National Education Cluster meeting

Monday 15th May 2017

aaljibara@unicef.org0780 921 4815

Skype – ashihan

Abdirisak.Aden@savethechildren.org07511 240 140Skype – Abdirisak09

sqader@unicef.org0750 475 0567

Skype – Samirizzat

kanoble@unicef.org07827 824 415Skype – KatyNoble.HST

iraq.edu.im@humanitarianresponse.info0780 928 8702

Skype – mugabi-fred

iraq.edu@humanitarianresponse.info0780 929 1228Skype – Knutiverden

Introduction from both MoE

Previous Meeting Action Points

Action Point Responsible Status

Education partners needed for West Mosul neighborhoods and some Mosul camps

Partners Some partners have stepped forward

Mercy Corps to inform how partners can

refer youth who are in need of support

Mercy Corps

UNHCR to make final decision on payment

of refugee teacher incentives

UNHCR Meeting happening today at 11.30am to make final decision

Update on the outcome of the Brussels

Conference (refugee education)

Cluster Briefing today by Abdi

All partners to put IDP Call Centre posters /

stickers / phone number in their schools,

classrooms and TLS

Partners Knut is giving out the posterseveryday when he’s in the camps, & Call Centre colleague is here today with posters

Refugee Hotline phone number to be

shared with all partners

UNHCR The Refugee Hotline is

07502759412 or 07507214604

Youth programming – Mercy Corps referral phone numbers

# Name E-mail Phone number Location

1 Ashwaq Obayes aobayes@mercycorps.org 0751 771 6825 Erbil - Khabat

2 Aryan Yaba ayaba@mercycorps.org 0750 228 2462 Erbil -Shawes

3 Pola Othman pothman@mercycorps.org 0750 425 6434 Erbil - Kasnazan

4Srood Bakhtiar sbakhtiar@mercycrops.org 7717258027 Suli

5 Mohamed Rassoul mrasoul@mercycorps.org 7701470636 Suli

6Nazim Othman nothman@mercycorps.org 7701915859 Said Sadq / Suli

7Reem Khalid rkhalid@mercycorps.org 7709559934 Bazian / Suli

West Mosul - general

• Estimated number of people remaining in West Mosul is 200,000

• PM’s evacuation order is not happening – no one will be made to stay or leave, so people can choose to remain or flee.

• Humanitarians are still not working in the inner city, but ongoing advocacy on shellings and protection on civilians.

• Returnee numbers are high from the camps, with the summer weather arriving, people will not be wanting to stay in the camps unless they have to, so we’ll see more returns.

• Approximately 17,500 people displaced on Friday and 14,500 displaced on Saturday

• 190 buses and 15 trucks are being used for these waves of displacement

• Some families are having secondary displacement – spending a few weeks in a camp and leaving again to an off-camp option (e.g. relatives, host)

Mosul - education

• Spike in reported attacks on schools (4 reports in the last week).

• 3 partners (UNDP, Human Appeal and EADE) are preparing to rehabilitate schools in West Mosul.

– Any other agencies can also support with these efforts?

• We need a big ‘Back to School’ campaign over the next few months, so that schools are ready for September!

• Cluster has list of all West Mosul schools with GPS

East Mosul neighbourhoods with 5+ damaged / destroyed schools:

• Al-Hadbah

• Al-Suqar

• Al-Adel

• Al-Sadeeq

• Al-Barak

East Mosul neighbourhoods with 5+ damaged / destroyed schools:

East Mosul neighbourhoods with 5+ damaged / destroyed schools:

Only 7 West Mosul neighbourhoods still remain under ISIL control (see black sections on the map above)

Summerisation for EiE response

• Temperatures are rising fast (already 40’C)

• TLS tents are already getting too hot – protection and health concerns (and prevents learning)

Have you got a summerisation plan for your TLS? Is the camp you’re working in connected to mainline electricity grids (for air conditioning units)? Or do you have fans & generators bought

(for air coolers)?

• Urgently have meetings with the WASH agency and CCCM agency in the camps you’re working in, and come to an agreement on how/who will supply the water for coolers.

• Check who the WASH agency is in each camp here

www.sheltercluster.org/iraq/documents/2017-climitisation-guidelines-draft

Summerisation for EiE response

Summerisation - menu of options for TLS:1. Water air coolers (only if education actors can also supply the water for these, not

using camp’s drinking water, e.g. drill own borehole, pay for own water trucking)

2. Water air coolers with wet towels infront of the fans

3. Misting units (only if education actors also supply the water for these, not using camp’s drinking water, e.g. drill own borehole, pay for own water trucking)

4. Shading tarps over learning spaces - with at least 50cm gap

– Shading also needed over school water tanks / toilets too

5. Rechargeable fans (but do they just circulate hot air?)

6. Air conditioning units (esp. if camps have grid electricity, otherwise a big drain on fuel with generators)

7. Remove inner part of the tents (if double layered) to let air ventilate and flow around the tents – window sections open, shading on top. Open sided?

8. Ventilation / open up the sides of school tents to allow wind and air flow.

9. Throw water on the sides of tents

Teachers in Crisis Contexts (TiCC) Teacher Training MaterialsIraq, 2017

‘TICCWG’

• The Teachers in Crisis Contexts Working Group (TICCWG) was founded in April 2014 and is comprised of eleven partner agencies:

• The TICCWG serves as a reference group for the INEE Standards and Practice Working Group

TICC Training Materials

The Training Pack for Primary School Teachers in Crisis Contexts Pack was developed for unqualified or under-qualified teachers often recruited to teach in refugee camps and in a range of other emergency settings.

The pack was commissioned by the Teachers in Crisis Contexts Working Group (TICCWG) in 2014.

The pack was developed by members of the TICCWG, consultants and a team of graduate students at Teachers College, Columbia University and field tested in 2015 in Iraq and Kenya.

Webinar – Intro to Pack 15

Rationale for TICC

‘A crisis in teacher professional development’

• Teacher shortages, with severe shortages of qualified and female teachers

• High rates of teacher attrition due to heavy workload and low, infrequent pay (incentive)

• Lack of common, standardized teacher management policies and practices

• Absence of standards for teacher training: ad hoc, short term teacher training

• Complex learners in resource-poor classrooms

INEE’s report: Where It’s Needed Most: Quality Professional Development for All Teachers

17

Core Competencies for Primary School Teachers in Crisis Contexts

Guiding Principles

Approach• Gender and conflict

sensitive• Low resource/low tech• Flexible and adaptable

Content• Relevant issues• Relevant strategies• Local expertise

Changing Practice• Empathy• Modelling• Participatory, interactive

pedagogy• Practice time

Supporting Teachers• Well-being• Collaboration

18

What is in the training

pack?

1. Introductory Guidance

2. Introductory Training Pack (‘ITP’) – Fast track introduction to key concepts and competencies covered in ETP. – Created as a pre-service introduction for new teachers or when time is constrained. – 12 sessions– 23 hours of instruction (4 days)

3. Extended Training Pack (‘ETP’) – Core modules intended to be used for continuous professional development over a period of

time. – 18 sessions– 60 hours of instruction

http://www.ineesite.org/en/training-pack-for-primary-school-teachers-in-crisis-contexts 19

ITP - Training Days schedule

6 hours per day 20

ETP - Core Modules

21

Implementing the TICC

Training Pack

22

1. Assess Teacher’s Needs

Agencies to consider…: • Literature review• Review of M&E data • Key informant interviews (KII’s) or Focus Group

Discussions (FGDs)- teachers, school administrators, NGO staff, local teacher training institute, ministry of education, community leaders, parents

• Teacher assessment – Classroom observation – TICC Training Pre-test

• Student assessment23

2. Contextualize Materials

Agencies to consider…: • Cultural norms and references familiar to teachers

and learners• Legal and policy frameworks that apply to education

and child protection in the local context• The curriculum in use in the local context• Specific issues and concerns related to the crisis

context• Identify topic experts to attend training and provide

input or present relevant sessions 24

3. Training Timeframe /

Sequencing of Modules

The training pack is designed to be adaptable to different timeframes that suit the facilitators and participants.

The training pack does not need to be delivered in the order of the modules.

25

4. Provide ongoing support

for TPD

26

Without support and follow-up,

teacher implementation of new

instructional methods is about 10%

But, with follow-up support and

mentoring the percentage increases to

85%!!

Consider:

Teacher Learning Circles, mentors,

peer mentors, coachingKnight, J. (2007) Instructional coaching: A

partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press

5. Monitoring and Evaluation

• Training Pre/post-test• Classroom Observations• Mentoring Forms• Teacher and Student Feedback

- Key Informant Interviews- Focus Group Discussions- Child Satisfaction survey- Training feedback survey- Teacher Learning Circles feedback survey

• Student Assessment 27

Agencies to consider…:

Iraq Contextualization

• Literature Review• Teacher FGD• KIIs with teachers, head

teachers, NGO staff• Classroom observations• Pilot with Teacher

Training Institute of Dohuk

• Contacted topic experts• Incorporated ToT

feedback• Translation into Arabic

TICC in Iraq – IRC 2015

29

Target Beneficiaries:

300 formal school, IDP and refugee teachers in camps and urban settings across 3 governorates

Materials:

Iraq 2015 Introductory Training Pack

TPD Activities:

• KRI 2015 - Introductory Training Pack in August • Refresher Training in December• Teacher Learning Circles (TLCs) – 1 x per month• Teacher Mentoring – following classroom observation – 2 x per

year

Staff Capacity Staff Training Needs

Officer : Teacher – 1:40 Limited background in teaching

ToT on TICC Training PackTLC and Mentoring Training Classroom Observation Training

TICC in Iraq – IRC/GIZ 2016-2018

30

Target Beneficiaries:

3000 formal school, IDP and refugee teachers in camps and urban settings in Dohuk governorate

Materials:

Updated KRI Introductory Training Pack - TBC

TPD Activities:

• Introductory Training Pack in July 2017 - 5 days• Refresher Training in July 2018• Teacher Learning Circles (TLCs) – 1 x per month• Teacher Mentoring – following classroom observation – 2 x

per semester

Staff Capacity Staff Training Needs

Mentor : Teacher – 1:100 Mentors are teacher trainers from the teacher training institute of Dohuk

• ToT on TICC Training Pack• TLC and Mentoring Training • Classroom Observation

Training

Coming Soon…Global Tools – Dec 2017• Coaching and Teacher Learning Circles pack• M&E framework and tools• Training of Trainers Manual • Arabic ‘ITP’ & ‘ETP’ packages

Iraq Tools – July 2017• Iraq ‘ITP’ (by IRC & GIZ)• M&E tools (by IRC & GIZ)

TiCC Regional Training of Trainers in Amman – July 2017– Hosted by NRC, Save, IRC & WVI – Open call for applications to attend (details to follow) – Training materials and lunch/refreshments provided

Helpful Resources

• Iraq ITP 2015• M&E tools – examples • TLC tools – examples• Teacher Training Strategy – planning tool• Webinars – Intro to TiCC, Using the TiCC• Blog Series – Reflections on TiCC

implementation around the globe• Feedback form to fill out after using TiCC

materials

Questions?

Information Management - reminders

• AI reporting is at school level

• Reporting dates: from 28th - 5th of the following month

• Complete the donor tab correctly

• Verify data before entry into AI

• Mapping of which schools were supported in April (AI google mapping) www.google.iq/maps/@34.3776309,45.6402082,6.55z/data=!4m2!6m1!1s1jdjb92ODnGTqf6NwE_zetf7cgFY?hl=en

IDP Call Centre posters

• Can SCI, INTERSOS, TGH and NRC stay behind quickly to speak with Naima (IOM) about ideas for child-friendly IDP Call Centre poster?

Sub-National meetings

• Centre South: 22nd May, 10am, NCCI Baghdad

• Dahuk: 18th May, 2pm, PIN office

• Erbil: 29th May, 9am, SCI office

• Kirkuk: 23rd May, 10.30am, SCI office

• Sulaymaniyah: 16th May, 10am, DoE office

• Tikrit: 22nd May, 11am, Sorouh office

www.humanitarianresponse.info/en/operations/iraq/education/events

Don’t forget our website!

www.humanitarianresponse.info/en/operations/iraq/education

Our website has lots of resources to online trainings, EiE toolkits, guidelines, advocacy

papers, weblinks, contact details,

National and Sub-National meeting

minutes and presentations,

assessment tools, etc

Thank you!

Next meeting: Monday 29th May 2017

aaljibara@unicef.org0780 921 4815

Skype – ashihan

Abdirisak.Aden@savethechildren.org07511 240 140Skype – Abdirisak09

sqader@unicef.org 0750 475 0567

Skype – Samirizzat

kanoble@unicef.org07827 824 415Skype – KatyNoble.HST

iraq.edu.im@humanitarianresponse.info0780 928 8702

Skype – mugabi-fred

iraq.edu@humanitarianresponse.info0780 929 1228Skype – Knutiverden

PREPARING FOR THE FUTURE OF CHILDREN AND YOUTHIN SYRIA AND THE REGION THROUGH EDUCATION (LONDON ONE YEAR ON)

• In Feb 2016, ‘Supporting Syria and the Region’ Conference, was held in London.

• The No Lost Generation (NLG) partners committed to ambitious goals for the education of Syrian children and youth inside and outside Syria,

• One year after London, ‘Supporting the Future of Syria and the Region’ Conference, was held in Brussels.

Achievements (Inside Syria)

• At the end of 2014/15 school year (pre-London Conference) 2.12 million (40%) were out of school children.

• At the end of 2015/16 school year (post-London Conference) 1.75 million (32%) were out of school children

Achievements (Outside Syria).

• At the end of December 2015 (pre-London Conference) 630,500 (45%) were out of school children.

• At the end of December 2016 (post-London Conference), 534,500 (34%) were out of school Children

Funding.

WAY FORWARD: INVESTING FOR THE FUTURE

• The strategic shifts in education needs to be improved and sustained.

• Strengthening public education systems (Investment in communities and civil society organizations) is essential to sustain schooling.

• Multi-sectoral approaches and partnerships, (CP, WASH, food and nutrition, and social protection) are instrumental to maintain gains in education, and need to be systematized.

• Expanding Access to formal education remains a priority, while non-formal education is essential to reach the ‘hard-to-reach’; NFE provision needs to be accredited and ensure pathways to formal learning.

• Reaching the youth population with education.

• Improve the quality of learning.

• Investments in mobile technologies are necessary for reaching children & youth.

• Sustained, predictable and timely funding to ensure effective and efficient planning.

• Multi-stakeholders partnerships constitute important vehicles for mobilizing and sharing knowledge and expertise to support education for all children.

• The Refugee Hotline is 07502759412 or 07507214604, which people can SMS or call.

• Please ensure all the refugee students, parents and teachers in your projects know about this number!

Refugee Education – UNHCR