCI volunteers visited children in Aden. through Yemen in 2017. Coupled with refugee families in their homes to continuous economic decline and a determine the reasons why children The influx of IDPs to Basateen in the chronic lack of livelihood opportunities, were not enrolled, encourage Da'ar Sa'ad district led to an increase the vulnerabilities of refugees out-of-school children in Kharaz in the number of children in schools. and asylum-seekers have been camp to go back to school, and UNHCR contacted the OoE in Aden exponentially increasing. Insecurity conduct awareness sessions on the to advocate for the enrolment of and ongoing hostilities continue to importance of education. 19 students who had been denied 86 Educate A Child Annual Report 2017 87 Educate A Child Annual Report 2017

Yemen Aden

psychological support to teachers and schools. This data system will only be UNHCR overcame this challenge by learners, effective learning and the active in 2018, as data staff have not monitoring schools through partners, role of teachers, cooperative learning been trained yet. e-mails, reports and calls. The influx of and creative learning through games IDPs in Aden affected the absorption and drama, classroom management In order to facilitate effective capacity of schools that had already and lesson planning. To address the coordination between UNHCR and exceeded the standard number of needs of school management staff, SCI, focal points were identified. children per class. UNHCR addressed an additional training was conducted Several coordination meetings this challenge by constructing four for 20 management staff on the role were held between UNHCR’s and classrooms and three latrines in the of educational institutions in providing SCI’s programme teams in Aden to girls' school in Basateen. Teachers pedagogical support to teachers and update on progress and address in the camp refused to sign their learners. challenges. Furthermore, to ensure contracts, claiming more entitlements timely implementation and acceptance than the monthly incentives they were The education partner provided the in the targeted refugee community, receiving. Strikes, frequent absence Refugee Committee (Alghaith), who is SCI worked on ensuring regular of teachers and substandard quality of implementing the accelerated learning coordination with all stakeholders at teaching were also noticed. UNHCR is programme, with a new official the field/camp level, including camp in discussion with the MoE to improve curriculum, developed by the MoE and management, schools and Parent standards. SCI, to replace the current curriculum. Committees. A project kick-off meeting Despite the MoE’s financial constraints was conducted with all stakeholders to Despite these major challenges, all to print textbooks, the OoE provided create a common understanding of the education activities were implemented two camp schools with textbooks for project’s objectives and to agree on and targets met in 2017. grades 1-9 (4,934 books for the girls’ roles and responsibilities. Yunis, is a 12-year-old boy born in Ethiopia. out of school. His mother approached UNHCR’s education school and 4,659 books for the boys’ He arrived in Yemen in 2010 with his mother, where he had partner, the Sustainable Development Foundation (SDF), school). In September 2017, UNHCR started been living a comfortable life. At that time, his mother was seeking help to assist Yunis’ return to school. She knew that meetings and discussions with the employed and could afford school fees for three years. education was the key to guaranteeing Yunis a future. He has One of the main challenges raised technical committee of the MoE to But when conflict broke out in 2015, Yunis and his mother now returned to school at a UNHCR-supported family centre by students and parents during the prepare the mainstreaming of refugee ended up living on the streets. Yunis was forced to drop in Sana’a. participatory assessment conducted education into the national education in 2017 was the need to create safe system. In 2018, the refugee education learning environments in schools. To programme will be implemented overcome this gap, UNHCR supported by the MoE. additional non-curricular activities and parents’ and students’ counsels, outside of the EAC programme. These access to school due to limited conflict. UNHCR also replaced 20 old learning sessions, as well as the included awareness activities on CHALLENGES AND capacity. As a result, schools were whiteboards in the boys' school and assessment and evaluation of the SGBV. In addition, 36 members (28 LESSONS LEARNED instructed to enrol these children. To established a resource room. students’ performance throughout men and 8 women) of the parents' facilitate access for refugee children the year. The team also conducted associations (PAs) were trained. The collapse of the education system with protection concerns, UNHCR’s No teachers were recruited in the interviews with school management Training activities focused on children’s has impacted the delivery of education protection partner coordinated camp schools, since the teacher- staff to identify capacity-building rights, child protection, code of services at all levels. The start of directly with the school management student ratio currently is 1:21. needs. The 10 interviews, conducted conduct, roles and responsibilities, and the school year witnessed a major in Kharaz camp and in Aden. However, teachers were redistributed with five school principals, four positive discipline. 40 teachers were setback and led to severe disruptions among classes in order to address secretaries and one school store trained on the integration of children in the functioning of public education In 2017, thanks to the new partnership the shortage of teachers for some keeper, underlined a lack of skills with disabilities. The awareness establishments in 75 per cent of the with SHS, UNHCR successfully subjects. related to conflict and problem solving, campaign on sexual abuse targeted governorates. Irregular payment of civil completed the rehabilitation and the absence of a systematic recording children in grades 1-3 in three schools. servants has led to high poverty rates construction work that could not be In mid-May 2017, UNHCR’s education and archiving system, and the need to During the same campaign, the among the population and impacted done in 2016. In Kharaz camp, classes partner, in coordination with the improve planning, management, report referral mechanism for SGBV incidents education opportunities for children. in the two primary camp schools were OoE, conducted a jointly developed writing and budgeting skills. between schools and UNHCR’s Unabated conflict and internal rehabilitated with flooring and paint, assessment of teacher capacity in protection partner was strengthened. displacement have further aggravated latrines were renovated, a shade was camp schools. The team interviewed In line with the assessment the situation. In light of the increased constructed in the boys’ school, and 103 teachers (53 in the boys’ school outcomes, SCI developed a training Until recently, UNHCR was only able number of governorates affected by a resource room was established and and 50 in the girls’ school). The programme for 106 teachers, 10 to obtain basic data from school war, global targets of the operation for equipped. In Basateen-Aden, UNHCR assessment pointed out a lack of school management staff and four management. In order for UNHCR, 2017 had to be adjusted upward. constructed four classrooms and skills in the production of teaching social workers. The training focused partners and school staff to be able three latrines in the girls’ school, in aid materials and in classroom on the effect of psychological trauma to collect reliable data about whether Clashes between different groups order to absorb the increased number management, and highlighted the on children’s learning, the influence children are learning, what they are affected UNHCR staff’s access to of refugees and IDPs who moved need to diversify learning strategies, of psychosocial factors on the school learning, and why, UNHCR’s partner Kharaz camp and interrupted the to Aden due to the ongoing armed improve the preparation of daily setting, the importance of offering set up an education data system in education process in schools, but 89

Activity Description Targets

Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018

Objective 1: Expand access to education Identified out of school children are Basateen 500 children annually 500 children 500 children registered in the 3 primary schools in Basateen Provide the children with uniforms, Basateen 1,873 children 500 children No activities planned shoes and school bags Yemen Sana'a Provide the children with uniforms, Kharaz 7,400 children 2,233 children No activities planned shoes and school bags Enrol overaged learners in accelerated Kharaz 240 children 70 children 65 children classes OOSC Enrolment Target—Life of project 1,510 Provide the children enrolled in Kharaz 210 cash grants 68 cash grants 65 cash grants accelerated learning programmes with financial assistance OOSC Enrolment—Total to date 1,271 Extension of Basateen school’s fence Basateen 1 fence Activity completed Construction of classes and latrines Basateen 4 classes 4 classes No activities planned in Alghafki School 3 latrines 3 latrines OOSC Enrolment—Reporting period 386 Rehabilitation of primary school Basateen 1 school (20 whiteboards 1 resource room No activities planned and resource rooms for 20 classes) 20 boards 3 resource rooms Rehabilitation of 2 primary schools Kharaz 2 primary schools 2 primary schools No activities planned 32 classrooms Objective 2: Improve the quality of teaching and learning Provide sport and recreational Kharaz 50 activities 18 activities 9 activities activities material OVERALL CONTEXT increase the enrolment and retention registration is conducted at the centre Incentives to teachers at Kharaz 125 teachers annually 125 teachers 125 teachers Kharaz primary schools of refugee children. Community on a weekly basis. These activities The conflict escalation in Yemen mobilisation, sensitisation activities and significantly contributed to improve Incentives to teachers at Basateen Basateen 45 teachers and service 45 teachers and 45 teachers and caused an unprecedented awareness-raising on the importance enrolment and retention in education primary schools and service staff staff annually service staff service staff humanitarian crisis, with heavy of education impacted enrolment and services. 2,773 refugee children Establishment of resources Kharaz 1 resource room 1 resource room Activity completed and frequent airstrikes in Sana’a identification of OOSC, especially girls. (1,454 females and 1,319 males) were room in Kharaz including the library throughout 2017. The blockade on By December 2017, 2,310 refugee supported (either newly enrolled or Teachers (funded through UNHCR) Kharaz 125 teachers annually 140 teachers/ No activities planned Yemen’s ports and airspace in early children (1,183 girls and 1,127 boys) had retained) in primary education in 2017- training in literacy and numeracy school November 2017 had a further impact received school kits, which reflected 2018 through EAC funds. methodologies, assessment of children’s management on refugees’ already precarious an increase in enrolment and retention learning, participatory pedagogy, early staff/social situation. Refugees were dramatically rates, as children must prove their Despite the overall challenging education and inclusive education. The workers affected by the sudden surge in school registration by obtaining an situation resulting from the inability cohort of trained teachers is mostly the same in both 2017 and 2018. the prices of food, cooking gas, enrolment statement from their school of the MoE to carry out relevant water, medicine, and the constant as a pre-condition to receive the interventions, several activities were School materials and teaching aids for Kharaz 2 schools annually 2 schools 2 schools depreciation of the YER exchange rate school kit. conducted in 2017 to enhance the teachers in two schools 140 teachers against the USD, which further eroded quality of education. 356 teachers School materials and teaching aids for Basateen 3 schools annually 3 schools 3 schools the purchasing power of the refugee Regular meetings with refugee and administrative staff (265 females teachers in 3 schools 203 teachers population. In August 2016, the de community leaders, daily social and 91 males) were trained on INEE Objective 3: Ensure safe learning environments for children facto authorities requested UNHCR counselling sessions and interaction (Inter-Agency Network on Education to hand over registration activities for with families, caregivers and children, in Emergencies), psychosocial Rehabilitation of Kharaz schools’ fence Kharaz 1 fence No activities 1 school fence were also conducted to improve support, active learning, SGBV and planned non-Somali refugees to the Bureau of Refugee Affairs (BRA). In 2018, UNHCR access to education and maintain child protection. Recruitment and payment of incentives Basateen 6 counsellors annually 6 counsellors 6 counsellors consolidated all education activities retention. UNHCR had to obtain the to 6 Social counsellors covering 3 under one partner, the Sustainable approval from the MoE to be able to Four fully equipped resource rooms schools for morning and afternoon shifts to support the monitoring systems in the Development Foundation (SDF), continue supporting refugee children were established in schools. UNHCR schools to ensure better management of with expired ID cards (as a result of provided equipment, furniture, education interventions. the suspension of UNHCR registration teaching and learning materials Objective 7: Emphasise community participation in education activities) and children without birth (chairs, desks, laboratory equipment, Organise meetings with all education Basateen 34 meetings 12 meetings 5 meetings certificates, in order to prevent their scientific books, sport packages, music stakeholders dropout from school. UNHCR’s Family equipment…) to eight selected public Organise meetings with all education Kharaz 50 meetings 15 meetings 8 meetings IMPACT Centre remains the main point for schools. stakeholders identification of children at risk and Through the EAC Programme, UNHCR referrals to UNHCR, partners and Despite the lack of proper Sana’a was able to make significant service providers. In all activities, the infrastructure and political, security achievements through its partner importance of education is taken into and economic stability, UNHCR, by SDF, despite the ongoing challenges consideration. Children at the Family equipping schools with computer on the ground. SDF conducted Centre are also provided with literacy, laboratories and resource rooms, a range of education activities to numeracy and remedial classes. Birth emphasised the importance of 90 Educate A Child Annual Report 2017 91

Yemen Sana'a

In April 2017, UNHCR participated in CHALLENGES AND parties. It is not clear how the de the Development Partners and Local LESSONS LEARNED facto authorities may accept an Education Group meeting in Beirut, MoU for refugee children, as the Lebanon, in which UNHCR strongly The academic year in Northern Yemen situation of IDP students seems to advocated for the inclusion of refugee started with a one-month delay, and be their main concern. The MoE has children into the upcoming Education the education system was interrupted been asking donors to pay teachers’ Transition Plan. UNHCR will continue several times, as a result of teachers salaries as a main priority, which is at its advocacy as part of its commitment going on strike, as their salaries the date of the report not feasible, but to implement SDG4, in order to remained unpaid. This affected the under discussion at a higher level. ensure that refugee children are smooth implementation of activities Lessons learned highlight the accurately and effectively accounted such as child protection committee importance of maintaining close for, and are integrated into national meetings, where discussions ended and regular coordination with education plans. up focusing mostly on salaries, rather the school management in the 10 than on child protection issues. targeted schools, so that education Key achievements also included interventions are smoothly the provision of assistive devices In spite of the difficult context, implemented. Maintaining regular (glasses, wheelchairs, crutches, planned education activities were coordination and communication with hearing aids) to 98 refugee children implemented and most targets fully the MoE and the Education Office with disabilities (43 boys and 55 met in 2017. Given limited funds to promote the mainstreaming of girls), the establishment of a parents allocated for trainings, only one refugee children education into the group, the contracting of an Education training could be conducted on both national education system will also Coordinator, the organisation of three active learning and on psychosocial stay a key priority. meetings with the MoE, the Education support, instead of the two that had Office and school directors of 10 been planned. School maintenance It is very difficult in the current context schools. Community efforts included was conducted in only one school to reach children who are not enrolled Josef (left) is making new friends while receiving education again in Yemen. With the support of UNHCR and a partner- a back-to-school campaign, as well instead of two, as one of the schools in schools. Despite continuous efforts at a UNHCR-supported centre. run community centre, Josef is enrolled in a new school. His as 10 community mobilisation and had been seriously damaged when a to enrol and retain all identified Born to Ethiopian parents who were forced to flee their wishes are for the bombs to stop and to finish his schooling sensitisation sessions. Six government nearby house was hit by an airstrike, OOSC in education, it is expected homes, Josef is one of over 280,000 refugees who escaped so he can become an engineer. literacy centres were supported and required significant repair. that dropout rates will remain high, conflict and persecution in their own countries only to face it through EAC funds and were attended as many parents do not value the by 92 primary level students (54 males A key challenge remains the importance of education, and children and 38 females). and were attended monitoring of enrolled and at risk of are increasingly required to contribute by 92 primary level students (54 males dropout children, as well as other to household income as a result of and 38 females). key education indicators, in particular poverty. A high number of families adopting innovative educational discussions during CPC meetings students enrolled in literacy classes in the urban context, given that relocate to new locations and send approaches that can improve remained largely focused on issues in Amanat Al-Asimah, Sana’a. Another important achievement was the statistics collected by the MoE children to work to support the family. children’s learning outcomes and related to teachers’ salaries. Trainings the solution found for enrolling OOSC do not reflect statistics of refugee In response, UNHCR will continue to use technology to empower students were also conducted for children on UNHCR maintains regular coordination who had previous education, but were children. The MoE and the Education conduct awareness-raising, community to become lifelong learners. self-protection and child protection with the MoE to discuss issues and lacking supporting certificates. This Office apply conventional methods mobilisation and sensitisation sessions. 44 teachers from 10 schools were issues to empower them and enable interventions related to refugee was resolved in cooperation with SDF, in education data collection, and trained on child protection and them to recognise, respond and children. UNHCR also continues the Education Office and the Literacy schools are often not adequately Through awareness building, SGBV issues. 10 Child Protection report child protection incidents. Ten to be a member of the Local & Adult Education Sector, by enrolling equipped with databases that can UNHCR and its partners will be able Committees (CPCs) were supported student councils were supported and Education Group. One of the main young OOSC in literacy classes first, be connected through a network. To to sensitize the community to the and nine meetings were held in 91 members trained on child protection results achieved thanks to UNHCR’s and later on enrolling them in formal address this gap, UNHCR supported importance of education, and at the 2017. CPCs were trained on using and the importance of education. interventions on an annual basis education. the Sector of Curriculum & Guidance same time, disseminate information innovation and technology to report since 2013 was the issuance of a of the MoE by redesigning a database on available services that can provide on child protection incidents identified UNHCR supported the Sector of number of memos facilitating refugee Whereas no OOSC had been enrolled system to improve access to refugee crucial, sometimes life-saving, support through a secure online platform Curriculum & Guidance of the MoE children’s access to education using in previous years, three OOSC children enrolment data. UNHCR to children and their parents, for containing information on the different with establishing an enrolment one of the following documents: a birth were successfully enrolled in formal will explore how to further support example on the provision of school cases, types of abuse, as well as the database system to improve access to certificate, a refugee ID or certificate, education in grade three in 2017, after the MoE to enhance data collection kits, which ease the financial burden provided and required services. refugee children enrolment statistics. or an arrival form. In the past, a birth the completion of the first grade in for refugee children, possibly by that parents face each school year, or UNHCR, through SDF, also supported certificate had been a pre-condition literacy education (the first grade in enhancing the existing system on the availability of day-care activities, This new reporting modality aimed at the Literacy & Adult Education for a child to enrol in education, and literacy equals two years in formal managed by the MoE. which enable parents to go to work scaling up reporting and feedback, Department at Amanat Al-Asimah refugee children had faced difficulties education). and earn an income while putting their but expected results were only level by providing one complete in obtaining an admission application. Due to the deterioration of the young children to safe places and partially achieved due to limited solar system, five desktops, three UNHCR and SDF maintain regular security situation and the resulting sending their older children to school. internet access. Unfortunately, printers, one photocopier and five advocacy and coordination with the disruption of administrative services, despite the efforts to build capacity archiving cabinets. This will enhance MoE to help refugee children obtain UNHCR could not resume its on the identification and responses to documentation, archiving and data arrival forms. negotiations with the MoE on a children experiencing protection risks, compiling for statistics required for possible MoU between the two Establish and train school health groups Yemen Sana’a 20 trainings 10 trainings 100 persons Activity Description Targets on dealing with emergency evacuation 200 individuals 100 persons and shelter, first aid, and (54 females Life of Project Activities Location Life of Project Targets Actual 2017 Planned Jan - June 2018 psychosocial support and 46 males) Objective 1: Expand access to education Trainings on Active learning for teachers Yemen Sana’a 3 trainings 1 training 1 training 119 individuals 39 persons 40 persons School material packages (uniforms, Yemen Sana’a 6,069 kits 2,310 kits No activities planned (32 females shoes, school bags including stationary) and 7 males) to OOSC and previously EAC children Train children, teachers and host Yemen Sana’a 5 trainings 4 trainings 1 training Support Early Childhood Development Yemen Sana’a 100 individuals annually 104 individuals 50 individuals community on child rights, child 135 individuals 95 persons 40 persons Identify children with special needs in 281 individuals 98 individuals 40 individuals protection mechanism through (68 females Sana’a and provide them with assistive identifying, reporting, and responding and 27 males) aids to access schools (e.g. glasses, hearing devices, wheelchairs, and Objective 3: Ensure safe learning environments for children crutches ) Establish/strengthen child protection Yemen Sana’a 10 committees 10 CPCs Activity completed Furniture, teaching-and-learning Yemen Sana’a 5 schools annually 8 schools 5 schools committees and support their regular strengthened and materials (Desks/chairs, laboratory (same schools every 477 items monthy basis. Child protection committee supported equipment, textbooks, sport packages year) members are getting training on child and music equipment) to schools protection issues, identification of and response to children at risk and establish Maintenance for 2 schools Yemen Sana’a 2 schools 1 school No activities planned referral pathways. 6 classroom doors Objective 4: Promote awareness and advocacy on the importance of education for refugee children 6 bathroom doors 18 toilets Purchase visibility items Yemen Sana’a 200 items 1,000 posters Activity completed printed Objective 2: Improve quality of teaching and learning Conduct education awareness Yemen Sana’a 15 sessions 10 sessions 3 sessions Provide sport and recreational Yemen Sana’a 10 schools Activity completed sessions, including on the importance 177 participants 75 participants activities material of educating girls (103 females and 74 males) Provide sport and recreational activities Yemen Sana’a 1 centre Activity completed material in the community centres Objective 5: Improve data collection, management and analysis to promote learning and better programming Support 6 Literacy and Arabic classes/ Yemen Sana’a 6 classes established 6 classes No activities planned A follow-up OOSC survey to identify root Yemen Sana’a 1 follow up survey Activity completed centres (including 1 established at and supported annually causes for children not attending school SDF Family Centre)- provide school and tailor interventions kits for refugee children attending literacy classes, print Arabic textbooks- Assessment and evaluation for the Yemen Sana’a 1 assessment Activity completed Transportation for UAC attending impact of previous support provided in the literacy classes and 2 volunteers previous years and priorities the needs teaching at the literacy classes at the for 10 schools for 3 years family centre Objective 6: Strengthen capacity and partnerships with ministries of education and other education actors to enable more refugee Train teachers and social workers Yemen Sana’a 4 trainings 1 training No activities planned children to access School on INEE (Inter- Agency Network on 152 persons 36 persons Inclusion of refugees into the 2015/2017 Yemen Sana’a 1 Memo signed Activity completed Education in Emergencies) trained GoY Education Work plan (advocacy and (34 females team work, coordination meetings with and 2 males) MoE) Train teachers and social counsellors Yemen Sana’a 5 trainings 1 training No activities planned Regular coordination meetings with MoE, Yemen Sana’a 5 meetings 3 meetings 1 meeting on promoting psychosocial well-being 200 persons 42 persons Education Office and School Directors of among children affected by armed (37 females and 5 10 schools conflict and displacement males) Back to school campaigns Yemen Sana’a 3 campaigns 1 campaign No activities planned Train teachers, social workers and health Yemen Sana’a 3 trainings Activity completed workers and community members on 121 persons Equipment to MoE to improve Yemen Sana’a Equipment provided Activity completed positive discipline and activation of the information management system and to one sector ban of corporal punishment in schools data collection on a national level Train teachers, social workers, health Yemen Sana’a 7 trainings 2 trainings No activities planned Support to MoE to enhance its capacity Yemen Sana’a 1 of the MoE Sectors 1 Literacy and No activities planned workers and community members on 245 persons 44 persons to operate (provision of office furntiure Adult Education child protection and SGBV issues (39 females and solar system) Department and 5 males) supported Train teachers, social workers , health Yemen Sana’a 3 trainings Activity completed Train MoE education staff at a central and Yemen Sana’a 1 training Activity completed workers, and community members on 123 persons local level on refugee issues 34 participants dealing with children with special needs Train Teachers and school Directors on Yemen Sana’a 1 training Activity completed Train teachers and social workers on Yemen Sana’a 1 training Activity completed the basic computer literacy 23 individuals learning disorders and use of resources 30 persons Train Teachers on computer maintenance Yemen Sana’a 1 training Activity completed rooms 23 individuals Provide non-formal education such as: Yemen Sana’a 534 individuals attended Activity completed Train Teachers on integrating technology Yemen Sana’a 1 training Activity completed literacy, numeracy, hygiene, HIV/AIDS, the centre in education and education strategy 38 individuals or landmine trainings 377 individuals attended language classes 196 individuals enrolled and attended numeracy classes 95

Objective 7: Emphasise community participation in education Establish parents groups through the Yemen Sana’a 1 group established and 1 group 1 group community based focal points who supported annually (20 members) (20 members) will be having regular meetings with families for children out of school to raise awareness on the importance of education Establish/support student councils to Yemen Sana’a 10 student councils 10 student 10 student councils implement their annual activities plans councils 92 members 91 members Glossary Empower and train student councils Yemen Sana’a 283 members 91 members 92 members on CRC, child protection, importance of education AASTTI Abu Ali Seena Teacher Training Institute LMO Literacy Movement Organization Objective 8: Promote innovation in education programming and interventions ADRA Adventist Development and Relief Agency LoU Letter of Understanding Equipment and educational materials Yemen Sana’a Equipment for 10 4 resource rooms No activities planned AE Accelerated Education LWF Lutheran World Federation for resource rooms in schools resource rooms equipped such as teaching and educational AEP Accelerated Education Programme MIDIMAR Ministry of Disaster Management and Refugees Affairs materials, furniture) AEWG Accelerated Education Working Group MoE Ministry of Education All targeted schools will be equipping Yemen Sana’a 10 schools Activity completed AME Educating Mothers Association MoES Ministry of Education and Sports the data room with computer, printer, ARRA Administration for Refugee and Returnee Affairs MoU Memorandum of Understanding photocopy machines and other items as necessary to improve the information ASR Assisted Spontaneous Return Programme NADRA National Database and Registration Authority management system and data collection. ATW Allowed to Work NER Net Enrolment Rate Provide computers for schools Yemen Sana’a 18 computers in Activity completed BAFIA Bureau for Aliens and Foreign Immigrants’ Affairs NGO Non-Governmental Organisation 2 schools BEF Basic Education Exam NOC No-Objection Certificate Provide furniture for the computer lab Yemen Sana’a 4 schools Activity completed BPRM US Bureau of Population, Refugees and Migration NRC Norwegian Refugee Council for 4 schools provided with BRA Bureau of Refugee Affairs National Registration Department 80 chairs NRD 80 desks CAR Central African Republic NSC National Security Council 1 solar system CAR Commissionerate for Afghan Refugees OoE Office of Education Provide projector for the computer lab Yemen Sana’a 1 projector Activity completed CBI Cash Based Intervention OOSC Out-of-School Children Provide projector screen for Yemen Sana’a 1 projector Activity completed CBP Community Based Protection PA Parents Association the computer lab CLC Community Learning Centre PoR Proof of Registration Projector ceiling mount with installation Yemen Sana’a 1 ceiling mount Activity completed CoC Code of Conduct PTA Parent Teacher Association Network web installation, items, electrical Yemen Sana’a 1 installation Activity completed CPC Child Protection Committee RAIS Refugee Assistance Information System points for the computer lab CRRF Comprehensive Refugee Response Framework REB Rwanda Education Board DFID Department for International Development (UK) REMEDI Refugee Medical Insurance DRC Danish Refugee Council REMIS Refugee Education Management Information System EAA Education Above All RI Relief International EAC Educate A Child SAFRON Ministry of States and Frontier Regions ECDE Early Childhood Development and Education SCI Save the Children International ECW Education Cannot Wait SDF Sustainable Development Foundation EI Education International SDG4 Sustainable Development Goal 4 EiE Regional Education in Emergencies SGBV Sexual and Gender Based Violence EMIS Education Management Information System SHS Humanitarian Solidarity Society ERP Education Response Plan SIL Summer Institute of Linguistics GED General Education Development SMC School Management Committee GER Gross Enrolment Rate SMoE State Ministry of Education GIZ Deutsche Gesellschaft für Internationale Zusammenarbeit SNE Special Needs Education GPE Global Partnership for Education SPLA-IO Sudan People’s Liberation Movement in Opposition GRC German Red Cross SRO School Renovation Organisation HRP Humanitarian Response Programme SSAR Solutions Strategy for Afghan Refugees ICT Information and Communications Technology TTC Teacher Training College IDP Internally Displaced Person UAC Unaccompanied Children IGA Income Generating Activity UNDAF United Nations Development Assistance Framework IGAD Intergovernmental Authority on Development UNESCO United Nations Educational, Scientific and Cultural Organisation IGCSE International General Certificate of Secondary Education UNHCR United Nations High Commissioner for Refugees INEE Inter-Agency Network for Education in Emergencies UNICEF United Nations International Children's Emergency Fund INS Instant Network School WASH Water Sanitation and Hygiene IOM International Office of Migration WFP World Food Programme IPMC Implementing Partners Management Committee CREDITS

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Cover Page 58 © UNHCR/Asif Shahzad Rwanda ©UNHCR/Hannah Maule-ffinch Page 2 © UNHCR/Shabia Mantoo Page 64/65 South Sudan Page 19 © UNHCR/Anita Corluka Chad © UNHCR/Ibrahima Diane Page 69 Sudan Page 25 © UNHCR/Tara Fischer Ethiopia © UNHCR/Diana Diaz Page 77 Syria Page 31 © UNHCR/Antwan Chnkdji Iran © UNHCR/Reza Zahedzadeh Page 81/82 Uganda Page 35 © UNHCR/Jordi Matas Kenya Dadaab © UNHCR/Assadullah Nasrullah Page 86 Yemen Aden Page 39 © SDF/Majed Al-Zaomali Kenya Kakuma © UNHCR/Samuel Otieno Page 90 Yemen Sana'a Page 45 © UNHCR/Shabia Mantoo Malaysia © UNHCR/Mimi Zarina Azmin Design: Page 52/53 Pakistan Private Sector Partnerships Service, © UNHCR/Asif Shahzad UNHCR, Copenhagen