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Islamic Republic of Afghanistan

Ministry of Education

Education in Emergencies Response Plan for Afghanistan

Prepare by EiE Working Group

November 2016

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Table of Contents 1. Context ............................................................................................................................................................ 2

1.1 Overview of Education Sector ................................................................................................................... 2

1.2 Current Emergency Situation .................................................................................................................... 3

1.3 Current EiE Response for Returnees and IDPs .......................................................................................... 4

1.4 Gaps & Constraints: ................................................................................................................................... 5

1.5 Immediate Priority Needs .......................................................................................................................... 7

1.5.1 Short-term needs ................................................................................................................................ 7

1.5.2 Medium-term needs ........................................................................................................................... 7

1.5.3 Target Population by age groups ........................................................................................................ 8

2. Response Strategy and Plan ............................................................................................................................ 9

2.1 Objectives .................................................................................................................................................. 9

2.2 Strategies – Immediate and Medium Term ............................................................................................... 9

Strategies for Immediate Response ............................................................................................................ 9

Strategies for Medium Term Response and accelerate integration ......................................................... 11

3. Summary Funding Requirements .................................................................................................................. 11

4. Implementation Arrangements ..................................................................................................................... 12

5. Monitoring and Reporting ............................................................................................................................. 12

6. Time line ........................................................................................................................................................ 12

Annex -1 ............................................................................................................................................................. 12

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1. Context

1.1 Overview of Education Sector

The Constitution of Afghanistan (Article 22) proclaims that ‘education is the right of all citizens of Afghanistan. The Education System in Afghanistan has been severely affected by over 30 years of conflict and this has had a detrimental effect on overall attendance, particularly for girls’ participation in education. The Back-to-school campaign conducted in 2002 registered tremendous increase in school enrolment in Afghanistan. In the primary and secondary sub-sector, enrolment increased from about 900,000 children, almost all boys, in 2001 to over 9.2 million in 2016 of which 39% are girls. The number of schools across the country increased from an estimated 4,300 in 2001 to around 17,480 in 2016. Furthermore, the survival rate to grade five for girls increased significantly from 20% in 2001 to 63% in 2014; slight improvements can be observed in Gender Parity Index (GPI) as well as a slight increase in the proportion of female teachers, from 31% in 2011 to 33% in 2016. Access to school continues to be a major challenge and an estimated 3.5 million children of primary school-age are out of school, the majority of them being girls (75%).

Despite the tremendous progress in enrolment and increase in number of schools, the country still faces many challenges in Education sector due to insecurity, displacement due to conflict; the violations committed by parties to the conflict (school damage, occupation), natural disasters, growing urbanization trends and the effect on the absorption capacity of the sustained arrival of returnees from Pakistan which has dramatically surged since July 2016. Overall, in 2016, 618,291 undocumented Afgans, deportees and refugees have returned of which 370,102 were registered refugee, representing a 567% increase on those who returned in 2015(OCHA, December, 2016). The challenges are threatening to counter any gains in education achieved across the Country in recent years.

Education is not only a human right but in situations of emergency and chronic crisis it provides physical, psychosocial and cognitive protection that is both life-saving and life-sustaining.

Education in Emergencies (EiE) will sustain the lives of the children displaced by conflict, natural disasters and those who have returned to Afghanistan by offering safe and protective learning spaces for returning, displaced and other children at risk. Education will also mitigate the extreme psychosocial impact of being rapidly uprooted from their communities of origin, by giving a sense of normalcy, stability and structure as they face their uncertain future and by promoting psychosocial wellbeing.

The Education response will also save lives by protecting vulnerable children from exploitation and harm, and by providing them with essential knowledge and skills to survive through the dissemination of life-saving messages. Teachers and other community members will be identified and mobilized to provide education in emergencies and supported to ensure the continuation of learning.

The 2016 EMIS school survey data and analysis indicates that most of existing schools are already overcrowded and are short of resources to provide quality education to existing children. The student to class ration is 1: 42 (including permanent absent), 45% of existing schools do not have adequate building and other facilities, there is already a shortage of 42,800 teacher and 10,700 nonteaching staff, textbooks are in short in many school due to no existence of a long-term secured funding for printing and distribution.

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1.2 Current Emergency Situation1

The Education Cluster was deactivated in Afghanistan in 2012/13 and a working group was formed with a clear TOR in 2014. Whilst functioning, Afghanistan is currently facing an escalating humanitarian crisis with the staggering influx of Afghan returnees from Pakistan.

Since March 2002, nearly 6 million Afghan refugees have returned which constitutes approximately 20% of the current population in Afghanistan. In addition, currently there are still over 1.3 million registered refugees living in Pakistan alone that are expected to return. On 23 November, the Federal Government Cabinet extended the validity of Proof of Registration Cards, legalizing the stay of registered Afghan refugees in Pakistan, until 31 December 2017. Meanwhile, the suspension of the repatriation process from Pakistan during the winter months is being discussed as in previous years when there has been a break due to concerns during harsh weather.

In 2016 alone, 372,577 Afghan refugees have returned to Afghanistan. The vast majority (370,102) from Pakistan and very small numbers from Iran (2,290), and others (185) from neighboring countries (UNHCR, 2016)2. In addition, 236,724 undocumented Afghans have either spontaneously returned or been deported from Pakistan and 406,022 from Iran.

According to the Protection Cluster, there are currently 9.3 million vulnerable people in need in Afghanistan.3 This includes 511,762 newly displaced IDPs in the past 6 months, and over 1.2 million protracted IDPs who face even more barriers accessing assistance and basic services including education.

Depending on the asylum situation in Pakistan, the country will receive up to 1 million returnees (undocumented and documented), particularly in the Eastern Central, Northern and North Eastern regions in 2017. An estimated 60 per cent of the returning population are children. Additionally, between January and November 2016, more than 490,000 individuals fled their homes due to conflict, a total of 31 out of 34 provinces recorded some level of forced displacement and nearly 400,000 registered refugees and similar number of undocumented Afghans have returned from Pakistan. This dramatic increase in the number of children arriving to the country or moving to different locations within the country, risks creating a generation of children deprived of education if not adequately met by an effective response in the education sector. Humanitarian needs in Afghanistan for the current returnee crisis include protection of civilians in their transit to safe and secure areas from the effects of conflict, including during the flight and during displacement; and the provision of basic relief items and life-saving assistance; and the provision basic services such as immunization, maternal and neonatal care, shelter, water and sanitation and education. Specific attention must be devoted to persons with specific needs, such as women, boys and girls, elderly and persons with specific needs. In conflict-affected areas of Afghanistan, children are forced to survive in life-threatening situations, exposed to high risks of physical, sexual, emotional and psychological abuse.

A total of 74% of Afghan registered refugees have returned to five provinces: Nangarhar, Kabul, Baghlan, Kunduz and Laghman in 2016. The absorption capacity of host communities is currently under significant strain. . The vast majority (90%) of undocumented returnees continue to state their intention to return to Nangarhar province at the border but this has not been verified. Rapid assessments across 9 districts in three provinces (Nangarhar, Laghman and Kunar) were completed on 20 October (through OCHA’s Humanitarian Emergency Assessment Tool (HEAT)). The initial assessment findings indicate that undocumented returnee, registered refugee returnee and IDP children do not attend school for three main reasons: i) lack of capacity of schools to enroll additional children; ii) lack of required documentation to facilitate enrolment (although schools are instructed

1 All data is taken from ‘Population Movement Bulletin’ 16th November, UNHCR Update on Return – 31st October 2016, OCHA Sitrep 2016 2 Assisted returnees weekly comparison(UNHCR,31st December,2016)

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to immediately enroll all returnees without documents) and iii) the costs associated with education. A follow up education-specific assessment in priority districts of Khewa, Jalalabad City, Behsood, Surkhroad, Kama to better inform the required needs of formal schools and communities took place in November 2016. From these districts which have high populations of returnees and IDPs, with a population size of over 17,000, the Save the Children International (SCI) survey targeted 379 interviewees representing parents and 50 school key informants. Almost 37% of returnee children were not enrolled in school. Of those attending, 49% were not in close proximity (3km walking distance) to a formal school. Besides, Early Child Care Development (ECCD) classes, provision of supplies and textbooks, support in managing certification from Pakistan and recreational activities and hiring qualified teachers were prioritized. The top two barriers that prevent children either accessing or completing education are early marriage and child labor.

UNHCR’s qualitative analysis highlights the primary challenges including certification processes in countries of asylum, documentation for returnees abroad as well as Tazkera for IDP children, particularly after primary school. Other barriers include economic hardship, challenges accessing and passing placement tests, curriculum, gender and language barriers, marginalization, discriminatory attitudes. Seasonal differences that affect the school year in countries of asylum and origin also have an impact on enrollment.

UNICEF also conducted a specific needs assessment at the Spin Boldak border in Kanadahar. Interviewed families which reported the lack of continuous education for their children as their biggest concern, citing difficulties with enrolment as the main obstacles.

In summary analysis of the assessments conducted indicates that:

1-Returnees and IDPs children are enrolled to school where capacity exist, awareness are provided to them on how and where they can enroll, local communities and authorities, school managers and development partners projects are supportive of the integration.

2- Returnees and IDPs children are not enrolled to schools due to: perceived notion of lack of required documentation; economic constraints - inability to afford education associated costs; distance to schools; capacity of schools/education centers to absorb additional students; lack of female teachers, language and cultural barriers.

1.3 Current EiE Response for Returnees and IDPs

Coordination and facilitation continues through the EiE Working Group at Ministry of Education level, co-led by MoE, UNICEF and Save the Children. The Ministry has reiterated their support in enrolling all children into schools for a period of three months either through enrolment into formal schools or the establishment of Community Based Schools (CBS). MoE is preparing special guidelines for speedy integration of returnee and IDP children into formal schools.

Need Assessments have begun with rapid assessments to get preliminary information. There is a need for setting up a standard assessment system to regularly map the capacities of actors, record and update information on key indicators to support planning and decision making.

Planning for emergency response and linking with recovery and development programs is being discussed among stakeholders. The emergency response plan is being developed by the EIE working group in close consultation with other stakeholders. Addressing the needs of

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IDPs and returnees and their integration is a priority on the government’s agenda. MoF has indicated an allocation of additional resources to MoE to provide an immediate response to IDP/Returnees education needs for 2017

Education service delivery is being addressed to some extent with the limited resources by MoE, UNICEF, SCI, NRC, other development partners and communities in areas of high return and displacement. A focus on enrolling children into the existing formal schools is the current emphasis, providing additional resources to formal schools, supporting community based outreach classes.

Capacity development has been identified as key area for success in emergency response, integration and sustainability. UNICEF has committed to providing technical assistance to strengthen MoE’s role in coordination and monitoring. Other humanitarian and development partners have also committed to strengthen the capacity for short, medium and long term requirements.

Monitoring and evaluation of trends on return and displacement is done by individual agencies and MoE is also collecting comprehensive data on schools and education on annual bases. There are various data mapping research initiatives which need to be incorporated in a cohesive system. In addition, there is need for integration of the databases/research/reports to provide a complete picture of the needs and emergency response.

Resource Mobilization while the individual partners are engaged in mobilizing project resources to address the gaps, the government is also shown commitment to provide additional resources to MoE to accommodate returnees and IDPs needs. There is need for a stronger EiE coordination with MoE leadership and active engagement of MoF and key humanitarian donors to mobilize/materialize humanitarian support for EiE. The potential for either the re-activation of the Education Cluster (with a revised ToR and MoE co-lead) or the integrating EIE Working Group into the Child Protection Sub-Cluster (and the overall Humanitarian Response Plan) needs to be discussed immediately. Alternatively, the government and international community need to establish a pooled fund for the EiE Working Group. UNHCR and UNICEF should play greater role in advocacy for resource mobilization for developing the capacity of education service delivery/schools in the areas of high return and displacement.

1.4 Gaps & Constraints:

The MoE Education Management Information System (EMIS) is updated on an annual basis, due to resources and capacity constraints and therefore, is not able to provide more frequent data on children/schools affected by emergencies, specifically for the returnees and IDPs to support decision-making, resource allocation and rapid responses mechanisms or processes.

Existing formal schools are already overcrowded, facing shortages of space and a high deficit in teachers. This makes the enrollment of registered refugee returnees, undocumented returnees and IDPs in schools difficult. This gap is rapidly increasing and is negatively impacting on the quality of teaching and the learning process.

In addition to the recent addition of IDPs and returnees, there are around 3.5 million school-age children are out of school who have missed educational opportunities due to insecurity, poverty,

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long distance to access formal schools, lack of female teachers in girls’ schools, and other demand and supply constraints. Limited CBE and ALP classes have only been able to address some needs but there is demand for expansion to cover existing gaps in addition to the anticipated returns and displacement in 2017.

Challenges related to IDPs

Despite the provision of the IDP Policy, Tazkera continues to be required for enrolment in school, in displacement areas, hindering access to education, particularly after grade 6;

There are numerous instances of negative social perceptions against IDPs by hosting communities, due to IDPs’ origin, social status, poverty, level of education, which needs to be countered by effective sensitization of children, families and teachers;

Access to education in displacement has been severely hindered by the destitute conditions of the displaced families, often obliged to engage children in activities in support to family resilience.

Challenges related to returnees

Easing the procedural steps required during the certification process starting in the CoA and then in CoO. This is more challenging for those studying the Pakistani/Iranian schools. The students to obtain several signatures/stamps from the CoA authorities (signature/stamp by the Education attaches based in Afghan diplomatic missions, then the stamp of consulate/embassy and after arrival in CoO certification/verification procedure at MoFA, then MoE/DoE).

Students who have studied in refugee schools are not recognized by MoE, in such a circumstance students must pass placement exams and which is challenging for many due to language issues and to some extent due to the different curriculum where many students are enrolled in classes years below their actual level

Language and curriculum issues, different education seasons, certification fee etc. are the main challenges.

Lack of referral mechanisms in the ECs/Transit centers which might have a positive impact on the families in sending their children to school

Lack of mechanisms required to facilitate recruitment of teachers who have trained/studied in countries of asylum

Challenges accessing Tertiary education and participation in the Kankor Details for the challenge above are available in the Annex in the documents’ prepared by UNHCR and shared with MoE and UNICEF and WB

Lastly the academic committee to revise the existing MI note about education facilities, certification process, etc. which are important for refugees to know prior to their return

There is a lack of human and financial resources on the part of the Ministry of Education to address the current needs; in particular, rapid emergency response

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1.5 Immediate Priority Needs

1.5.1 Short-term needs

o Support the formal education system to enroll the returnees and IDPs in the formal schools

through:

o the establishment of referral mechanisms for returns to be used in CoA,

encashment and transit centers to access education

o conduct need assessment and identify barriers of education

o Establish temporary learning centers, provision of teaching and learning materials

for 65% of returnees and IDPs children.

o collect data on IDPs and returnees

o conduct partners mapping

o Establish EMIS

o monitoring / waving the certification fee in country of asylum

o mobilize community to enhance the integration of returnees to school

o reviewing the existing certification processes for necessary changes to reduce the

administrative processes required

o Develop school integration guideline

o establishing language and catch-up classes

o recruitment of additional contract teachers (including eligible returnees with a

specific recruitment program for female teachers),train and provide teaching kits

o Support the NGO implementing partners to establish additional CBE/ALP outreach classes for 35% of

the returnee/IDP children to complement MoE service delivery where returnees/IDPs do not have

access to formal schools or formal school cannot accommodate more students due to capacity

constraints.

o Support strengthen capacities for coordination, rapid assessments and monitoring and

reporting at the provincial and national levels

1.5.2 Medium-term needs

improved EIMS and rely on evidence based preparedness and response strategies

Enhance the capacity of the existing formal schools to maintain the quality of education while

ensuring the enrollment of all returnee/IDP children through the establishement of temporary

learning centers and WASH facilities.

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Ongoing training and mentorship of teachers (particularly returnee teachers) and integrate

in the education system

Support plan for establishment/construction of new schools in the areas of returnees and

new areas of displacement and appoint new teachers and non-teaching staff for the

schools.

Ongoing training of teachers and Train and integrate returnee teachers (with particular

focus on females) in the education system

Develop a mechanism to integrate the contracted teachers in to the MOE tashkeel

Facilitate cross boarder inter-minstrel coordination

Streamline the process of returnees registration in to konkor exam.

Identify new areas of returnees settlement

Strengthen the capacity of MOE to respond to education in emergency

1.5.3 Target Population by age groups

The target population will be mainly returnees and IDPs. In addition some other out of schools

children may also enroll in the same learning facilities.

Table: No of Returnees in 2016

While concrete numbers are to be confirmed, it is estimated by the end of the year 2017 around

(600,000) children will need emergency education response. The table below provide Projections of

affected population and school-aged children:

Projected Returnees and IDPs (Documented and Undocumented) Affected population Age Groups

2016 2017 Total

Refugee Returnee*

Undocumented**

IDP*** Refugee Returnee****

Undoc IDP Refugee Returnee

Undoc IDP Total

Total 371,236 582,621 511,762 550,000 - - 921236 - -

0- 4 years 82,282 - - 130,253 - - 212,535 - -

5- 11 years 55,464 - - 115,600 - - 171,064 - -

12-17 years

55,465 - - 86,367 - - 141,832 - -

*Source: Retrieved from UNHCR “Revised Weekly Statistics” from 01/11/16 - 26/11/16

**Source: Retrieved from IOM data “Weekly Situation Report” from 01/01/16 – 28/11/16 [accessed 28/11/16] https://afghanistan.iom.int/sites/default/files/Reports/iom_undocumented_afghan_returns_-_weekly_situation_report_28_october_2016_0.pdf

*** Source: Retrieved from OCHA data “Conflict Induced Displacements” from 01/01/16 – 20/11/16 [accessed 28/11/16] https://www.humanitarianresponse.info/en/operations/afghanistan/idps

Persons of Concern Source Total

Refugee Returnees UNHCR 372,577

Undocumented Returnees IOM 671,635

IDPs OCHA 592,324

1,636,536

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Projected Returnees and IDPs (Documented and Undocumented)

Affected population

2016 2017 Total

Returnee IDP Returnee IDP Returnee IDP Total

Total

4-6 years2

7-12 years3

13-18 years

*Source: Retrieved from UNHCR Merged Data Spreadsheet IOM, UNHCR, OCHA [accessed 20/11/16]

2. Response Strategy and Plan

2.1 Objectives

Affected pre-school and school aged children in target areas have access to safe and secure quality education and psychosocial support

Capacity of the education system and resilience of communities for smooth recovery and integrate in to the mainstream education strengthened.

Contribute to reducing risk and vulnerabilities of returnee, IDPs and host communities

2.2 Strategies – Immediate and Medium Term

Strategies for Immediate Response

2.2.1. Effective leadership is established for Education in Emergency (EIE) working group/inter-agency coordination (with co-lead agency), with links to other cluster/sector coordination mechanisms on critical inter-sectoral issues.

Maintain at national level (+ establish and activate at provincial/local levels- first in Eastern Region) transparent and inclusive EiE coordination mechanisms (EiE WG – led by MoE with support from UNICEF and SC), and assign staff to lead inter-agency coordination.

Participate in inter-sector needs assessment (HEAT) exercises and, facilitate the roll-out of an education-specific assessment exercise, if required4

Begin collecting information through the standard 4Ws format, initiate contact lists and update TOR for EiE Sector Working Group

Establish referral mechanisms within UNHCR encashment centres/IOM transition sites and other key areas of high displacement

Produce and disseminate Key Messages for returnees on how to access education services

2 Based upon ALCS 2014 20% are between 4-6 years 3 Based upon ALCS 2014, 34% are between 7-12 years 4 See HEAT Tool attached EWG continue to advocate to be integrated in to child protection sub cluster and gradually become a separate entity under the humanitarian architecture

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Develop and Implement School Integration Guidelines including streamlining and decentralizing certification issues and placement exams, liaising/enhanced coordination with Education Officials in Pakistan and Iran as necessary.

Monitor implementation of program activities, and ensure that capacity is in place at all levels (national, provincial, local – EiE WG, MoE at national and PED/DED at decentralized levels, I/NGOs and civil society organizations etc.) to effectively respond to the emergency.

Ensure that education is integrated in flash appeals, donor briefings, the Central Emergency Response Fund (CERF) and other funding proposals in order to guarantee that the sector is given adequate attention and sufficient funding including Humanitarian Response Plan (HRP).

2.2.2 Advocacy to strengthen the absorption capacity of communities and schools to ensure all children including preschool age children, girls, returnees/IDPs and other vulnerable groups to have access to quality education opportunities.

Advocate for and support the enrolment of children in existing formal schools and establishment of community-based education and recreational programs.

Continue to advocate for the respect of the principle of universal access to education, as enshrined in the constitution and set forth in the IDP Policy, by removing barriers to access due to lack of civil documentation;

If required to set up safe temporary learning spaces for all age groups incl. pre-school in consultation with communities and establish accessible and gender-sensitive WASH facilities (incl. safe drinking water) around schools, complemented by hygiene promotion (hygiene education, hygiene practices and MHM). Rapid orientation of community teachers for operationalizing community-based schools. Take an inter-sectoral approach to the provision of support in temporary learning spaces

Revise and develop a response strategy and plan of action for teacher identification, recruitment, and payment

Provision of teacher training based on assessment findings (with a particular emphasis on female teachers and EiE)

Support integration of teachers into the formal system – CBEs or schools.

2.2.3. Safe and secure learning environments that promote the protection and well-being of learners is established

Provide appropriate basic education, early learning and recreational materials; and include special measures for children needing help to re-engage in education (e.g., girls, and vulnerable and socially excluded children including children with disabilities).

Work with Protection Cluster to address violence in and around learning spaces and schools – including safety of children on the way to school – with a focus on adolescent girls and with high level advocacy to respect for basic principles of International Humanitarian Law.

2.2.4. Psychosocial and health services for children and teachers is integrated in educational response

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Training of teacher in psychosocial support

Coordinate with health and nutrition cluster and establish initial links to basic health and nutrition sectors for provision of services in these spaces.

2.2.5. Adolescents, young children access appropriate life skills programmes; information about the emergency; and educational options for those who have missed out on schooling, especially adolescents.

Develop and Implement context specific ‘Bridge Program’ including language and catch up classes depending on cold/hot climate schools

2.2.6. Community Participation and Sensitization

To ensure appropriate integration into host communities conduct Community Participation and Sensitization campaigns are undertaken in areas with high returnees and IDPs of both emergency and protracted natures.

Engage and support Community Development Councils to promote do no harm, social cohesion and community support in education service delivery.

Strategies for Medium Term Response and accelerate integration

2.2.7 Enhance the capacity of existing formal schools

Assess gaps in education service delivery. School mapping and out of school children survey to identify the gaps in service delivery, reasons why the children did not enroll and what to be done

Develop capacity of existing schools in areas of high return (provision of additional teaching positions, construct additional classrooms, water and sanitation facilities, etc)

2.2.8 Establish new formal schools

Identify the new areas of returnees settlement (townships) in consultation with MoRR and MoUD

Support establishment/construction of new schools in the areas of returnee/IDPs settlements

2.2.9 Integrate returnee teachers and students into the mainstream education system

facilitate the recruitment of return teachers as permanent teachers and Identify their training needs and address accordingly

Develop remedial programs for students with special needs (studied in other than Afghan medium of instruction, did not studies some of the subjects, etc)

Update and review EMIS individual school profile and ensure resource planning are done based on the updated statistics

3. Summary Funding Requirements5 Outcome-I Returnee and IDPs school age children are identified and provided with access to

education

S/No Line Items Indicator Qnt Unit cost Total

1.1 Immediate response

1.1.1 Conduct need assessment # reports 1 30,000 30,000

1.1.2 Develop EIE IMS # system 1 50,000 50,000

5 Proposed Minimum Response Activities for EIE in ER 2016-17

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1.1.3 Establish referral mechanism # of mechanism

established

1 100,000 100,000

1.1.4 Conduct awareness campaign LS 300,000 300,000

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1.2 Medium term response

1.2.1 Monitor education enrolment

barriers

# of monitoring

visits organized

12 1000 12000

1.2.2 Facilitate cross boarder inter-

mistrial coordination

#of guidelines

developed

1 20,000 20,000

Outcome I Total 512,000

Outcome II Capacity of learning centres and teachers are improved to respond to educational needs

2.1 Immediate response

2.1.1 Establish temporary

classroom & learning centres

# of classrooms

established

1000 2,500 2,500,000

2.1.1 Provision of required amount

of class kits

# of kits distributed 1000 60 60,000

2.1.3 Recruit local & returnee

teachers

# of teachers

recruited

13333 110 13,199,670

2.1.4 Recruit support staff for

contracted teachers

# of support staff

recruited

3,200 127 3,657,600

2.1.5 Provide teacher kits to newly

recruited teachers

# of kits provided 13,333 10 133,330

2.1.6 Provide training for newly

contracted teachers

# of teachers

trained

13,333 300 3,999,900

2.1.7 Provision of learning

materials

# of students kits

provided

400,000 10 4,000,000

2.1.8 Provision of catch up classes # of classes

established

200,000 100 20,000,000

Outcome II Total 47,550,500

Outcome III Develop the capacity of MOE in response to education in emergency situations

3.1 Immediate response

3.1.1 Establish effective leadership

for EIE working group

LS 20,000

3.2 Medium term response

3.2.1

Develop the capacity of MOE

to respond to EIE situation

LS 180,000

Outcome III Total 200,000

Grand Total 48,262,500

. Implementation Arrangements

MoE and UNICEF/SCI co lead overall coordination

A detailed operational plan will be developed to guide actions and stakeholders involved at

all levels and will be annex to this strategy

EiE working group at national and provincial level meet regularly to discuss progress and

needs

Provincial EiE coordination mechanism will be strengthen to improve local coordination

MoE, implementing humanitarian and development partners will implement the response

plan. MoE provincial education offices will provide support to existing formal schools to enroll

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returnee and IDP children. Implementing partners will complement service delivery where

needed.

Community Development Councils will be used as community interface to plan and support

delivery of the services, in line with unified action plan

Media and civil society will be engaged to promote awareness, social cohesion and

report/flag where the needs are not adequately addressed

5. Monitoring and Reporting

Baseline data on school enrollment will be made available from MoE EMIS. A simple form will

be developed for MoE academic supervision to report on number of returnee/IDP students

enrolled in district schools.

The implementing partners will report on the services delivered and coverage which will be

consolidated with support from EIE working group

EMIS school survey data in the following years will provide information on additional

enrollment in schools due to returnee/displaced enrollment

Monthly updates on progress and developing needs will be shared with the stakeholders

Community Development Councils will monitor the service delivery at the community level

and make the schools and CBE classes accountable.

6. Time line Immediate response 12 months for now and will be rolling for next year in June 2017

Mid-term response 12 months for now and will be rolling for next year in June 2017

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Annex -1

UNICEF have provided approximately 11,000 children with basic teaching and learning materials in Jalalabad, Behsud and Surkhrod in Nangarhar province, while NRC is supporting the Nangarhar Education Department to recruit an additional 70 teachers into formal schools due to the high student/teacher ratio which is affecting learning quality. The Provincial Education Departments in Kandahar and Zabul have registered 684 returnee children in formal schools and distributed books and education supplies in response. 50,000 brochures have been printed to provide information for returnee families on their education opportunities.

14 Schools have been rehabilitated in Kunduz which were affected by violence and are now serving 28918 boys, 16967 girls, 773 female teachers and 1280 male teachers

At the UNHCR Encashment Centre in Kabul, UNICEF provided two tents, school-in-a-box, blackboards, floor mats and early childhood development (ECD) kits to support approximately 800 children who pass through each day. In collaboration with Child Protection, UNICEF is working with Save the Children to ensure two facilitators will be present to inform children and their parents on the education opportunities that are available and provide basic recreational activities.

Current Implementation Capacity

The project will be implemented by Ministry of Education and Partners in line with INEE minimum

standards for Afghanistan, UNICEF and its Core Commitments for Children (CCCs) in Humanitarian

Action, the Provincial Education Department, local and international NGOs. Trainings and will be

implemented by NGO (training of trainers), and by the Ministry of Education (TED teacher training).

Longer term Strategy (Response Strategy Coordination and Preparedness as linked to the NESP)

Alignment with MoE, PED, DED, Sector and Annual Plans; Consultation with MoE, PED, DED, partners and affected population (1) Girls and boys affected by flood, landslides, avalanches and/or earthquakes access early childhood, primary and secondary education in safe and protective learning spaces; (2) Through quality, age-appropriate learning, girls and boys acquire lifesaving and disaster preparedness skills and psychosocial support to restore well-being and build the resilience of children and their communities; (3) The long-term goal of the EiE WG’s interventions is to ensure the continuation of learning for affected children, including adolescents, who were in school before the emergency. Ensure the development and implementation of context-relevant life skills programmes and learning content (e.g., basic health, nutrition and hygiene promotion), as well as prevention, protection, inclusion and support regarding GBV, conflict resolution, conflict-sensitive education and peacebuilding and information about the situation (e.g., earthquakes and armed conflict); and involve the affected population, particularly adolescents and young people.

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Response Capacity Gaps of Partners:

- Discontinued cluster approach since 2012/13 – Replaced by MoE-led EiE Working Group (coordination mechanism currently being revitalized/reinforced through UNICEF/SC co-leadership in support of MoE though needs reinforced through specific HR requirements in coordination)

- Human resources, knowledge and capacity linked to EiE preparedness and response capacity at all levels, incl. linked to conflict, and natural disasters (MoE, partners)

- At provincial levels, contingency plans are not updated regularly

- Mobilization of financial resources within the Government for EiE preparedness and response capacities limited and heavily donor dependent

- General Education, incl. EiE related data collection system not collected– MoE stopped systematic collection of data related to closed schools due to emergencies in 2013

- No regular reporting on school closures and attacks on Education (MoE) – Department of School Safety exists, but lacks human and financial resources.

- Limited partners who are working in EiE

- Teacher recruitment (especially qualified females)

16

Anex-II

Overall Displacement (returnees and IDPs in 2016 by province)

Province Refugee returnees Undocumented returnees IDPs Total

Nangarhar 114,421 122,745 8,340 245,506

Kabul 80,395 22,086 14,909 117,390

Baghlan 27,957 2,315 38,549 68,821

Kunduz 25,468 2,887 52,878 81,233

Laghman 24,567 8,564 1,599 34,730

Logar 23,062 2,130 2,382 27,574

Paktya 20,201 2,368 3,778 26,347

Balkh 8,310 1,179 12,698 22,187

Kunar 6,399 12,830 2,990 22,219

Jawzjan 6,100 4,385 3,729 14,214

Kandahar 5,590 0 36,480 42,070

Khost 4,140 460 4,188 8,788

Sar-e-Pul 4,096 37 3,073 7,206

Parwan 3,620 F361 1,400 5,381

Takhar 2,771 256 79,861 82,888

Samangan 1,992 138 2,989 5,119

Faryab 1,928 68 26,334 28,330

Hirat 1,796 24 19,880 21,700

Hilmand 1,634 7 61,888 63,529

Wardak 1,325 235 2,940 4,500

Paktika 1,110 239 713 2,062

Ghazni 921 128 11,620 12,669

Zabul 569 0 4,937 5,506

Kapisa 403 256 9,681 10,340

Panjsher 384 0 458 842

Bamyan 288 0 49 337

Uruzgan 156 0 37,638 37,794

Farah 153 0 10,192 10,345

Badakhshan 150 14 17,927 18,091

Nimroz 94 0 2,257 2,351

Badghis 54 5 9,634 9,693

Nuristan 37 49 313 399

Daykundi 36 8 109 153

17

Ghor 23 0 6,055 6,078

Total 370,150 183,774 492,468 1,046,392

**** Source: Retrieved from UNHCR 2017 Humanitarian Response Plan Forecast 2017 (Refugee Returnees)