Educate A Child. UNHCR Educate A Child (EAC) Programme 2013 Annual Report

Transcription

1 Educate A Child UNHCR Educate A Child (EAC) Programme 2013 Annual Report United Nations High Commissioner for Refugees 5 September 2014

2 UNHCR Educate A Child (EAC) Programme 2013 Annual Report Basic Project Information 12 Countries/14 Operations AFRICA: Chad, Ethiopia, Kenya (Dadaab & Kakuma), Rwanda, South Sudan, Sudan, Uganda. MENA (Middle East and North Africa): Syrian Arab Republic, Yemen (Aden & Sana a). ASIA: Islamic Republic of Iran, Malaysia, Pakistan. Project Name UNHCR Educate A Child (EAC) Programme Organization and Implementing Partners Ministries of Education; National/International NGOs; Refugee Communities. Agreement Period 1 January 31 December 2013 Period Covered by this Report January 2013 March 2014 Contact Person (Name, Title, address, Phone number) Funding and Expenditures Total Project Funding USD 25,609,561 Co-Funding Amount this Reporting Period USD 13,371,365 (UNHCR) Total EAC Funding USD 12,238,196 EAC Expenditures this Reporting Period USD 12,787,089 OOSC Targets and Achievements Life of Project OOSC Enrollment Target 224,025 Current Year OOSC Target 50,000 OOSC Enrollment this Reporting Period Actual 93,572 Total to Date OOSC Enrollment Actual 266,083 Mr. Imran Riza, Regional Representative UNHCR Regional Office, Riyadh, Saudi Arabia riza@unhcr.org Phone: Mobile: Cover photo: Two Somali refugee students in Sheder refugee camp in Ethiopia UNHCR/J. Ose 2

3 PROGRAMME OVERVIEW GLOBAL MAP 1. CHAD Country of Origin: Sudan and CAR 13,103 refugee children enrolled and retained in primary school 2. KENYA Country of Origin: Somalia, South Sudan and other nationalities 43,062 refugee children enrolled and retained in primary school 3. UGANDA Country of Origin: DRC, South Sudan and other nationalities 18,369 refugee children enrolled and retained in primary school 4.RWANDA Country of Origin: DRC 6,236 refugee children enrolled and retained in primary school 5. ETHIOPIA Country of Origin: South Sudan and the Horn of Africa 38,450 refugee children enrolled and retained in primary school 6. SUDAN Country of Origin: Chad, Ethiopia, Eritrea and other nationalities 17,371 refugee children enrolled and retained in primary school 7. SOUTH SUDAN Country of Origin: Sudan 31,525 refugee children enrolled and retained in primary school 8. PAKISTAN Country of Origin: Afghanistan 15,124 refugee children enrolled and retained in primary school 9. IRAN Country of Origin: Afghanistan 66,030 refugee children enrolled and retained in primary school 10. MALAYSIA Country of Origin: Myanmar and other nationalities 4,138 refugee children enrolled and retained in primary school 11. YEMEN Country of Origin: Somalia and other nationalities 3,511 refugee children enrolled and retained in primary school 12. SYRIA Country of Origin: Iraq and other nationalities 9,164 refugee children enrolled and retained in primary school 3

4 TABLE OF CONTENTS PROGRAMME OVERVIEW GLOBAL MAP... 3 EXECUTIVE SUMMARY PROJECT BACKGROUND, OBJECTIVES AND KEY ACTIVITIES... 5 A. Background... 5 B. Objectives... 6 C. Key activities... 6 MAJOR ACCOMPLISHMENTS... 8 A. Summary of targets & results... 8 B. Key strategies & achievements... 9 C. Strategic partnerships D. Country-level education strategies E. Data management F. Coordination & technical support G. Teacher management & support H. Accelerated education I. Knowledge management J. Visibility & communications STATUS OF PROGRAM IMPLEMENTATION PROGRESS AT A GLANCE ACHIEVEMENTS & GOOD PRACTICES FINANCIAL REPORT COUNTRY NARRATIVES CHAD ETHIOPIA KENYA (DADAAB) KENYA (KAKUMA) RWANDA SOUTH SUDAN SUDAN UGANDA ISLAMIC REPUBLIC OF IRAN MALAYSIA PAKISTAN SYRIAN ARAB REPUBLIC YEMEN (ADEN) YEMEN (SANA A)

5 EDUCATE A CHILD 2013 EXECUTIVE SUMMARY In 2013, the partnership between EAC and UNHCR succeeded in enrolling and retaining 266,083 refugee children in primary school in 12 countries PROJECT BACKGROUND, OBJECTIVES AND KEY ACTIVITIES A. Background Educate A Child (EAC) is a global Programme under the Education Above All (EAA) Foundation. Started in 2012, the program aims to enroll and retain 10 million out of the 57 million out-of-school children (OOSC) worldwide. A range of global partnerships and commitments reinforces EAC s mission, aiming to contribute to the Millennium Development Goals (MDGs), with particular emphasis on MDG2 to ensure access to free primary education by We know that 50 per cent of OOSC are children affected by conflict, and that many of these children are refugees. Displaced by conflict and no longer under the protection of their country of origin, refugee children face a particular set of challenges, which require a unique set of interventions. Not only is education a fundamental right for refugee children, enshrined in the 1951 Refugee Convention, but it also plays a vital role in promoting durable solutions for refugees, whether they repatriate, remain in the country of asylum, or move on to live in a third country. Moreover, education can protect refugee children by providing a safe, protective environment and equipping them with the knowledge and skills to survive and thrive in their new surroundings, building the foundation for a prosperous future. UNHCR value its third year of partnership with EAC, seeing the program as a complement to UNHCR s Education Strategy The Strategy, launched in 2012, seeks to orient the organization and its partners to address some of the major challenges affecting refugee education, including inadequate access to education opportunities, poor quality education and weak partnerships, among others. The Strategy responds to a Global Review of Refugee Education 2 carried out in 2011, and lays out six Actions and four Approaches to be followed. While the four approaches strengthening partnerships, enhancing learning outcomes through data management, capacity-building, and innovations are mainstreamed throughout the Strategy, Action #1 focuses specifically on enhancing access to quality primary education, with a target of enrolling 100 per cent of refugee children in school by Out of the 76 countries in which UNHCR supports education programs, in 2012 the rollout of the Education Strategy targeted 12 priority countries where the needs of primary education access are particularly acute. These countries were selected based on the size of the refugee school-age population, geographic contexts, and existing capacity to expand education programming. As priority countries, they have been supported with special technical and financial support. EAC has been critical in supporting these 12 countries to enroll refugee OOSC into primary school and advance the Strategy s objective on primary education. In 2012 and into 2013, countries started to develop their own country specific education strategies, adapting the global strategy as necessary to the country context. This process has been participatory in nature, involving refugee communities, Ministries of Education (MoE), international education agencies, non-governmental organizations (NGOs), community-based organizations and other partners. This reporting period saw a continuation of that process

6 The priority countries include: Africa: Chad, Ethiopia, Kenya (Dadaab & Kakuma), Rwanda, South Sudan, Sudan, Uganda; MENA: Syria Arab Republic, Yemen (Aden & Sana a); and Asia: Islamic Republic of Iran, Malaysia, Pakistan. UNHCR began its multi-year partnership with EAC in The EAC-UNHCR program specifically focuses on access to, and retention of, refugee OOSC in primary school with the 12 priority countries and continues to support the primary education component of UNHCR s Education Strategy , with a special emphasis on education access, quality, safe learning environments, and partnerships. Not only has the partnership channeled much-needed funds to support educational access for refugees, but it has also been critical in bringing needed attention to the issue of OOSC in refugee contexts. More concretely, this has meant better planning, targeting, and programming around the specific needs of OOSC in countries hosting refugees. EAC has also infused thinking and practice on addressing OOSC across UNHCR s Education Strategy which has assisted countries hosting refugees beyond the 12 existing EAC countries. EAC has become complementary to country-level education strategies, ensuring that OOSC are part and parcel of longer-term strategic thinking and planning. The partnership with EAC has also supported UNHCR s broad advocacy for refugee education, and has contributed significantly to raising the agenda of OOSC and of refugees within education networks. It is important to highlight the importance of the matching funds for the program, which has required mobilization and commitment from a wide range of donors. Since the start of the program, UNHCR s expenditures have exceeded the contributions from EAC, demonstrating UNHCR s strong commitment to ensuring that the program achieves its desired impact. B. Objectives In 2013, EAC sought to achieve the following objectives: 1. Retain 176,880 OOSC enrolled through EAC in Enroll an additional 50,000 OOSC in primary school. C. Key activities The following activities were identified to meet these objectives 3 : Improve education quality through teacher capacity development; Ensure protective learning environments through infrastructural support; Accommodate planned new enrolment through alternative education programs and Early Childhood Education (ECE) to free up mothers to attend school; Address gender imbalance in school attendance and/or school staffing through targeted incentives and mentoring; Further develop capacity of teachers, implementing partners, School Management Committee (SMC) members, and government education officials; Provide technical assistance through staffing support and missions; Develop stronger and broader partnerships with government entities, UN agencies, NGOs, private sector institutions, multi-lateral organizations and refugee communities; Implement country-specific education capacity development plans; 3 These activities are pulled directly from Appendix I of the 2013 Disbursement Agreement between EAC/EAA and UNHCR (October 2013). 6

7 Ensure longer-term planning of education programming which is linked with country operation plans and the Education Strategy roll-out; Ensure that vulnerable children are identified and supported to access education, in collaboration with child protection networks; Establish and facilitate cross-country communication and dialogue on shared issues of concern; Improve monitoring and information management including the development of EAC monitoring and logical frameworks, as well as alignment with UNHCR s internal M&E systems; Document and disseminate good practices and case studies related to EAC implementation. The body of this report provides a summary of overall program accomplishments and status of implementation, followed by a summary of implementation per country, highlighting the context, impact, and challenges encountered. 4 Children with new school uniforms in the Nyabiheke camp, Rwanda. UNHCR/Rwanda 4 The structure of this report follows the guidance provided to EAC partners at the November 2013 EAC Technical Partners meeting in Doha. For more detailed information per country, including progress against indicators, UNHCR can share individual country log-frames with EAC upon request. 7

8 MAJOR ACCOMPLISHMENTS A. Summary of targets & results A summary of targets and achievements can be found in the box below: Retained children enrolled in 2012 Newly enrolled Total Target 176,880 47, ,025 Achieved 172,511 93, ,083 Analysis -4, , ,058 Over the past year, the program managed to retain 172,511 children who were enrolled through EAC in 2012, while 4,369 children either repatriated or dropped out. Two countries reported a decrease in the number of children retained, and these were Kenya-Dadaab and Syria. In Dadaab, repatriation back to Somalia coupled with a more precarious national security environment for refugees means that the population was constantly in flux and this accounted for some children leaving Dadaab to move elsewhere. The deteriorating security situation in Syria led to the onward movement of many refugees to neighboring countries, including Iraq and Lebanon. The ongoing conflict has also resulted in school dropout across Syria. In contrast, a total of 93,572 children were enrolled, which is 46,427 more than the planned target. Such a large increase is largely associated with continuous conflicts in countries surrounding EAC countries, leading to more new arrivals, some 50 per cent of whom are children. Most of the countries that exceeded their target by large numbers were those countries affected by the South Sudan refugee influx, including Ethiopia, Kenya-Kakuma, and Uganda. However, increased enrolment was also seen in several other countries due to improved conditions in educational access, quality and community outreach, including Kenya-Dadaab, Malaysia, Pakistan and South Sudan. In terms of enrolment rates, Net Enrolment Rates (NER) varied from 34 per cent in Kenya-Dadaab, to 74 per cent in Rwanda. Due to gaps in data management in certain countries, data is only available for Gross Enrolment Rates (GER). In countries such as Sudan, South Sudan and Pakistan, high GERs (72% 83%) indicate the challenge of a high number of over-aged children in primary schools. In Yemen and Iran, GER and NER data is not yet available. Specialized support is needed for countries with low NERs and an absence of data, including more targeted technical support and capacity building. This support will be prioritized in Out of a total of USD 25,609,561 allocated for the 2013 EAC Programme, a total of USD 26,386,746 was spent, an over expenditure of USD 777,185. This was due to the pressing educational needs of certain operations which received a refugee influx during the implementation, such as Ethiopia. UNHCR used its own matching funds to cover this difference and meet the targets, plus enrolling an additional 46,427 new children into school. A detailed breakdown of expenditure per country is provided in the 2013 Financial Report (page 19). 8

9 B. Key strategies & achievements The key strategies used to achieve the objectives include the following: Expanding access to primary education through the provision of school fees, infrastructure support, distribution of items to support students, and tailored education programs such as alternative education programs; Improving the quality of education through teacher training, capacity development, distribution of teaching and learning materials, and access to technology; Ensuring a safe learning environment for children through the inclusion of children with special needs, training of teachers on child protection and prevention of sexual and gender-based violence (SGBV), and targeted support for girls; Strengthening government involvement in refugee education through stronger coordination mechanisms, joint workshops, and targeted advocacy efforts; Promoting community accountability and participation through sensitization campaigns, focus group discussions, and dialogue; and Reinforcing data management systems through OOSC assessments, the harmonization of refugee education data management systems, and advocacy at the global level. KEY ACHIEVEMENTS 266,083 refugee children enrolled in 633 primary schools in 12 countries 12 schools constructed and 103 schools rehabilitated 343 classrooms constructed and 552 classrooms rehabilitated 174 latrines in schools and 14 water installations constructed 2,014 teachers trained and 5,264 teachers provided with incentives 2,435 students supported to take primary-leaving exams 31,561 students assisted with education cash grants 1,728 children with disabilities supported 12,632 children and youth benefited from accelerated education programs 173,454 textbooks distributed 211,306 school uniforms distributed 45,945 hygiene kits and 475,735 items of teaching and learning materials distributed 91 education sensitization campaigns conducted 9

10 C. Strategic partnerships UNHCR continued to work closely with EAC to meet its four objectives 5. Apart from contributing to enrolling 266,083 refugee OOSC out of the 10 million OOSC into school, EAC has also contributed to improving quality education, ensuring that children are retained in school and obtain the skills and knowledge necessary to become functional adults. UNHCR has mobilized additional funding for education for OOSC, establishing a number of new partnerships over the past year. In 2013, UNHCR received major matching grant contributions for EAC from the LEGO Foundation (Denmark), the Stichting af Jochnick Foundation (Sweden), AC Milan (Italy), as well as a number of donations through UNHCR s national associations Australia for UNHCR (A4U), España con ACNUR, the Japan Association for UNHCR (J4U), UNO-Flüchtlingshilfe Stitchtung e.v., and USA for UNHCR (U4U). Apart from this direct fundraising, UNHCR has also taken part in events such as the Global Partnership for Education s (GPE) Global Replenishment conference in June 2014, where governments and donors were encouraged to commit additional resources to meet the needs of OOSC. UNHCR continues to advocate for the prioritization of education for refugee OOSC at the country, regional and global level. At the country level, UNHCR works together with the Ministry of Education (MoE), UNICEF and other partners to ensure that support is provided for refugee education and that refugees are considered within national education sector planning and programming. In addition, thanks to the list of contacts provided through the EAC Technical Partners meeting held in November 2013, EAC countries have been put in touch with other EAC partners operating in their countries, where they exist. It is expected that together, EAC partnerships both at the global and national levels can help foster more joint problem solving and synergies on OOSC programming in the years to come. At the regional and global level, UNHCR has continued its efforts in putting refugee on the agenda of relevant organizations and networks. One example is UNHCR s collaboration with UNESCO s Institute for Statistics (UIS), where UNHCR is advocating for the inclusion of refugee education in global education statistics, and this is now being put in place in a number of countries. With the Global Partnership for Education (GPE), an action plan is being developed with UNHCR to articulate areas of collaboration, including how conflict-affected populations should be included in national sectorial planning in refugee-hosting countries. GPE has now included refugees as a specific category that must be considered in education sector planning. Apart from these specific examples, UNHCR continues to closely collaborate with a range of other strategic education partners, including the Inter-agency Network for Education in Emergencies (INEE), UNICEF, the World Bank, the Global Education Cluster, EAA, and education research networks including BE2 6, and others. These partnerships provide important opportunities to further awareness, information sharing and joint planning on issues related to OOSC, particularly on children affected by conflict. 5 These objectives include: (1) Influence the enrolment and retention of at least 10 million OOSC; (2) Support the development of education quality so that children who attend school stay in school and have an opportunity to learn; (3) Contribute to mobilizing USD 1 billion to support education and develop innovative financing mechanisms to foster program sustainability; and (4) Keep the issue of OOSC at the top of global and national agendas ( 6 Building Evidence in Education (BE2) is a network of organisations engaged in education research, established by DFID, USAID and the World Bank to strengthen collaboration and exchange on research initiatives. 10

11 D. Country-level education strategies In 2013, several EAC countries participated in three regional workshops in October and November 2013 to help orient the development of country-level education strategies. 7 In addition, guidance was developed to help UNHCR education focal points and partners with the strategy development process. Regular follow-up and remote support has been provided to these countries through quarterly teleconferences in addition to technical support missions. In all of the strategies, primary education and OOSC are addressed, thus linking in EAC s aims and objectives with country-level refugee education strategies. E. Data management Education data management in EAC countries continued to improve during the reporting period. The introduction of EAC s M&E tool resulted in more detailed data collection in EAC countries, which has helped to improve overall understanding of achievement, impact and challenges of the program. Now that the program is in its third year, the kind of information required by EAC for reporting has also allowed headquarters to better structure data compilation, coordination and guidance for countries on their reporting. For example, detailed reporting guidance was sent to countries by headquarters for the compilation of this report as well as the completion of the M&E on-line reporting tool, and technical assistance provided. In addition, building on work done with FHI360 in establishing baseline data for all countries in 2012, two data management consultants were recruited during the reporting period to help support the next phase of the process, which includes developing education data management tools and a standardized internal system for the collection of necessary education data for both countries within EAC and other countries with refugee education programs. This work is expected to be completed by the end of 2014 and will be integrated within UNHCR s data management systems both in the field and globally. Capacity-building for countries on data management is planned to continue into 2015 and Throughout these developments, UNHCR has continued to emphasize the importance of complementing national data management systems, and will continue to advocate for and work towards the inclusion of refugee education data into overall national education statistics. F. Coordination & technical support In addition to strengthened data collection, strong coordination mechanisms are also important in promoting monitoring of the EAC program. In each EAC country, coordination meetings are organized by UNHCR, in partnership with the government. These meetings bring together relevant education stakeholders and provide a forum to monitor progress of EAC activities, discuss challenges, and propose solutions. At HQ level, monitoring of the 12 country programs is done through regular and phone communication. In addition, quarterly EAC meetings and teleconferences are organized at headquarters to communicate relevant information to other colleagues who are involved in country support, including the Education Unit, the Private Sector Fundraising Unit, Bureaux staff for Africa, MENA and Asia as well as for the 12 individual countries and the UNHCR Regional Office in Riyadh. Technical support and capacity-building continued to reinforce EAC programming during the reporting period, namely through the dedicated EAC Education Officer (EO) at headquarters, but also through the support of other technical staff at headquarters and at the regional and country levels. During the reporting period, the EO took missions to South Sudan, Malaysia, Chad and Kenya-Kakuma. These missions not only enabled headquarters to become more familiarized with the EAC programs on the ground and provide technical support, but they also enabled country teams to learn more about EAC and discuss challenges and jointly 7 The regional workshops were held in Kenya, Jordan and Malaysia. Participating EAC countries included: Kenya, Sudan, South Sudan, Ethiopia, Yemen, Syria, Pakistan, Malaysia and Iran. 8 Reference is made to UNHCR s EAC Proposal

12 propose solutions. In addition to these missions, the EO co-facilitated the 3 education strategy trainings mentioned above and provided technical support related to the development of a larger Kenya-Kakuma multisectorial proposal centered on education. Throughout the reporting period, regular phone calls and exchanges with countries have strengthened communication on key challenges and good practices, improving overall coordination of the program. Linkages with the roll-out of strategies and special projects for child protection and prevention of sexual and gender-based violence (SGBV) 9 at HQ and field level have also reinforced cross-sectorial collaboration and a deeper understanding of the types of interventions necessary to address the root causes of children being out of school. G. Teacher management & support With the objective of expanding activities to address OOSC to additional countries and strengthening technical support on OOSC programming, an OOSC Education Officer (home-based) was recruited during the reporting period. In addition, the EAC program was complemented by UNHCR s on-going work in the area of teacher management and support, with a focus on addressing some of the challenges surrounding teacher planning, recruitment, training and retention, particularly in refugee camp contexts with a multitude of partners. In almost all EAC countries, teacher recruitment, payment and training account for a large portion of the budget, yet systematic planning for teachers remains a challenge. Although UNHCR s objective is to mainstream refugee children into national systems in order to promote quality, sustainability and support for host country systems, this is a gradual process that will take more time. In the meantime, important capacity building on teacher management and support was initiated in 2013 with three workshops in Kenya and Ethiopia. Looking to invest in a more sustained approach to addressing the issue, UNHCR subsequently initiated an Interagency Refugee Teacher Working Group (IRC, NRC, Save the Children, UNICEF and UNHCR). The Working Group is currently developing standards, guidance and a training package for training unqualified refugee teachers, expected to be completed in H. Accelerated education Under its regular education program, UNHCR is supporting guidance development on accelerated education programs. This initiative, in partnership with the Norwegian Refugee Council (NRC), UNICEF, the International Rescue Committee (IRC), Save the Children, USAID and others, includes mapping of existing accelerated education programs, the development of guidance, and targeted technical assistance to certain countries. Given that six out of 12 EAC countries include accelerated education programs, this support is extremely important in helping to improve programming and education opportunities in this area for OOSC, as well as in non-eac countries. Both the teacher management and accelerated education support are intended to strengthen education services through standardization and harmonization amongst various actors involved in these programs in refugee-hosting countries, thus reinforcing UNHCR s commitment to partnerships. I. Knowledge management UNHCR is developing comprehensive guidance related to key programmatic areas of the Education Strategy , including linkages between education programs and protection, guidance on curricula in refugee settings and on education for girls, in addition to an overall guidance manual. This guidance should be completed and disseminated by the end of These projects include the Live, Learn and Play Safe project for child protection, and the Safe from the Start project for SGBV, both underway in some of the EAC countries. 12

13 Finally, while the support mentioned above focuses on EAC countries, it is important to highlight the fact that UNHCR supports education programs in a total of 76 countries. This means that the learning and good practices acquired by EAC countries serve as important orientation and guidance beyond EAC countries to UNHCR s global education program, particularly as they strengthen their OOSC and primary education programming. Through the assistance of the Education Team at headquarters and at regional levels, the other 64 non-eac countries were supported in their programming for OOSC and primary education through the development of national strategies and technical guidance. In particular, end year reporting in 2013 showed significant progress in 20 priority countries 10 since 2011, with an increase in primary school enrolment of 10 percent between 2011 and J. Visibility & communications Progress was also made during 2013 in improving visibility and communications around EAC. A set of EAC Visibility Guidelines was developed and disseminated to countries along with the 2013 reporting instructions. This has resulted in the inclusion of higher quality photos and stories in country-level reporting. To help consolidate communication needs as well as those of EAC, a Communications Requirement Matrix was developed, focusing on joint communication efforts and opportunities. Moreover, UNHCR committed to provide regular updated information, stories and photos from various UNHCR field offices implementing EAC related activities, notably for the revamped EAC web site (educateachild.org); material for high level events such as the annual WISE Summit in Doha; and EAC related articles and brochures related to program achievements. An article on the EAC program in Syria was developed for the January 2014 edition of Qatar Airways in-flight magazine Oryx, with plans for additional features in 2014 and A film was also developed and screened at the EAA Village at WISE 2013, with a focus on UNHCR s EAC activities in Malaysia and South Sudan. 11 A child receiving a school kit in Aden, Yemen. UNHCR/Yemen Aden 10 These 20 priority countries refer to the expanded priority countries for UNHCR in the rollout of the Education Strategy in 2012 and The video can be found by following this link: (password: eac). 13

14 STATUS OF PROGRAM IMPLEMENTATION This reporting period saw a strengthening in EAC program implementation in all 12 countries, strengthened relationships with Ministries of Education, expanded partnerships with national education networks, better coordination and support from HQ, and significant progress in advancing global advocacy and education data management. While these achievements have been highlighted above, it is nevertheless important to point out two significant challenges related to EAC program implementation. First, the late signature of the UNHCR-EAC agreement and subsequent disbursement of funds in November 2013 continued to limit the impact of interventions in some countries. This was the second year in which this same challenge was experienced, making it difficult not only for program management (particularly for an agency operating on an annual program cycle from January to December), but also resulting in many countries missing an important window of opportunity to target OOSC with interventions before the start of the school year. 12 While UNHCR used its own matching funds to the best of its ability in order to keep children in school, additional activities that required extra funds were not implemented until later in the year or even until early 2014 in a small number of cases. Efforts were made to accelerate efforts to mobilize countries to use the first tranche of funds before the end of the UNHCR fiscal year in December, and then to spend the second tranche of funds by March 2014 so that reporting could be completed and the new proposal submitted. In some cases, this short window for implementation led to some countries not having adequate time to carry out planned activities, particularly those involving substantial procurement, while other countries will be completing planned activities later in 2014 (by October), although all funds have been committed. UNHCR submitted a three-year proposal in early June 2014 and remains hopeful that an agreement can be signed as soon as possible so as not to encounter this same problem in The arrival of the two tranches of funding in two separate calendar years also complicated the development of a new proposal to ensure the continuity of the EAC program, as headquarters had to undergo considerable negotiation with countries to ensure that there was no overlap with the 2013 activities and the proposal for As a result, the submission of the new proposal was delayed. UNHCR has tried to address this recurring challenge by developing a three-year proposal that was submitted to EAC in early June. It is expected that this longer-term planning will ensure more timely continuity in program implementation. Second, despite the gains made in data management, given the unstable nature of refugee contexts, all EAC countries experience continuous changes in the refugee population. Whether refugees decide to voluntarily return to their home country, relocate to another city for work, or to integrate in the host community, obtaining reliable data on refugee children and the reasons associated with their enrolment and dropout continues to be a challenge. This is particularly the case in urban refugee contexts such as in Iran, Yemen, Sudan, Uganda, Syria, Malaysia and Pakistan, where the majorities of urban refugee children are integrated into national schools and sometimes get lost in the system if proper data collection systems are not in place. Other countries have been severely affected by refugee influx in the past year as a result of the conflicts in South Sudan and the Central African Republic (CAR), while on-going instability in Syria has hampered access to education and data collection which is beyond the reach of humanitarian agencies such as UNHCR. EAC countries that have seen significant and sudden increases in refugee influx include Kenya, Uganda, Ethiopia, Sudan and Chad. 12 In the majority of EAC countries, the school year begins in September/October. 13 As of the time of writing, UNHCR has received no formal feedback on the EAC proposal submission. 14

15 As a result of the situations described above as well as the unique context of refugee education programs, UNHCR has found it difficult to provide all of the required data requested by EAC in the M&E tool. Separate communications have taken place between UNHCR and EAC elaborating the constraints in more detail, but it is hoped with the development of more flexible tools that this will improve in 2014 and beyond. A schoolgirl in her newly constructed classroom in Peshawar, KP province of Pakistan. UNHCR/D.A. Khan The children love the library books because it gives them more knowledge. They can read more books now. The children do not have any books in their own home and can only read books in school. Teacher at the Myanmar Refugee Community Learning Center in Kuala Lumpur, Malaysia 15

16 PROGRESS AT A GLANCE 16

17 ACHIEVEMENTS & GOOD PRACTICES COUNTRY/ OPERATION TARGET ACHIEVED TOTAL CHILDREN REACHED GOOD PRACTICES Chad 13,103 13,103 74,470 Girls education was encouraged through an Exchange Day where girls met with female professionals and spoke with them about the importance of education. Using such role models has been found to be an important strategy in the enrolment and retention of girls in primary schools. The transition to the Chadian curriculum for Sudanese refugees has paved the way for more sustainable access to quality education. Ethiopia 12,450 38,450 44,802 Ethiopia s Alterative Basic Education (ABE) program continued to expand, from 500 students in 2012 to 6,014 students in The ABE has been instrumental in addressing the learning needs of over-aged children and ensuring access to the formal education system. Iran 66,030 66, ,940 Iran initiated an alternative education program for 3,732 over-aged refugee children in collaboration with the MoE in 12 provinces. This allowed children who would otherwise be out of school to acquire basic literacy and numeracy skills, with a pathway to matriculate into the formal school system. Kenya-Dadaab 14,000 16,323 61,032 Targeted identification and assistance for children with disabilities has played a key role in enrolling additional children into school, including training and support for 53 teachers, the construction of disability-friendly latrines, and the establishment of an Education Assessment Resource Centre (EARC). Kenya-Kakuma 23,000 26,739 26,739 Community sensitization on the importance of education has been carried out using a variety of creative means, including billboards, theatre and film. These media have been instrumental in disseminating information to newly arrived children from South Sudan on available educational opportunities in the camp, resulting in increased enrolment. Malaysia 3,200 4,138 6,193 School transport for children living far distances from schools has helped to improve access, and the introduction of an EMIS has improved data management of the over 120 learning centers. Pakistan 12,000 15,124 77,339 Support for girls education has been reinforced through sensitization of community members, assistance to Home Based Girls Schools (HBGC), the provision of incentives such as solar lamps, and a Fun Fair (Meena Bazaar) to share success stories and promote girls confidence. Rwanda 6,236 6,236 17,207 Three months of language training provided to refugee students before entering the national school system has promoted their integration and communication skills and decreased the likelihood of dropout. Girls education was encouraged through the mobilization of 50 volunteer female teaching assistants in schools. 17

18 COUNTRY TARGET ACHIEVED TOTAL CHILDREN REACHED GOOD PRACTICES South Sudan 30,000 31,525 31,525 A focus on strengthening the capacity of 400 refugee teachers has led to visible improvement in teaching, improved student learning and stronger engagement of NGO partners. A core part of the training is English language training, given the recent shift from an Arabic to English curriculum. Sudan 11,900 17,371 17,371 Working with refugee communities through the creation and training of Parent Teacher Associations (PTAs), in addition to mobilization campaigns, has helped to improve community ownership and accountability of education. Syria 9,522 9,164 9,164 A network of 43 outreach volunteers has enabled vital information and services to be provided to refugees despite a precarious security environment. This includes the running of an Education Hotline, counseling, the distribution of flyers, and a telephone survey on the impact of education cash grants. The cash grants have enabled 9,164 children to access both formal and non-formal primary education. Uganda 18,984 18,369 44,162 A joint OOS assessment with the MoE, UNICEF and education partners has revealed the various barriers to access for both refugee and local children, paving the way for joint planning and interventions. Yemen-Aden 1,000 1,000 1,000 A door-to-door education survey carried out with the support of 30 refugee higher education scholarship students was instrumental in reinforcing youth accountability and community ownership for education, as well as using role models to motivate children. As a result of the survey, an identification and monitoring system is being set up in refugee communities to improve tracking of individual children. Yemen-Sana a 2,600 2,511 2,511 Support for children-at-risk has been provided through a drop-in center, where children receive remedial classes, participate in recreational activities, and receive counseling. It also serves as a means to identify OOSC and enroll them in school. TOTAL 224, , ,455 18

19 FINANCIAL REPORT 2013 COUNTRY/OPERATION TOTAL 2013 EAC PROGRAMME BUDGET TOTAL 2013 EAC PROGRAMME EXPENDITURES TOTAL 2013 EAC/EAA BUDGET TOTAL 2013 EAC/EAA EXPENDITURES* CHAD 2,745,000 3,466,804 1,145,000 1,803,003 ETHIOPIA 1,536,600 1,530, ,000 KENYA Dadaab 2,165,194 1,649, , ,745 KENYA Kakuma 589,000 1,488, , ,885 RWANDA 925,662 1,013, , ,855 SOUTH SUDAN 4,253,250 4,667,575 1,916,625 1,726,310 SUDAN 2,599,526 1,122, , ,773 UGANDA 950,000 1,084, , ,446 IRAN 2,457,296 3,043,911 1,126, ,764 MALAYSIA 1,142, , , ,800 PAKISTAN 2,316,611 3,195, ,043 1,029,059 SYRIA 856, , , ,490 YEMEN Aden 587, , , ,100 YEMEN Sana'a 228,500 75, ,500 14,000 Sub-Total Field 23,353,702 24,130,887 10,292,337 10,841,230 HQ Activities 2,255,859 2,255,859 1,945,859 1,945,859 GRAND TOTAL 25,609,561 26,386,746 12,238,196 12,787,089 *Although financial commitments have been made for all countries, some activities are still on going and will be completed by October These activities are included in the operations that received funds through the second tranche in February 2014, including Chad, Ethiopia, Kenya Kakuma, Uganda, Malaysia, Pakistan, Yemen Aden and Headquarters (HQ). These activities do not overlap with the three-year proposal submitted to EAC/EAA on 5 June

20 EDUCATE A CHILD 2013 COUNTRY NARRATIVES CHAD In Chad, a total of 13,103 refugee children were reached through EAC A. Context Over the past year, Chad continued to host over 300,000 refugees in 2013, mainly from Sudan in the East, and the Central African Republic (CAR) in the South. During the reporting period, the country experienced an influx of 40,000 refugees, as a result of the on-going conflict in CAR and Darfur, Sudan. Since Sudanese refugees arrived in Chad in , they have been following a parallel education system using the Sudanese curriculum. With schools run by NGOs in some 13 camps in the East, this parallel system perpetuated a host of challenges, including poor quality, a lack of access to certification, and limited community involvement in education. Seen as a longer-term solution to ensure access to quality certified education to refugee children and integration into existing national development structures, UNHCR has been working closely with the Ministry of Education, UNICEF, UNESCO and other partners to transition from the Sudanese curriculum to the Chadian Arabic curriculum, with the transition scheduled to take place during the school year. A curriculum transition workshop was held during the year with the support of experts in this area to prepare and plan the transition with the MoE and education partners. A UNHCR mission from headquarters was carried out to follow up on the transition and provide technical support. B. Impact Chad was able to reach a total of 13,103 refugee children through EAC. Chad achieved its target both in retention and new enrolments, directly impacting 13,103 children, and indirectly benefiting an additional 61,367 children in the 71 primary schools in 13 camps in three regions of the East and six camps in one region of the South. 14 Chad s four-year Refugee Education Strategy continues to provide the framework for the implementation of all EAC-related activities. Children retained Newly enrolled Total children Total children reached in primary Target 10,103 3,000 13, Reported 10,103 3,000 13,103 74,470 EAC provided much-needed support for the curriculum transition, including sensitization sessions in each of the 12 camps conducted by multi-functional teams and the production of materials. In preparation for the transition, a total of 167 Sudanese refugee teachers continued their training in a professional teacher training institute in Eastern Chad. Pulled from selected primary schools in the camps, these teachers will be a crucial resource in teaching of the Chadian curriculum and serving as role models for their peers. In addition, the important pedagogical skills and content that they are learning will help improve quality not only in their classes, but also within schools in general. 14 Regions in the East include Farchana, Goz Beida, and Iriba. The region in the south includes Gore. 20

21 A total of 2,052 primary school refugee teachers were provided with incentives, and school and teaching norms and standards were harmonized across camps in terms of working conditions, payment scale, and development of Codes of Conduct. To ensure accreditation, a total of 2,398 students were able to sit for the Sudanese national primary school leaving exam in Chad in June 2013, in collaboration with the Sudanese Ministry of Education. In June 2014, over 5,000 Sudanese refugee students are expected to sit for the last Sudanese exam before the curriculum transition takes place in October Apart from these important contributions related to the upcoming transition, EAC supported improved access to primary school through improvements in school infrastructure. Given the harsh environment in the region of the camps including extreme hot and heavy rains, classrooms become quickly dilapidated. A total of 46 classrooms were rehabilitated in four camps in the East, and equipped with tables and chairs. In addition, a total of 54 classrooms were constructed, 14 built onto existing schools in two camps in the East, and one school constructed in the new camp of Belom in the South, where there was previously only plastic sheeting. The classrooms were equipped with a total of 1,076 wooden desks. Although not included as part of EAC, UNHCR s on-going support for primary education through the distribution of school materials and uniforms also had a positive impact on encouraging retention of children in school. Community involvement continues to be of pivotal importance in enrolling and retaining new children in school. A series of sensitization campaigns were conducted in all camps, coinciding with the enrolment period. To encourage girls education, 3 camps organized an Exchange Day where girls met with female professionals such as nurses and humanitarian staff. In addition, in line with the Chadian system of community schools, parents have started to contribute to the running costs of the school, where possible, to increase their commitment and engagement in education. C. Challenges & lessons learned Despite significant gains made during the reporting period, not all activities were completed as planned. A workshop for stakeholders on the curriculum transition was postponed due to timing, and funds were instead reallocated to the production of sensitization materials for the transition. In addition, there was no joint UNHCR-UNICEF OOSC assessment due to competing priorities of both organizations. However, a thorough assessment was conducted in all camps in preparation for the planning of the EAC proposal regarding causes of OOSC and proposed solutions. These results will continue to form the basis for future EAC activities. Chad country operations profile and map: 21

22 School building in Farchana before and after rehabilitation. UNHCR/Chad We lost opportunities because of the war but our children should be allowed to get an education to create a better life in Darfur. - Mother of a primary school student, Farchana Camp 22

23 ETHIOPIA In Ethiopia, a total of 38,450 refugee children were reached through EAC A. Context Over the past year, Ethiopia continued to host over 350,000 refugees from neighboring countries in the Horn of Africa, mainly Somalia, South Sudan, Sudan and Eritrea. Coupled with this, Ethiopia experienced an influx of 44,000 refugees from South Sudan during the reporting period. Ethiopia is currently drafting its multi-year country-level refugee education strategy that should be finalized by the end of B. Impact Ethiopia was able to reach 38,450 refugee children through EAC. This was almost 30,000 more children than planned. This is largely a result of an influx of refugees from South Sudan. In total, EAC directly benefited 38,450 children and indirectly benefited an additional 6,352 children in the in five areas 15 and 14 camps of the operation. Children retained Newly enrolled Total children Total children reached in primary Target 7,450 5,000 12, Reported 7, ,000 38,450 44,802 Ethiopia saw a 10 per cent increase in primary school enrolment in 2013, compared to Apart from the new arrivals from South Sudan, several other activities helped to enhance educational access including: 21 additional classrooms constructed in Gambella and Assosa and sex-segregated latrines and school fencing erected in 19 primary schools; 500 desks distributed; and 35,450 children were provided with school uniforms (including 28,000 targeting new arrivals), which helped to improve school attendance and enrolment. Community awareness campaigns on the importance of education were conducted in all locations during the beginning of the school year and mid-year, and included an emphasis on girls education. Ethiopia s innovative Alterative Basic Education (ABE) program also saw significant achievements during the reporting period, with enrolment increasing from 500 students in 2012 to 6,014 students in This program, started in 2011, is an accelerated learning program that targets children aged with no prior schooling, with the aim of integrating them into the formal system at a more appropriate age. To improve the quality of teaching, a total of 368 ABE and primary school teachers were trained in collaboration with UNICEF in Dollo Ado camps. To reinforce the knowledge and skills acquired through the training, the implementing partner set up a system whereby primary education supervisors support teachers in schools through regular observation and feedback sessions. In addition, 567 refugee teachers were paid a monthly incentive in line with a standardized teacher management framework, and 15,000 textbooks were distributed. As a result of the textbook distribution, the textbook-to-student ratio decreased from 1:4 students in 2012 to 1:3 in Areas include Gambella, Semera and Barahle, Dollo Ado, Jigjiga and Assosa. 16 This figure differs from the data entered for Ethiopia in the M&E data which is 10,337. This figure in the M&E data is incorrect, as it exceeds the number of children retained through EAC the previous year. A separate communication was sent to EAC to rectify this. 17 Part of this increase is also thanks to funding from ECHO, which enabled the program to build additional learning centers. 23

24 To help address the challenge of girls enrolment and retention in schools in Shire, 31 female teachers were recruited and Girls Clubs and Working Groups were established in schools to prevent SGBV (sexual and genderbased violence). Using a different approach, Jigjiga distributed 1,900 solar lamps as an incentive to parents who sent their girls to school. So far, the distribution has led to increased school enrolment and a means for girls to study at home in the evenings. C. Challenges & lessons learned Due to the high influx of refugees from South Sudan and competing priorities, Ethiopia was unable to complete two planned activities under EAC In particular, an OOSC assessment was not conducted, but is planned to take place in Secondly, a needs assessment of children with disabilities was supposed to take place, and assistive aids provided to them. This activity has also been postponed to Ethiopia country operations profile and map: 1. Out-of-school children in Dollo Ado enrolled in school with the support of EAC. 2. Over-age primary schools girls enrolled in an alternative basic education programme which facilitates integration into the formal primary education program. UNHCR/Ethiopia 24

25 KENYA (DADAAB) In Dadaab, a total of 16,323 refugee children were reached through EAC A. Context Over the past year, Kenya continued to host over 530,000 refugees dispersed between the capital, Nairobi, and two refugee camps, Dadaab and Kakuma. Dadaab refugee camp remains infamous for being one of the largest and most protracted refugee camps in the world, home to over 400,000 mostly Somali refugees, many of whom are already third generation. Although the refugees are predominantly Somali, other nationalities include South Sudanese, Ethiopian, Eritrean and Congolese (DRC). While some returns back to Somalia have occurred, the security situation and dearth of basic services there continue to hamper any large-scale sustainable returns at this time. Compounded to that, the more recent political climate in Kenya has resulted in a less conducive protection environment for refugees, something which has mostly affected refugees living in Nairobi, but which has also indirectly affected refugees living in the camps. Two HQ missions to Dadaab took place during the reporting period, one jointly with UNICEF Kenya. Dadaab s four-year joint MoE-UNHCR-UNICEF Refugee Education Strategy provides the framework for all EACrelated initiatives. Although schools in the camps are still not registered by the MoE, a District Education Office is based in Dadaab, and advocacy continues at County and Nairobi level to move this forward. B. Impact Kenya-Dadaab was able to reach a total of 16,323 refugee children through EAC. Dadaab exceeded its target by enrolling an additional 6,323 children in primary school, while reporting the dropout of 4,000 children previously enrolled. The difference between the total number targeted and the number reported is an additional 2,323 children. The reasons for the increase in enrolment can be attributed to improvements in access and quality education, while the dropout is attributed to repatriation of refugees back to Somalia or departure from the camps. In total, the program directly benefited 16,323 children in 10 primary schools, and indirectly benefited an additional 44,709 children in the in the five refugee camps. Children retained Newly enrolled Total children Total children reached in primary Target 14, , Reported 10,000 6,323 16,323 61,032 A variety of achievements were made during the reporting period that helped to improve educational access and quality in the camps. To improve educational access, a total of 513 over-aged children were enrolled in the Accelerated Learning Program (ALP). To accommodate the special learning needs of children with disabilities, a variety of activities were undertaken, including: 68 students (20 female) provided with scholarships; four schools provided with special needs devices; 53 Special Needs Education teachers paid incentives; 12 disabilityfriendly latrines constructed, and one Education Assessment Resource Centre (EARC) in Hagadera camp constructed, which reached a total of 287 children with disabilities. Several extra-curricular clubs were also supported, including 19 Children s Clubs and 19 Girl s Clubs, both of which engage in sensitizing OOSC to rejoin school. In addition, 19 schools were provided with play equipment. Targeted sensitization of the refugee community continues to be an important tool to promote enrolment and retention. A total of 10 awareness campaigns were organized, targeting parents and community members through cultural events and drama, with a special emphasis on girls education. 25

26 In addition, 21 radio messages were aired on the importance of community participation in education and addressed the gender imbalance in school bodies such as Parent Teacher Associations (PTAs). To improve quality education, 33,163 textbooks were distributed reducing the textbook-student ratio in 10 schools from 1:5 to 1:3; 55 new teachers were recruited and provided with incentives; 280 existing refugee teachers were provided with incentives; 40 national teachers were paid incentives; 95 teachers were trained on ALP; 180 teachers were trained on child-centered pedagogy at a regional teacher training institute, Garissa Teacher s College, and 57 school Head Teachers were trained on school management. Teaching and learning materials were also procured and displayed on Talking walls in 24 schools, which are display areas with advocacy and learning stimulators. To complement the project undertaken by the Vodafone Foundation to promote the use of technology in schools, 105 tablets were purchased and uploaded with reading materials for children in primary schools. The full impact of this initiative will be more apparent in Finally, capacity building of partners and the MoE on quality assurance, standards and monitoring was carried out through 16 training sessions. C. Challenges & lessons learned Despite the increase in enrolment in the 10 targeted schools, the NER in Dadaab stands at only 32 per cent. The number of drop-outs between the previous and current reporting period is also worrisome, and points to the need to strengthen monitoring of children who are currently enrolled in school to prevent drop-out. However, dropouts are also linked to spontaneous repatriation back to Somalia, though the extent to which this is linked remains unknown. A more in-depth analysis on the causes for dropout will be explored. In addition, only one out of the four planned Education Assessment Resource Centers (EARC) was constructed due to the late arrival of extra funds, which did not leave sufficient time for procurement processes to take place. One of the biggest challenges facing Dadaab continues to be insecurity, hampering UNHCR and partner staff from accessing certain parts of the camp with ease. This also affects monitoring and support of the education program. However, PTAs are being capacitated to take on some of the day-to-day monitoring of schools that has also led to improved community involvement and support for education. Occupational therapist attending to a child at the Education Assessment and Resource (EARC) Centre for children with disabilities. UNHCR/Kenya Dadaab 26

27 My life was full of hopelessness and sorrow. I was in a complete darkness I never thought that one day I would be in school like other children I believe I will excel in school and become a useful person in society someday. I believe that disability is not inability. Naima Ibrahim Yussuf, a student with visual disability who participates in Special Needs Education in the Kambioos refugee camp in Dadaab Naima and her mother at home. UNHCR/Kenya Dadaab Naima using her braille machine in class. UNHCR/Kenya Dadaab Kenya country operations profile and map: 27

28 KENYA (KAKUMA) In the Kakuma refugee camp in Kenya, a total of 26,739 refugee children were reached through EAC A. Context Over the past year, Kenya continued to host over 530,000 refugees dispersed between the capital, Nairobi, and two refugee camps, Dadaab and Kakuma. Kakuma, a camp situated near the border with South Sudan, was significantly reduced in size after South Sudan s independence in 2011, but has had to expand to accommodate an influx of South Sudanese refugees due to the conflict in South Sudan. In addition, Kakuma has served as a means to decongest Dadaab refugee camp located in northeastern Kenya, with several thousand refugees having been relocated from Dadaab to Kakuma since During the reporting period, Kakuma saw the arrival of 14,000 refugees from South Sudan, in addition to the 114,000 refugees already residing there. Although the refugees are predominantly South Sudanese, other nationalities include Somali, Ethiopian, Eritrean, Burundian and Congolese (DRC). Several missions from EAA/EAC, potential donors, and two missions from UNHCR Headquarters took place during the reporting period, in the hopes that a four-year proposal promoting a holistic approach to education in Kakuma will come to fruition. The discussions and brainstorming which grew out of those missions have been beneficial for the operation in their design and monitoring of the education program. Kakuma is in the process of validating a multi-year refugee education strategy, which is expected to be complete in Although schools in the camps are still not registered by the MoE, advocacy continues at County and Nairobi level to move this forward. B. Impact Kenya-Kakuma was able to reach a total of 26,739 refugee children through EAC. Kakuma exceeded its target by enrolling an additional 3,739 children in primary school, while retaining the 20,500 children enrolled in In total, the program directly benefited 26,739 children in 17 primary schools. Children retained Newly enrolled Total children Total children reached in primary Target 20,500 2,500 23, Reported 20,500 6,239 26,739 26,739 In Kakuma, enrolment increased from 36 per cent to 46 per cent between the school year and the school year, with an additional 6,239 children enrolled in primary schools, mostly as a result of an influx of refugees from South Sudan. Apart from the influx, educational access was promoted through a variety of EAC activities including: 20 theatrical plays and billboards created focusing on the importance of education and addressing cultural myths; 40 additional classrooms constructed and 30 dilapidated classrooms renovated 18 ; 5,033 desks 19 procured in addition to other school furniture (tables and chairs, and steel cupboards); four schools provided with new 18 Due to the late arrival of funds and administrative processes, the construction and rehabilitation of classrooms is expected to be completed by October To date, 2,033 desks have already been provided, and 3,000 are pending. 28

29 blocks of latrines 20 ; two schools provided with water and sanitation facilities 21 ; 9,683 school uniforms distributed; 80,000 exercise books distributed; 17 primary schools equipped with play materials (balls and nets); and 578 children provided with assistive devices for special needs education. In order to better understand the root causes for children not attending school, an assessment is in the process of being completed. Results are expected to improve interventions targeting OOSC. The quality of teaching and learning was improved through the following interventions: 7,375 textbooks distributed, reducing the textbook-pupil ratio from 1:7 to 1:6; lesson planning materials provided to teachers; 72 refugee teachers trained through a diploma program of Masinde Muliro University of Science and Technology, plus supplemental training on psychosocial support for children by the Friends of Waldorf Foundation, and three primary schools incorporated child-friendly activities including creative art activities, reaching a total of 2,300 children. Improvements in learning achievement were made apparent through the latest results of the Kenya Certificate of Primary Education (KCPE), where 60 per cent of refugee children from Kakuma who sat for the 2013 exam scoring above average, an improvement from It is important that such gains be maintained despite the influx of new refugees and increased pressure on the education system to absorb them. C. Challenges & lessons learned The influx of refugees from South Sudan since late 2013 and into 2014 has placed a significant strain on the existing camp education system and human resources. When the 2013 EAC proposal was drafted, this influx was not foreseen, and the prioritization of resources has meant that some education needs have not been addressed due to the prioritization of more urgent needs. However, efforts are being made to improve longerterm planning and closer integration into the national education system, in addition to improved contingency planning. 22 Kenya country operations profile and map: 20 To be completed by October Same as above. 22 The four-year proposal, The Road to Self-Reliance is in the process of being finalized, though it still remains to be seen how the proposal will complement the EAC proposal. 29

30 The diploma teacher training program has been very useful for me and my other colleagues since we now have the skills and knowledge to be effective teachers which will improve the quality of our instruction and practice. Burundian refugee teacher at a primary school in Kakuma Newly enrolled students in their new school uniforms in a primary school in Kakuma refugee camp. UNHCR/Kenya Kakuma 30

31 RWANDA In Rwanda, a total of 6,236 refugee children were reached through EAC A. Context Rwanda experienced an influx of some 15,000 refugees from the Democratic Republic of Congo (DRC) in mid- 2013, adding to the existing 75,000 refugees already hosted in the country. Rwanda s Refugee Education Strategy continues to serve as the framework for education programming for refugees, emphasizing alignment with national systems, inclusive education, and the promotion of quality education. Integration into national education systems remains a key strategic approach for UNHCR Rwanda and its partners. Currently, 40 per cent of refugee-students attend government-run schools, while 60 per cent continue to be enrolled in parallel schools inside the refugee camps. An unprecedented step towards integration was taken in January 2013 when the Government of Rwanda and UNHCR integrated 5,170 newly arrived refugee children into two government-run schools close to Kigeme camp in south-western Rwanda. UNHCR s assistance is geared towards capacitating both these refugee-hosting schools as well as the MoE personnel who are responsible for ensuring that quality standards are met. B. Impact Rwanda reached a total of 6,236 refugee children through EAC. Rwanda was able to meet its target by retaining the 2,128 children enrolled in 2012, while enrolling an additional 4,108 children in primary school. In total, the program directly benefited 6,236 children and indirectly benefited an additional 10,971 children in five primary schools in five refugee camps in three provinces of the country. 23 Children retained Newly enrolled Total children enrolled through EAC Total children reached in primary Target 2,128 4,108 6, Reported 2,128 4,108 6,236 17,207 To help widen educational access, the program achieved the following: 12 additional classrooms 24 were constructed and six water tanks installed; 24 latrines and 26 hand-washing facilities were built; school furniture was provided for the new classrooms 25 ; 4,108 children in four camps participated in an accelerated learning program with a focus on language acquisition; 730 children were enrolled in Early Childhood Education (ECE); and 6,236 school uniforms and 216 sports kits 26 were distributed. In addition, a total of five community awareness campaigns were carried out with a focus on promoting education for children with special needs. To promote girls attendance at school, 50 volunteer female Teacher Assistants were trained and began working in schools. Similarly, volunteer Classroom Aids took part in six training sessions in order to assist students with special needs. Education quality was reinforced through the following: 284 teachers and 59 school guards received incentives; teaching and learning materials were provided; 125 primary school teachers and headmasters were trained 23 Eastern, Southern and Western provinces. 24 The classrooms were constructed at Maendeleo Primary School in the camp according to national standards of the Ministry of Education and UNICEF s Child Friendly School Model. As a result, the classroom-to-student ratio reduced from 1:65 to 1:51, though this is still below the national standard of 1: This includes 12 teacher s tables and chairs, 812 school desks and 24 blackboards. 26 Kits include footballs, basketballs, volleyballs and jerseys. 31

32 with a focus on quality and inclusive education; teachers in four camps were trained on Early Childhood Education (ECE), and 27 National Education Officers trained on inclusive education in four districts. 27 Access to increased textbooks has been especially useful for students, reducing the textbook/student ratio to 1:2 and improving performance and motivation of learners. A school feeding program within the UNHCR supported regular programme also improved students attentiveness and performance in primary school, underlining the importance of nutrition on learning and retention 28. C. Challenges & lessons learned While Rwanda completed all of its planned activities, the difficult conditions in the refugee camps as well as certain cultural attitudes and perceptions related to education continued to pose a challenge in implementation. Due to the difficult livelihood situation, many parents still choose to prioritize income generation over education of their children. This has affected enrolment and daily attendance at school, as well as academic performance. Further efforts are needed to strengthen understanding of, and commitment to education, in conjunction with programmatic support for livelihoods activities. These classrooms are good, durable and beneficial to refugees and host community in the long term and even when the camp is decommissioned. Director, Ministry of Disaster Management and Refugee Affairs Old and new classrooms in the Maendeleo primary school in Nyabiheke refugee camp, Rwanda. UNHCR/Rwanda Rwanda country operations profile and map: 27 This includes 6,236 sets of textbooks and teaching guides, 37,416 exercise books and 37,416 pens. 28 Rwanda noted that 163 learners returned to school as a result of the school feeding program. 32

33 SOUTH SUDAN A. Context In South Sudan, a total of 31,525 refugee children were reached through EAC It was a tumultuous year for South Sudan, with conflict breaking out at the end of 2013, resulting in the internal displacement of over 700,000 people, adding to the 229,587 mostly Sudanese refugees that the country has been hosting since Refugee assistance was challenged during the year as supply routes became cut off due to insecurity. While most of the refugee camps have remained stable, the downsizing of staff, diversion of resources for the emergency, and tensions between the host community and refugees have all affected the country during the reporting period. The EAC program continued to focus on five camps located in Maban, Upper Nile province. While the majority of refugees are from neighboring Sudan, other countries of origin include the Democratic Republic of Congo (DRC), the Central African Republic (CAR) and Ethiopia. UNHCR South Sudan is in the process of drafting a multi-year country refugee education strategy that will help to further orient education programming for refugees. Although UNHCR has strengthened its relationship with the MoE particularly at the regional level, the recent conflict has led to much turnover and this relationship remains fragile. However, UNHCR headquarters and UNICEF s Regional Office in Nairobi carried out an education mission with the MoE in October 2013 to Upper Nile and Unity State provinces, with the aim of following education developments and jointly addressing challenges. During that mission, the MoE reiterated its commitment to providing educational access to refugees, at the same level as host nationals. However, given the present economic and security challenges in the country, it might be difficult for any significant progress to be made in the near future. B. Impact Despite the challenges mentioned above, South Sudan was able to reach a total of 31,525 refugee children through EAC. South Sudan exceeded its target by enrolling an additional 1,525 children in primary school, while retaining the 15,474 children enrolled in In total, the program directly benefited 31,525 children in 46 primary schools. The program also saw an increase of 35 per cent in school attendance. Such figures demonstrate not only the positive impact of EAC, but also the changing commitment of the refugee community with regards to education. Furthermore, South Sudan reported the reduced involvement of children in child labor, cited as one of the main barriers to education. Children retained Newly enrolled Total children enrolled through EAC Total children reached in primary Target 15,474 14,526 30, Reported 15,474 16,051 31,525 31,525 Several activities helped to enhance educational access, including: 3,529 over-aged children participated in accelerated learning program (ALP) classes; 128 semi-permanent classrooms in 19 primary schools were constructed as well as 3 primary schools for the host community; 55 latrines were installed, 3,950 desks 29 procured, and 12 sports and youth clubs supported in association with Child Friendly Spaces (CFS) in the camps 29 Desks were either procured or assembled by apprentices being trained under vocational training projects. 33

34 as well as in schools themselves 30. To promote the enrolment and retention of girls, 19,936 hygiene kits were distributed on a quarterly basis 31 and 20 school mentors (2 per school) were recruited to mentor adolescent girls. These interventions, coupled with the recruitment of more female teachers and sensitization campaigns, have led to an increase in the enrollment of girls. Community sensitization amongst the refugee community, many of whom are not educated, remained an important part of promoting school enrolment and retention. A total of four out-of-school youth campaigns were held, one in each camp, using facilitators from the refugee community, who disseminated basic information on school enrolment and the importance of enrolment and attendance. The schools themselves have also become spaces for advocacy and awareness-raising, with a particular focus on addressing some of the key social barriers to education access for children in the community: child labor and early marriage. To help promote quality, the program enabled 400 refugee teachers to benefit from training to improve their pedagogy, English language skills, and subject knowledge. Significant improvements in teaching quality have been noted as a result of training that started in 2012, in addition to the increased confidence of students and parents in the teachers. As a result of this training, schools have become more organized, better managed, and more learner-friendly for children, serving as a protective learning environment. To further reinforce teaching and learning, 1,173 teaching guides and 11,000 textbooks were distributed for five subject areas, many of which were printed at a reduced cost after the MoE approved the copyright for printing. Students were also provided with 31,525 school kits, including exercise books, pens and pencils. C. Challenges & lessons learned Insecurity in the country has negatively impacted the operational environment, including the EAC program. One example of this is that two out of the five planned schools were not built due to the inability to transport construction materials as a result of insecurity as well as increased costs of materials 32. Similarly, half of the desks intended for the new classrooms had still not arrived at the time of reporting due to challenges with access. The challenge of insecurity, coupled with the long rainy season, means that there was only a very small window of opportunity for the implementation of certain activities, such as those related to improvements in school infrastructure. In terms of lessons learned, South Sudan emphasized the importance of engaging more deeply with the refugee community, particularly in promoting accountability of parents and leaders in the education of their children, and including them in school management. Such an approach requires strong coordination with all actors. Particularly in a context like South Sudan, there is an opportunity to prevent a dependency syndrome from taking hold, but this requires concerted efforts by government, agencies and refugees themselves to work together in partnership and mobilize both human and financial resources in more creative ways. Another lesson learned has been the importance of strengthening peaceful coexistence between the refugee and host communities. During the reporting period, a number of clashes took place in the surrounding host community of the camps, leading to delays in the implementation of activities and increased hostilities between refugees and locals. Particularly given the fragile economic and security situation in the country at the moment, it will be even more important to mobilize development actors and the government to address some of the developmental challenges in the surrounding host community. 30 These sports and youth clubs have also been leaders in the sensitization campaigns to promote education. 31 This distribution complemented the routine distribution of sanitary materials to women and adolescent girls in the camps. 32 The use of local materials for construction has also been controversial, as the host community opposes any further destruction of the local environment. As a result, the operation is dependent on material brought in by truck. 34

35 As mentioned above, UNHCR has constructed three primary schools in the surrounding community and will continue to make such contributions, but the sustained commitment of development actors is also required, in addition to organizing activities between refugees and the host community that promote communication and friendship. A reading exercise in Bawo primary school, Batil refugee camp, South Sudan. UNHCR/South Sudan South Sudan country operations profile and map: 35

36 SUDAN In Sudan, a total of 17,371 refugee children were reached through EAC A. Context Over the past year, Sudan continued to host some 157,600 refugees from Eritrea, Ethiopia, Democratic republic of Congo (DRC), Chad, the Central African Republic (CAR) and Somalia, in addition to 1.8 million Internally Displaced People (IDPs). EAC concentrated on three regions of the country most affected by displacement: Khartoum, East Sudan (Kassala) and West Darfur. Sudan s economic instability and internal conflict in Blue Nile State and Darfur continue to stymie economic self-sufficiency for refugees as well as the delivery of humanitarian assistance. UNHCR Sudan s multi-year country refugee education strategy is in the process of being finalized, and its development included baseline assessments and involvement of key stakeholders, with the leadership of the MoE and in collaboration with UNICEF and partner organizations. The strategy is aligned closely with Sudan s national education sector plan and the Interim Basic Education Strategy (ibes). A strategy validation workshop is planned for later in UNHCR continues to collaborate closely with the MoE on issues related to education for refugees, in addition to advocating for the inclusion of refugees in national education sector planning and monitoring. B. Impact Refugee primary education in Sudan continued to gain momentum with the support of EAC, reaching a total of 17,371 refugee children. Sudan exceeded its target by enrolling an additional 5,471 children in primary school, while retaining the 11,900 children enrolled in In total, the program directly benefited 17,371 children in 25 primary schools. Children retained Newly enrolled Total children enrolled through EAC Target 11, , Reported 11,900 5,471 17,371 17,371 Total children reached in primary During the reporting period, the following activities promoted access to primary education: 3 primary schools (37 classrooms) were constructed in three camps along with one pre-primary school; 40 classrooms were rehabilitated; 200 students in Khartoum received school fees; 37 students exam fees were covered in Darfur; school-based Mother s Committees were supported in Darfur; two camps received sports and cultural extracurricular activities for students in Kassala; 450 children participated in an accelerated learning program (ALP) in Kassala, and seven cooks, cleaners and guards in primary schools in Darfur received incentives. The introduction of accelerated learning was a new program started in Kassala, aimed at serving the needs of over-aged OOSC. Its impact will be studied closely before being rolled out to other camps. In its promotion of inclusive education, the operation conducted a profile of vulnerable students in Khartoum to better tailor future education interventions. In addition, Student s Committees were established in four schools in Kassala, with plans to establish an additional four committees with EAC funds in the coming months. In addition, mobilizing community support for education continues to be prioritized in Sudan. Activities in support of this included: 25 teachers and PTA members in Kassala were trained on a Code of Conduct and further training was provided for PTAs and community mobilizers in Darfur; 10 PTAs were established in Kassala 36

37 with plans to establish another 10, and one campaign was conducted in Kassala focusing on girls education and children with special needs, with plans to carry out an additional four similar campaigns. Activities that promoted quality education include: 11,771 students received school kits, uniforms and exam fees in Kassala; 58 teachers were recruited in Kassala; 155 teachers were trained in Kassala as well as 24 volunteer teachers in Darfur; 34 teachers received incentives in Darfur, and school and sports materials were provided for students in Darfur 33 and for three schools in Khartoum. Capacity was also reinforced through training of 30 staff members from the Commission of Refugee Affairs (COR), MoE and teachers on the INEE Minimum Standards for Education in Emergencies in Kassala. EAC also helped to support four education assistant staff in Darfur and one Education Consultant in Kassala to reinforce education program monitoring and technical guidance. An assessment and analysis of six Sudanese schools attended by refugees in urban and semi-urban areas of Khartoum was undertaken, the results of which will be used to better monitor the attendance, protection and performance of refugee students. A participatory assessment was also carried out in one camp in Kassala, with plans to conduct the remaining assessments in C. Challenges & lessons learned Despite these various achievements, the late arrival in funds resulted in certain activities not being carried out, including the rehabilitation of 3 schools, the construction of 4 pre-schools, and the recruitment of 1 Education Officer in the East. One of the biggest challenges in Sudan remains the lack of reliable data on education. However, the operation plans to establish an education data management system in 2014 that will improve UNHCR s capacity to count and track OOSC by location and gender. In addition to this, bureaucratic hurdles of registration procedures continue to hamper UNHCR s efforts to select suitable education partners for activities. Finally, the deteriorating economic situation in Sudan continues to perpetuate poverty, and as a result, parents ability to pay for associated education costs. Program activities for the coming three years, , include plans to address this through income-generation activities for PTAs. Sudan country operations profile and map: Because of EAC support, we will be able to enroll an additional 150 Eritrean refugee children in the school, have less crowded classes and have offices for our teachers. General Director of the Eritrean refugee schools in Khartoum 33 Materials include 150 textbooks, 150 pencils, 8 blackboards, 20 footballs, 72 sporting uniforms, 30 volleyball kits, 656 dozen exercise books, 4 metal cupboards, 14 teacher s tables, 10 teachers chairs, 2,500 pencils, 1,600 school uniforms, and 18 students covered by exam fees. 37

38 Newly constructed classrooms in the Eritrean Community School in Khartoum. UNHCR/Sudan Refugee girls school in East Sudan. UNHCR/Sudan 38

39 UGANDA In Uganda, a total of 18,369 refugee children were reached through EAC A. Context Over the past year, Uganda experienced an influx of over 64,000 refugees from South Sudan, adding to the existing 250,392 refugees hosted in the country. Refugees come from the DRC, South Sudan, Somalia, Rwanda, Burundi, Eritrea, Ethiopia and Kenya. EAC continued to focus on four geographical locations 34 and 61 primary schools. While refugee children in the capital, Kampala, are integrated into national schools, children in the refugee settlements attend schools in the settlements, or in the surrounding host community. UNHCR Uganda s Country Education Strategy continues to serve as the framework for all refugee education programming, including activities covered by EAC. Strong coordination mechanisms ensure close collaboration with the MoE and other agencies carrying out refugee education programs in the country. In Kampala, UNHCR participates in the Education Development Partnership, a national education forum that provides a platform to advocate for refugee education. At the field level, UNHCR and the Government co-lead a refugee education coordination group, ensuring joint planning, implementation and monitoring. At the community level, UNHCR liaises with PTAs and other refugee committees to reinforce a community-based approach. B. Impact Uganda was able to reach a total of 18,369 refugee children through EAC. A total of 6,131 children enrolled through EAC in 2012 were retained, while an additional 12,238 children were enrolled in primary school. In total, 18,369 children directly benefited from the program, while a remaining 25,793 indirectly benefited. Although Uganda was short of its target by 615 children, this can be explained through the strain that the new arrivals placed on the primary schools, demotivating children to enroll. Children retained Newly enrolled Total children enrolled through EAC Total children reached in primary Target 6,131 12,853 18, Reported 6,131 12,238 18,369 44,162 To better understand the situation of OOSC, Uganda conducted an OOSC Assessment during the reporting period in partnership with the MoE and a consortium of five organizations: UNHCR, UNICEF, Save the Children, Strømme Foundation and ERIKS Development Partner. This survey was carried out by qualified researchers from Makere University, and focused on Ugandan as well as refugee children. The results are laid out in a report that aims to inform education programming for the MoE, UN agencies and other partners. Results that specifically touch on refugees will be used to improve EAC interventions in the future. To promote educational access, the following activities were carried out: 16 classrooms were constructed and equipped with 625 desks; 43 children with disabilities in Kampala were identified and provided support through the School Family Initiative 35, and 25 latrines and hand-washing facilities were constructed. 34 Locations include the following sites: Kampala, Nakivale, Oruchinga, Rwamwanja, Kyaka II and Kyangwali. 35 This initiative in Kampala places pupils under the care of one teacher to act as a parent in school, who identifies barriers to their learning and helps them to overcome these barriers. 39

40 Sensitization continued to play an important role in mobilizing parents and children to go to school. In the words of one UNHCR staff member: ( ) we learnt that community mobilization, sensitization and engagement is a laborious, endless effort but central to improved enrolment, retention and completion. Specific activities under EAC included the printing and distribution of 2,000 communication materials and sensitization which was carried out in 120 schools and refugee communities in collaboration with Village Education Committees, SMCs and PTAs. Increased community mobilization resulted in the construction of 12 temporary classrooms and one fence, the start-up of a school feeding program, and the payment of salaries for 16 teachers. Such active community involvement demonstrates the capacity of the community if supported in the right way. To help promote quality, EAC supported the following: 8,293 textbooks and reference materials were distributed; 954 vulnerable students and teachers received teaching and learning materials; 30 teachers participated in in-service training on subject content and pedagogy, and 79 teachers were trained through two separate trainings on child protection, inclusive education, safe learning environments, guidance and counseling. To promote a safe learning environment for children and girls in particular, Uganda continued to run its Good School Program, a program that promotes a safe learning environment in schools and activities on prevention and response to sexual gender-based violence (SGBV). Through this program and thanks to EAC funds, 295 female teachers were recruited and lightning rods in one primary school were installed due to an accident involving a lightning strike the previous year. In its efforts to reinforce literacy skills, EAC continued to support collaboration with the Daily Monitor newspaper through the Newspapers in Education Program. A total of 25 schools participated in the program, and over 2,400 newspapers were distributed to the schools. In order to help address the urgent needs of new arrivals from South Sudan, additional EAC activities were carried out, including: 2,700 desks were provided and 270,000 assorted scholastic materials and 25,000 textbooks distributed. C. Challenges & lessons learned Despite the completion of the activities described above, the refugee influx from South Sudan placed significant strain on the operation and on the primary education program in particular. As a result of the prioritization of funds to cover basic education needs of the new arrivals plus the delayed arrival of funds, the following planned activities were not carried out as planned: the construction of three additional classrooms and 10 units of teacher accommodation. In addition, overcrowded classrooms due to the high numbers of newly arrived children has canceled out some of the previous gains made in infrastructural improvement and teacher recruitment, leading to less conducive learning environments and de-motivation on the part of students, teachers and parents. However, UNHCR and partners have found some temporary solutions to the problem of overcrowding and the inadequate number of teachers through greater engagement of the refugee community, the recruitment of classroom assistants, as well as on-going dialogue with the MoE on the need to deploy more national teachers to refugee-affected districts. Uganda country operations profile and map: 40

41 1. Newly constructed one-room teacher housing units 2. Pupils entering an EAC constructed classroom. UNHCR/Uganda I had dropped out of school since I didn t have any school materials. One day, a lady doing a door-to-door awareness campaign found me at home and explained the opportunities school could give me. She also helped me to register at the Nteziryayo Primary School where I got school material, a solar lantern and was offered career advice. Things have never been the same again Grace, a 13 year-old refugee orphan girl, who gained the highest score in the primary-leaving exam at her school. 41

42 ISLAMIC REPUBLIC OF IRAN In Iran, a total of 66,030 refugee children were reached through EAC A. Context Over the past year, Iran continued to host one of the largest protracted refugee populations in the world, with some 800,000 refugees residing in the country, predominantly from Afghanistan, with a smaller population from Iraq. Despite some repatriation of Afghan refugees back to Afghanistan, the precarious security conditions and lack of services in the country continue to hamper efforts encouraging sustainable return. Based on the latest statistics received from the MoE in July 2013 through the Bureau of Aliens and Foreign Immigrants Affairs (BAFIA), the Iranian government currently hosts 203,940 refugee children in its primary schools throughout the country. UNHCR s promotion of education for Afghan refugees falls within the Solutions Strategy for Afghan Refugees (SSAR), a framework for governments, donors and agencies to promote assistance to both government and non-governmental actors in Iran, Pakistan and Afghanistan with the vision of preparing Afghans for sustainable repatriation and integration in Afghanistan. Education continues to play an important role in SSAR, as it provides the foundation for the future knowledge and skills necessary to ensure an economically and politically stable Afghanistan. B. Impact Iran was able to reach 66,030 refugee children through EAC, achieving its target in retention and new enrolments during the reporting period. In total, the program directly benefited 66,030 children, and indirectly benefited an additional 137,910 children in the in 10 regions 36 of Iran where Afghan and Iraqi refugees are integrated into local schools. Iran is in the process of finalizing its multi-year refugee education strategy. Children retained Newly enrolled Total children Total children reached in primary Target 64,011 2,019 66, Reported 64,011 2,019 66, ,940 Compared with the previous school year, the school year saw a 12 per cent increase in enrolment in primary and secondary schools. This increase can be attributed to EAC support, as well as improved identification and assistance for vulnerable children and their families. In line with UNHCR s policy on assisting host governments and communities, EAC activities focused on supporting schools that accommodate the largest numbers of refugees, targeted assistance to vulnerable families, and the distribution of materials to both refugee and host populations. The integration of Afghan refugees in Iranian schools has by and large been very effective. In the words of one Afghan refugee student, I feel like I am a national (Iranian) as we share the same school, the same clothes, and the same facilities. During the reporting period, the following activities were carried out to promote educational access: One school constructed for 800 students and five pre-fab classrooms constructed for 227 students in Dasht Zahmatkeshan; 10,261 pieces of school furniture (tables, desks, whiteboards, file cabinets) distributed; 12,000 children supplied with 24,159 hygiene kits, 12,944 school uniforms and 3,240 sports equipment items; and 4,600 vulnerable children benefited from cash grant assistance. Given the high number of over-aged children and youth who 36 Regions include Tehran, Qom, Khorasan Razavi, Kerman, Yazd, Esfahan, Semnan, Markazi, Boushehr and Fars. 42

43 missed out on schooling, EAC along with the MoE allowed 3,732 refugees to enroll in an Accelerated Learning Program (ALP), which offers the equivalence of primary education. Long distances between home and school also affected children enrolment and attendance; so six minibuses were made available to drive 161 children to school. To promote education quality, Iran equipped two school libraries in Esfahan and Tehran with reading materials, serving 1,700 children. Despite assistance from UNHCR, the MoE struggles to cope with the strain that additional children place on the already overstretched national system. This is why refugees have to pay tuition fees ($40-60) to access school. However, the generosity of the Iranian government, coupled with UNHCR s advocacy with the MoE, has resulted in the fees remaining stable over the past two years. In addition, national vulnerability criteria for disadvantaged children have been expanded and as a result refugees residing in 20 settlements are exempted from paying school fees. UNHCR will continue its advocacy efforts to diminish educational costs for refugees, while at the same time supporting the MoE. A tripartite technical committee has been set up to address issues such as these, including the MoE, BAFIA and UNHCR. Meeting on a bi-weekly basis, this committee provides an important platform for information sharing and problem solving related to EAC and the wider refugee education program in Iran. C. Challenges & lessons learned Although all of the activities that were planned under the proposal were implemented, Iran still faces significant challenges in obtaining age and sex-aggregated data of refugee students enrolled in public schools. The issue has been highlighted with the Iranian authorities, and efforts are underway to provide this information in 2014 so that more information can be obtained on Net Enrolment Rates (NER), OOSC and performance. Apart from information management challenges, cultural norms amongst the Afghan population, especially the Pashtun ethnicity, continue to prevent the full participation of girls in primary school. In response to this, UNHCR continues to work closely with the MoE to target awareness-raising sessions in areas with higher numbers of female OOSC. 1. Distribution of school uniforms in Kerman Province. UNHCR/Tala Moeinian 2. Gift card distribution in Qom Province. UNHCR/Siavash Maghsoudi Iran country operations profile and map: I live in a large size family and my father is a simple construction worker. If UNHCR did not provide us with stationary items, a school bag and school uniform, my father would not allow me to attend my school. - Primary school student, Sarvestan settlement 43

44 MALAYSIA In Malaysia, a total of 4,138 refugee children were reached through EAC A. Context Over the past year, Malaysia continued to host 100,000 refugees and asylum seekers, in addition to a plethora of economic migrants and stateless persons. The majority of refugees residing in Malaysia come from Myanmar, but other nationalities include Afghan, Sri Lankan, Somali, South Sudanese and Syrian. While the Malaysian government has not signed the 1951 Refugee Convention and continues to deny refugees access to public schools, relations between UNHCR and the MoE have nevertheless become stronger over the past year, with joint meetings and MoE participation in regional workshops, including a global education strategy workshop held in Dakar in February 2013 and a second regional education strategy workshop in Kuala Lumpur in November Malaysia s multi-year country refugee education strategy has been drafted and is in the process of being finalized in coordination with various stakeholders, including the MoE, UNICEF and NGO partners. It is important to highlight the significant community contribution made to promote education for refugees in Malaysia. There are 120 refugee learning centers in the country, and about half of them were started and are managed by refugees themselves, while the other half are run by faith-based and other non-profit organizations. A network of Malaysian and expatriate volunteers in the surrounding community contribute inkind donations and volunteer to teach in the centers themselves. B. Impact Malaysia was able to reach 4,138 refugee children through EAC. Malaysia exceeded its target by enrolling an additional 938 children in primary school, while retaining the 2,650 children enrolled in In total, the program directly benefited 4,138 children and indirectly benefited an additional 2,055 children in a total of 120 refugee learning centers in 10 regions of the country 37. Children retained Newly enrolled Total children Total children reached in primary Target 2, , Reported 2,650 1,488 4,138 6,193 Significant progress has been noted in Malaysia s enrolment rate over the past year, with a GER of 47 per cent at the end of 2013, an increase from 39 per cent at the end of EAC helped to improve access to refugee children in primary school through the following: 16 learning centers supported with rent and maintenance costs; 6,126 children provided with school uniforms; 26 learning centers renovated, and school transport provided to children living a far distance from learning centers. A major focus of the program was on ensuring that all learning centers met basic safe learning environment standards, a goal that was achieved thanks to this additional support. Through the launching of an Open-EMIS system in 2013, Malaysia was also able to significantly improve its data management during the reporting period. Given the high number and geographic breadth of refugee learning 37 Regions include Wilayah Persekutuan Kuala Lumpur, Selangor, Melaka, Johor, Kedah, Negeri Sembilan, Pahang, Perak, Pulau Pinang and Terengganu. 44

45 centers, the introduction of this system has enabled both schools and UNHCR to better collect, analyze and report information related to education. To promote education quality, a big focus continues to be on capacitating teachers, most of who are refugees without any qualifications. A total of 168 teachers were trained by an NGO specializing in teacher training, with a total of 250 to be trained in A total of 191 teachers are receiving compensation, based on a harmonized scale according to training and experience. Apart from teacher training, EAC helped supplement teaching through the procurement of 14,400 textbooks, bringing the ratio to three students per one textbook for 90 per cent of the learning centers. Cash grants for teaching and learning materials were also provided to 119 schools for some 3,200 children, and included workbooks, exercise books, teaching materials, library materials and other items. In addition, BrainPop, an interactive software to support teachers with their lessons, was introduced to refugee teachers and has led to enriched lessons for children. Refugee teachers voiced their appreciation for the support, which helped to reinforce the content of their lessons as well as motivated them to improve their teaching skills. UNHCR continues to organize periodic meetings with teachers to keep abreast of concerns and jointly address problems, while also organizing events to help motivate them, such as an annual Teacher s Day. Given the dispersed nature of the refugee population in Malaysia and a dearth of data on OOSC, UNHCR Malaysia has initiated a mapping exercise and needs assessment to better understand the situation. Thus far, 4,304 families have been contacted in six states (Penang, Kedah, Johor, Pahang, Terengganu and Kelantan). The exercise will be completed in 2014, the results of which will help UNHCR and its partners to better target and address the needs of OOSC. C. Challenges & lessons learned As there was insufficient time to implement all activities within the funded timeframe in 2013, certain activities have been deferred to 2014, including the purchase and distribution of textbooks and the enrolment of children in accelerated learning classes. An important lesson learned from the program involved the distribution modalities for educational items. Whereas UNHCR has directly ordered and distributed items to schools in the past, it was found that the system could be much more efficient if UNHCR issued vouchers or coupons for schools to collect items directly at the vendor s distribution center. This method will be used in the future and is expected to improve efficiency in procurement, distribution and management. Malaysia country operations profile and map: 45

46 School tables of unpolished plywood that the students often get splinters from have been replaced with smooth surfaced foldable tables that can easily be stacked up and rearranged for group activities. UNHCR/Malaysia Classroom in a refugee learning centre in Klang. UNHCR/Malaysia The school renovation was very helpful and we are extremely thankful for it. The preschool and nursery used to have only two hours of classes in the morning but now we can do four hours as we have built a new outdoor roof. The children no longer have to play under the burning sun and can do activities throughout the day. We also used to close the school when it rained but we don t have to do that now. - Jonathan Tan from United Learning Centre 46

47 PAKISTAN In Pakistan, a total of 15,124 refugee children were reached through EAC A. Context Pakistan continues to host one of the largest refugee populations in the world, with over 1.6 million registered Afghan refugees. Over the past year, Pakistan saw a continued rise in the number of Afghan refugees, with very few returns. In addition, the country continues to experience internal conflict, resulting in displacement and an insecure environment in which to deliver humanitarian assistance to refugees. Approximately 80 per cent of Afghan refugees do not participate in formal schooling, further complicating the targeting of children and the design of appropriate education interventions. UNHCR s promotion of education for Afghan refugees falls within the Solutions Strategy for Afghan Refugees (SSAR), a framework for governments, donors and agencies to promote assistance to both government and non-governmental actors in Pakistan, Iran and Afghanistan with the vision of preparing Afghans for sustainable repatriation and integration in Afghanistan. Education continues to play an important role in SSAR, as it provides the foundation for the future knowledge and skills necessary to ensure an economically and politically stable Afghanistan. UNHCR continues to strengthen its relationship with the MoE and the Commissionerate for Afghan Refugees, in addition to reinforcing ties with UNICEF. As the country with the highest number of OOSC globally, efforts to address the issues of OOS refugee children must be closely aligned with on-going national efforts to address the problem, especially as many refugees are attending national schools, and due to the existence of cultural and religious similarities between the two groups. To better articulate education priorities, a multi-year country refugee education strategy is being drafted, to be completed in B. Impact Pakistan was able to reach 15,124 refugee children through EAC. Pakistan exceeded its target by enrolling an additional 3,124 children in primary school, while retaining the 10,000 children enrolled in In total, the program directly benefited 15,124 children and indirectly benefited an additional 62,215 children in 171 primary schools in three provinces of the country (Sindh, Khyber Pakhtunkha (KP), and Baluchistan). Children retained Newly enrolled Total children Total children reached in primary Target 10,000 2,000 12, Reported 10,000 5,124 15,124 77,339 To promote educational access, EAC achieved the following: 51 classrooms rehabilitated; 57 latrines and 8 drinking water installations erected; 15 boundary walls for girls schools constructed or rehabilitated; 10,360 newly enrolled children provided with school bags and solar lamps; 25 public schools provided with sports items; 15 schools supplied with sanitary materials for girls; 65,600 school uniforms distributed; promotion of the importance of education through awareness sessions such as school competitions, Sports Week, Teacher s Day, World Refugee Day, and 16 Days of Activism against sexual and gender-based violence (SGBV), and 32 billboards erected to sensitize the community on the importance of education. 47

48 One of the biggest challenges facing education for Afghan refugees in Pakistan continues to be enrolment and retention of girls. This is being addressed through targeted interventions, such as the distribution of uniforms, school bags and school materials for 16,063 girls in lower-primary in the KP province. In Karachi, one partner organized a Meena Bazaar (Fun Fair) focusing on girls education, in which teachers, parents and students were able to listen and participate in events led by women and girls, highlighting their skills and participating in relevant discussions on girls access to education and other basic rights. Thirteen home-based girls centers (HBGCs) established under EAC in 2012 were supported with the provision of teaching and learning materials, in addition to 10 days of teacher training and the provision of incentives for teachers. As a result of such targeted interventions, a three per cent increase in the retention of girls has been noted in KP province. Efforts were also made to strengthen the linkage between schools and communities, recognizing the important role that parents and community/religious leaders play in influencing enrolment and retention of children in school. During the reporting period, two Shura or consultative meetings with elders were held in Punjab and Sindh provinces, while 541 sessions were conducted with School Management Committees (SMC) in addition to the establishment and training of one SMC and one Youth Committee. A total of 1,200 follow-up visits were made to parents regarding their children s enrolment and attendance at school. A significant accomplishment for Pakistan during this reporting period was the improvement of sanitation conditions in schools in the KP province. This was done through the installation of clean drinking water facilities, accompanied by hygiene campaigns. As a result, schools now meet basic sanitation conditions and no longer pose a health risk to children. In addition to the support mentioned above, interventions that specifically aimed at improving quality education included: 1,334 teachers salaries paid; 214 refugee teachers trained with a focus on improving their communication skills to enhance interaction with students and parents; 75,000 textbooks distributed; and 500 classrooms stocked with teaching and learning supplies 38. C. Challenges & lessons learned Pakistan was unable to recruit and train 51 teachers as planned, due to the increase in teachers incentives which reduced the possibility of new recruitment. Apart from the security challenges highlighted above, social and economic constraints continue to impact refugee parent s and children s decision to enroll and stay in school. For girls aged 9 or 10, this means that they are normally expected to stay at home and take care of chores and their younger siblings, while also preparing themselves for eventual marriage. Girls are not allowed to continue their education in mixed classes with male students or with male teachers. For boys, economic constraints affect their retention in school, as they are expected to contribute to the household income. Many boys are involved in garbage collection and poppy and onion harvesting. While sensitization sessions are aimed at addressing some of these challenges, longer-term solutions will require a wider range of approaches, sectors and stakeholders. Pakistan country operations profile and map: 38 Items include blackboards, notebook sets, chairs, tables, cupboards, geometry boxes, water coolers, and stationary boxes. 48

49 Renovation work and white wash in Malgagai refugee school in Balochistan, Pakistan. BEFARe/Ibrahim Refugees can only be empowered by education, which will work as a weapon against poverty, terrorism and discrimination A refugee child from Sindh province Students attending a class at MSG-048 Khazana camp in KP Province, Pakistan BEFARe/Ibrahim 49

50 SYRIAN ARAB REPUBLIC In Syria, a total of 9,164 refugee children were reached through EAC A. Context Over the past year, the civil war in Syria continued to restrict educational access and provoke the secondary movement of refugees to other countries. This can be seen from the decrease in numbers, from 109,806 registered refugees at the beginning of 2012, to only 45,024 at the end of November 2013, a drop of 41 per cent in the population. In addition, at the end of 2013 there were an estimated 4.25 million IDPs, approximately 3.3 million of which are being assisted by UNHCR. 39 Most refugees residing in Syria are Iraqi, but smaller groups include Somalis, Afghans, Palestinians and Sudanese. UNHCR and partners provided community services and education programs in seven areas, namely Damascus, Aleppo, Idlib, Tartous, Latakia, Homs and Hassakeh. UNHCR Syria continues to collaborate closely with the MoE, UNICEF and other humanitarian agencies to promote access to both formal and non-formal education in Syria within the framework of the Syrian Humanitarian Response plan. A joint Education Working Group co-led by the MoE and UNICEF serves as the main coordinating body for educational response for both refugees and IDPs in Syria. In November 2013, the Syrian MoE participated jointly with UNHCR, UNICEF and other partners in an UNHCR-organized regional education strategy workshop held in Amman. In addition, a joint UN organized conference on Syrian refugees was held in Beirut in December 2013 including the MoE, further demonstrating the MoE s commitment to joint partnership. B. Impact Syria was able to reach a total of 9,164 refugee children through EAC. The situation of refugees in Syria has increasingly deteriorated and many children who were enrolled in public schools have dropped out of school as a result of insecurity and displacement. Given these challenges, Syria is one of the two EAC countries that saw a decrease in the number of children retained from 2012, from 9,522 to 9,164, a difference of 358 children. Children retained Newly enrolled Total children enrolled through EAC Total children reached in primary Target 9, , Reported 9, ,164 9,164 Syria conducted two main activities under EAC to promote educational access for refugees during the reporting period. First, cash grants were distributed to 9,164 children (4,699 girls or 51%) in order to support education costs. Out of this number, 77 per cent of the recipients were from Iraq, while 33 per cent were from Somalia, Sudan, Afghanistan and other nationalities. The biggest achievement was the fact that 100 per cent of beneficiaries were reached. However, distribution of the grants faced several challenges, including the late arrival of funds after the start of the school year, the security situation, and administrative constraints, whereby the lack of bank accounts for non-iraqi refugees meant that UNHCR had to adopt a remote and decentralized distribution method. 39 The 2013 EAC program only focused on refugees, whereas the proposal for Syria also includes IDPs, in line with UNHCR s Syria policy to provide equitable assistance to both refugees and IDPs. 50

51 The second planned activity was an assessment conducted through education outreach volunteers regarding the impact of cash grants and the causes of non-attendance or non-enrolment of children in school. The survey was difficult to administer given security threats, but it was conducted via phone as an alternative. Out of the total respondents, 80 per cent were in Damascus while 20 per cent were in the other governates, reflecting the geographic breakdown of refugees in Syria. The survey revealed some important information regarding access to education, including: Gender parity in enrolment, with the exception of Aleppo; Geographic distinctions in access (e.g., enrolment rates in Damascus and Lattakia are highest while enrolment in Aleppo is lowest); 60 per cent of refugee children did not attend formal school in 2013 due to insecurity or a lack of documentation (resident permits). For those children not attending formal education, most of those children in Damascus had access to non-formal education, whereas the opposite was true for children in Aleppo; The most common form of non-formal education included home schooling by a private teacher, whereas the least common was educational TV at home; 90 per cent of respondents spent the cash grant on educational materials to support home study, stationary, clothes, uniforms and books. These findings will help UNHCR and its partners to improve education interventions in the future. The survey revealed the overall success of the Education Cash Based Program, as compared to the direct distribution of education items. Respondents cited the dignity that the grants gave them and the ability to cater for their own unique needs, but they also reiterated the importance of timely distribution to enable them to cover education costs in time. Syria continues to rely on a network of 43 Outreach Volunteers who disseminate education-related messages amongst refugee families. They also operate an Education Hotline and provided counseling for 1,176 cases in 2013 for refugees who came to the UNHCR office. Furthermore, a Frequently Asked Questions (FAQ) flyer was created and distributed to UNHCR, partners, and Outreach Volunteers to facilitate counseling. This outreach system has strengthened referral of refugees to existing education opportunities, and has strengthened communication between UNHCR and the MoE on certain challenges brought forward by refugees. C. Challenges & lessons learned Lessons learned through the survey included the preference for providing cash grants as compared to checks (when the use of ATMs was not possible). In addition, text messages through mobile phones were recommended as a means to disseminate relevant information on education. However, the biggest challenge continues to be the state of insecurity in Syria that affects UNHCR and partners access to affected OOSC. The risks associated with going to school where schools still exist and are functioning prevent children from accessing quality education and put them in danger. With limited access to services, basic needs such as health and food security continue to take precedent over education. While humanitarian agencies are trying to alleviate some of the worst effects of the war, the situation will not improve without a sustainable political solution to the crisis. Syria country operations profile and map: 51

52 I thank (EAC) because it has helped me with money to buy books so that I can study at home without having to go to school and risk my life. Now I can resume my education in safety. A 16 year-old Iraqi refugee Recreational activities for children in Aleppo, Syria. UNHCR/Bassam Diab 52

53 YEMEN (ADEN) In Aden, a total of 1,000 refugee children were reached through EAC A. Context Over the past year, Yemen continued to host some 240,000 refugees, most of whom are Somali but others include Ethiopians, Iraqis and Syrians. As a major transit point geographically, Yemen continues to experience a mixed flow of both asylum-seekers and migrants, thus complicating the ability of the government, UNHCR and partners to target persons of concern. The majority of refugees live in Yemen s main cities, in particular in Aden and Sana a. Refugees live in harsh conditions in the urban areas due to the scarce job opportunities in the country. In the Basateen area of Aden, refugee children have free access to three government primary schools. Yemen s country-level refugee education strategy has helped to orient EAC targets and activities, as well as provide an overall strategic direction for the country s refugee education programming. Apart from this, Aden has a very strong working relationship with the MoE which has resulted in some gains, most notably the government s acceptance to let refugee children enroll in school even though they do not meet the official requirement of possessing birth certificates or valid IDs. B. Impact Aden was able to reach a total of 1,000 refugee children through EAC. The target was met through the retention of the 500 children enrolled in 2012, and the enrollment of an additional 500 children. Children retained Newly enrolled Total children enrolled through EAC Target , Reported ,000 1,000 Total children reached in primary One of the biggest achievements for Aden was a door-to-door assessment to better understand the education profile of children, identify OOSC, and learn more about the reasons associated with not going to school so that interventions can be better tailored to fit their needs. This assessment was carried out with the support of 30 DAFI 40 scholarship refugee students, 20 community members and one supervisor, and managed to reach 1,500 households. The involvement of the higher education scholarship students highlights their commitment to giving back to their community, as well as the importance of successful role models for other children and parents. As a result of the survey, an identification and monitoring system is being set up in refugee communities which is intended to improve tracking of individual children. To promote educational access, Aden carried out the following activities: 1,000 children were supported with school registration and the payment of school fees; 1,000 children received school uniforms 41, shoes and school kits 42 ; female-headed households of OOSC were identified, counseled and provided with cash assistance to support school attendance 43 ; 10 education awareness sessions and 10 focus group sessions were conducted on the importance of education; 300 over-aged children and youth accessed an accelerated learning program, and three schools received sports and recreation materials. 40 DAFI refers to the Albert Einstein German Academic Refugee Initiative for refugee students to access tertiary education. 41 The uniforms and school bags were sewn by an association for persons with disabilities. 42 The school kits contain school bags/backpacks and stationary. 43 These mothers were also offered skills training opportunities through another source of funding. 53

54 Advocacy for education amongst refugee parents and community leaders has been closely integrated into larger initiatives and messaging concerning child protection, thus ensuring a more holistic approach to sensitization. Yemen s participation in UNHCR s Live, Learn and Play Safe initiative for child protection has further helped to reinforce complementary educational activities that address one of the most vulnerable groups of children those in transit to other countries, many of whom are victims of trafficking. Quality education was promoted through the following: 56 teachers 44 were trained; 78 school social workers, teachers, head masters and counselors were trained on psychosocial support for at-risk children; a mechanism was established in schools to identify children at risk; and 60 computers with internet access were provided to three primary schools, thus increasing access to reading material for students and teachers. Aden s attention to ensuring safe spaces for children both at home and at school has further supported the retention and enrolment of children in school. C. Challenges & lessons learned The construction of eight classrooms and 13 latrines was not completed as planned given the late arrival of funds and logistical constraints in arranging the necessary contracts and delivery. Despite the positive gains made through EAC over the past two years, the volatile economic and security situation in Yemen continued to affect the capacity of the government, UNHCR, partners, and the refugee community themselves. For example, the government responded to overcrowding in certain schools by building an additional school, but then did not have adequate resources to appropriately staff and run the school. While UNHCR is helping to support the government in small ways, stronger efforts are needed to monitor developments in the education sector through close partnership of government, development, and humanitarian actors. One lesson learned by the Aden office has been the importance of data management. Particularly in a complex urban environment like Aden, the government struggles to collect relevant education data, store, analyze, and share it with other stakeholders such as UNHCR. As such, it remains difficult for Yemen to obtain accurate data on refugee children enrolled. This will be a focus for strengthening with the program in Student Council training on HIV/AIDS. 2. Distribution of school supplies to children. UNHCR/Yemen Aden Yemen country operations profile and map: 44 This training was the third phase of an MoE in-service training for teachers. 54

55 DAFI scholarship students collecting information on out-of-school children in the community. UNHCR/Yemen Aden Children lining up to receive school material in Aden. UNHCR/Yemen Aden 55

56 YEMEN (SANA A) In Sana a, a total of 2,511 refugee children were reached through EAC A. Context 45 In Sana a, refugee children have free access to eight government primary schools. As mentioned in the previous section, Yemen s three-year country-level refugee education strategy has helped to orient EAC targets and activities, as well as provide an overall strategic direction for the country s refugee education programming. This orientation includes a more direct partnership with the MoE as opposed to NGO partners. Refugee children in Sana a also benefited from the government s issuing of an official decree exempting Somali children without ID cards to access schools, thus preventing the drop-out of some 400 Somali refugee children. In addition, Sana a has been successful in continuing its collaboration with the School Health Office. Started in 2012, this collaboration has helped to resolve the problem of birth certificates for children by allowing them to obtain age verification certificates and enroll in schools. B. Impact Sana a was able to reach 2,511 refugee children through EAC. This was done through the retention of 2,500 children enrolled in 2012, and the enrollment of an additional 11 children in primary school. Children retained Newly enrolled Total children enrolled through EAC Target 2, , Reported 2, ,511 2,511 Total children reached in primary Activities in Sana a which enhanced access to education included the following: 498 children were supported at a drop-in center which serves as a social and educational center to provide remedial classes, literacy/numeracy training, counseling and recreational activities for refugee and Yemeni children 46 ; a community and sensitization campaign was carried out, including nine events in eight schools and in one drop-in center; and 51 refugee children with special needs received assistive aids. Regular meetings with community leaders, daily social counseling and interaction with families and children have all helped to strengthen the refugee community s commitment to education. Quality education was promoted through the following: 468 packets of learning materials were provided to vulnerable refugee children, and eight student councils were trained on child protection, First Aid and activity planning. This distribution was complemented by the distribution of packages to 380 Yemeni children through other funding, with the aim of promoting equity and peaceful coexistence between refugees and Yemenis. In addition, recognition ceremonies for Student Councils and students with outstanding performance were organized for all eight schools at the end of the school year, thus increasing the motivation of students and reinforcing good performance amongst high-achieving students. Much like Aden, Sana a has mainstreamed education into other on-going programs. For example, the Family Centre in Sana a, a safe place for children to interact and participate in activities, has also become a point for identification of children at risk including OOSC, accompanied by subsequent support and encouragement to enroll in school. In addition, the center provides training activities that encourage children to protect themselves, such as a Safe Me Safe You training, life skills, First Aid, personal hygiene and nutrition. Given the 45 Please refer to background information on Yemen provided in the section on Yemen-Aden above. 46 The target of 2,600 children was not reached due to the phasing out of 3 other drop-in centers due to consolidation and the opening of a Child Friendly Space by another organization near one of the drop-in centers. 56

57 negative impact of domestic violence on the psychological well-being and performance of a number of refugee children in school, another good practice from Sana a has been the establishment of a support group for parents and caregivers with the aim of encouraging positive discipline techniques. Thus far, eight mothers and caregivers have started weekly discussions, and the group is expected to expand further in C. Challenges & lessons learned One significant challenge faced during the reporting period was the termination of a partnership with UNHCR s NGO partner for refugee education in Yemen. As a result, some of the activities planned through EAC were not implemented, such as setting up Homework Clubs and monitoring the attendance of children enrolled in school. This transition made it difficult to expand enrolment as planned and properly track progress and impact of the program. However, UNHCR Yemen has greatly strengthened its relationship with the MoE and is in the process of signing an agreement with the MoE on refugee education which is expected to have a very positive impact on the enrolment of refugees and OOSC in public schools. Yemen country operations profile and map: Drop-in center activities: remedial group education, sports, and training aimed at empowering children to protect themselves. UNHCR/Yemen Sana a Back to school event UNHCR/Yemen Sana a 57