3. Update from Baghdad MoE
Registration - process:
• Last week the Federal Minister of Education sent a letter to the Minister’s Council
asking for exceptions / waivers / faster processes to get NGOs registered, so they
can support the Ninewa response.
• NCCI is also trying to get clarity from authorities if the Prime Minister can issue
such a waiver.
• The ‘NGO Sector, Cultural Relations’ Department in the MoE processes all
Education registration requests.
1. NGO to get their general registration certificate from Council of Ministers;
2. NGO to contact MoE’s NGO Sector, Cultural Relations
(Sinanetesmio14@gmail.com, 0770 889 5004) to process MoE registration
3. Documents needed = NGO profile, letter asking for MoE registration and
completed MoE reg. form
4. Update from Baghdad MoE
Registration - locations:
• NGOs working with IDP children in KRI still need to be registered with Baghdad
MoE (unless authorization letter is obtained from Dr Wahid, Federal MoE
Representative – 0771 077 8643)
• NGOs working in East Mosul / Ninewa need to be registered with Baghdad MoE
(unless authorization letter is obtained from Mr Omar, Ninewa DoE Director of
Planning – 0770 597 4631)
PSS for post-ISIL:
• MoE have written a Teacher Guidebook and textbook on how teachers should
support children who have been exposed to ISIL curriculum.
• UNICEF Education and Child Protection experts have reviewed and given their
feedback to the MoE, and will support in it’s printing.
5. West Mosul update
• Siege situation is imminent (the city is encircled by troops).
• ISF and Prime Minister may propose in the coming days to change the approach to
sequenced evacuations (instead of the current ConOps where people are kept in
their houses as much as possible).
• Military are still waiting for the Prime Minister approval to start the evacuation. As
soon as this is agreed the evacuation will start. Therefore, camps should be ready
before the end of April.
• Total of 500,000 people are excepted to be evacuated from West Mosul (220,000
people already displaced therefore additional 250,000 – 280, 000 expected).
• 3 scenarios anticipated; 1) 10,000 people per day; 2) 15,000 people per day; and
3) 40,000 people per day
• 50% of the new displacements (125,000 people) are expected to find shelter in
host communities (out-of-camp), and the other 50% to be hosted in camps.
– Therefore we need to focus more on out of the camp populations!
6. West Mosul - camps
• For 125,000 new people in camps, 21,600 plots will be needed
– Definition for camps being ‘ready’ must fulfil 5 parameters: the location has been graded,
there is a tent, there are mattresses inside the tent, water and sanitation facilities.
Government wants to take people to these 6 sites:
1. Hamman Al Aliel 2 (XXX?)
2. Salamiya (INTERSOS and (XXX?)
3. Haj Ali (SCI)
4. Jeddah 5 (SCI)
5. Qayyarah Airstrip (SCI)
6. Bartella (XXX?)
HC is trying to persuade Government to consider these 4 sites also:
1. Hassan Sham U2 (NRC)
2. Basateen (XXX?)
3. Nargazilia 2
4. Zelikan
But only 16,700 plots available
here, so not enough..
12,000 plots here, so will cover
the gaps
10. HRP 2017
• The 2017 Humanitarian Response Plan (HRP) is now launched in country!
• Education sections can be found on pages 25, 53 and 77
Please find the final HRP documents:
• www.humanitarianresponse.info/en/operations/iraq/document/2017-iraq-
humanitarian-response-plan
• http://reliefweb.int/report/iraq/iraq-humanitarian-response-plan-2017-february-
2017
• https://fts.unocha.org/appeals/550/summary
And final Humanitarian Needs Overview (HNO) documents:
• https://ochairaq.egnyte.com/dl/WNHmPMwIzb
Awaiting the Government’s plan, to complement the humanitarian community’s plans.
11. 2017 IHPF First Allocation
• Total of $45m to be divided by all 11 Clusters… Education Cluster will get approx. $3m
Overall strategic priorities:
• First-line programmes implemented by partners in hard-to-reach areas;
• First and second-line programmes:
– a) in areas where new displacement is expected;
– b) newly retaken and return areas with high concentrations of vulnerable populations;
– c) locations where vulnerable ppl are in danger of being left without essential services
Projects have to:
• align with the strategic priorities of the 2017 HRP
• include gender and protection mainstreaming components
• demonstrate accountability to the affected population
• where applicable demonstrate inclusive programming;
• where applicable demonstrate integrated programming (multi-cluster proposals);
• demonstrate good cost-effectiveness.
12. EiE activities that will be prioritised for
funding:
• Newly-retaken areas:
– Minor school rehabilitations and basic repairs (e.g. fixing of doors, windows, heating, school WASH
facilities, etc);
– Mine Risk Awareness (budget lines for accredited agencies to deliver MRE sessions in schools);
– Remedial or accelerated education to help children catch-up on years of lost learning;
– Teaching and learning supplies, including School in a Box, student kits, etc;
– Psychosocial support services to children and teachers.
• First line activities in other vulnerable locations:
– Prefab classrooms for extensions of overcrowded schools hosting IDPs, or for schools with total
damage that are waiting for full renovations
• Ongoing camp response where there are significant education gaps:
– Temporary Learning Spaces (tents, pre-fab, mobile school units);
– Seasonal response (summarization);
– Teaching and learning supplies, including School in a Box, student kits, etc;
– Teacher training on emergency education, psychosocial support and/or psychological first aid, child
protection referral mechanisms, emergency child health messages, teaching large class sizes, etc;
– PSS interventions, including recreational activities, resilience, stress management, etc.
13. Prioritised for funding:
Education Cluster will also prioritise projects for funding when they focus on:
• Off camp response, where support for children is often minimal;
• Out-of-school children - activities and modalities proven to bring these
children back into learning (non-formal or formal);
• Secondary school aged children and adolescents;
Joint Education and Child Protection programming is also encouraged:
• PSS activities for children and teachers;
• Teacher training on PSS, PFA and how to use child protection referral pathways;
• Recreational Kits;
• Transitioning Child Friendly Space activities into Temporary Learning Space
activities when children are ready for learning;
17. Evidence: The poverty risk of children as a function of the
education of the household head, 2012
18. Evidence: The poverty risk of children as a function of the
education of the household head and the number of children in
the household, 2012
19. Evidence: Causes of dropouts in Iraq by poverty status
Reason for not attending
Primary (6-11 years) Secondary (12-17 years)
Poor Not Total Poor Not Total
No easily accessible school 6.3 6.1 6.2 11.7 7.6 8.4
Teaching not good and serious 0.3 3.0 1.7 2.3 0.6 1.0
Mistreatment by the teacher 0.7 2.8 1.8 0.1 0.4 0.3
Must work to support family 0.8 3.0 2.0 0.4 0.9 0.8
Household could not afford 20.4 9.0 14.3 9.7 9.5 9.5
Household thought it is not useful 0.3 2.8 1.6 13.0 5.2 6.7
Going to school is hazardous 1.0 1.7 1.4 0.4 0.6 0.5
Social reasons 14.2 22.8 18.8 0.6 2.4 2.0
Sickness or disabilities 1.2 10.9 6.4 29.1 25.9 26.5
No desire to continue education 48.6 31.1 39.3 1.3 6.2 5.3
Must help in house chores 5.3 2.8 4.0 0.8 1.5 1.4
Other 1.0 4.0 2.6 24.9 33.5 31.8
20. Overview of Cash for Education
Locations
Bagdad Erbil Dohuk
Overall
Objective
Increased school enrolment, attendance and retention
among out-of-school and at-school children belonging to
refugees, IDPs and host communities.
Locations
Baghdad Erbil Dohuk
Overall
Objective
Increased HHs expenditures on children belonging to
vulnerable HHs
Increased school enrolment, attendance and retention among
out of school children and children at high risk of dropout
21. Overview of Cash for Education Project
Beneficiaries Baghdad = 2093 out of school and going to
school IDP children
Erbil = 2493 out of school and going to school
refugees and IDP children
Dohuk = 2400 out of school and going to school
refuges, IDP and host community children
Complain and
Feedback
Mechanism
Beneficiaries and surrounding communities are
empowered to provide feedback and raise
complaints when needed through hotline.
Size and Value
of Child Cash
Grant
Size and Value of Child Cash Grant
$30/child per month for going to school children
Payment
methodology
Direct Payment by DOLSA and Caritas
Financial agent by Triangle
23. Increased school enrolment, attendance and retention
among out of school children and children at high
risk of dropout
24. Dohuk
• After the intervention 90% of respondents indicated that all their children
are all in school
• 78% of the respondents mentioned that the cash intervention prevented
school dropout. However, 13% of them stated that the intervention is not
sufficient.
• 69% of the respondents after receiving the cash grant were able to cover
expenses for their children that were not priority before
• 52% of the respondents spent the cash grant on school supplies; 50% on
clothing for children and 39% on transportation to school
• Around 730 children were referred to health and protection
services/facilities in collaboration with the child protection section of
UNICEF
25. Erbil
Total beneficiaries of cash for education 2707 children
• As a result of the cash intervention out of school children of target
beneficiaries reduced by 73% & Going to school children increased by 69%
• The PDM respondents indicated that 96.17% of the children that were at
risk of dropout have avoided the dropout.
• 74 cases were referred internally to Social Workers and were provided with
Psychosocial Support and awareness raising
Before Intervention After Intervention
Out of School Going to
School
Out of School Going to
School
881 1463 239 2457
27. Summary of Challenges
• The existing school system is unable to absorb huge number of
additional children due to a shortage of teachers and space,
• Recurrent shocks, including reception of huge number of IDPs and
refugees fleeing from the conflict has adversely affected enrolment
and retention rates
• High turnover of IDPs with new arrival and return of some IDPs to
their home areas has put pressure on the project team to reach the
intended beneficiaries
• Some IDP children without documentations face difficulties to be
admitted to schools.
• Limited availability of Arabic schools in the governorates of Erbil and
Dohuk effected the enrolment rate for IDPs and refugees children who
want to be enrolled to Arabic schools.
29. Syria Pledging Conference
• The post-London Syria pledging Conference is going to be
held in Brussels on 4th & 5th April.
• Education is high on the agenda and we are preparing a
‘Post-London Education Report’ to ensure refugee
education in Iraq is on the agenda and needs/gaps raised
up to the donors.
• All five countries (Iraq, Lebanon, Turkey, Jordan & Egypt)
affected by Syria crisis have provided their inputs to the
report.
• The education cluster was represented in Amman
consultation workshop
30. 3RP Amman Consultation & Brussels
Paper
• Maintaining the high stakes raised in London in 2016, although the
expression “all children in school” was replaced by “All children and youth
in education”
• Sustaining attention to education: predictable and timely financing, clear
report of enrolment segregated data, key progresses more readable (i.e.:
avoid abbreviations, overly technical term, etc.), proper data collection.
• Preparation of the transition (future plans, consolidating strategic shifts
in education, etc.)
• Focus on the quality of education: qualification of teachers, education
supply distribution, strengthening public education systems in host
countries
• Focus on recognition of education certificates / degrees
• Expand the support to pre-school / early education and adolescents
beyond the secondary education
31. TLS/CFS Guidance Note
• The Education Cluster and Child Protection Sub-Cluster have
written a Guidance Note for partners, on how to use Child Friendly
and Temporary Learning Spaces.
– Transitioning from a CFS to TLS (how, when, why)
– Activities to deliver in a CFS and a TLS
– How partners should work together to ensure children can
access some type of learning, as soon as they are ready to
– Links to resources for Education in Emergencies and Child
Protection in Emergencies
– Timelines for what activities should be provided
• Joint training will be held for those partners who are running CFS
or TLS!
32. Information Management
• Activity Info is now open, and will close on 5th April!
• REMINDER: all partners are to report their March
achievement at school-level
• Thank you to those who have already reported
33. AOB - Inclusive Education training
• Tentatively the date of the training will be last
week of April between 25th – 27th
34. Sub-National meetings
• Centre South: 23rd April, 10am, NCCI Baghdad
• Dahuk: 4th April, 2pm, PIN office
• Erbil: 17th April, 9am, SCI office
• Kirkuk: 23rd April, 10.30am, SCI office
• Sulaymaniyah: 18th April, 10am, DoE office
• Tikrit: 18th April, 11am, Sorouh office
www.humanitarianresponse.info/en/operations/iraq/education/events
37. Brussels Paper – Refugee Enrollment
Iraq
Registered School-Age Refugee Children (5-17 Yrs.)
Total
In formal
Education
Non-formal
Education
Out of School
# and %
Dec. 2016 61,804 35,725 10,123 15,956 26%
Dec. 2015 63,822 36,465 6,812 20,545 32%
• In 2016 the enrolments in both formal education and NFE have increased by 6%.
• In 2015 There were around 20,000 school-age refugee children out of school.
• In 2016 there were around 15,956 school-age refugee children who were out of school
and are in need education support.
38. Brussels Paper - 2016 Refugee Response
System Strengthening:
• School-based management approach strengthened to improve school governance, quality education
and children learning outcomes and foster partnerships amongst schools, parents, communities,
children and directorates of education.
Policy Development:
• The contextualized INEE MS endorsed by the MoE.
• Continues efforts to finalize and operationalize the non-formal education conceptual framework for the
Kurdistan region of Iraq (KR-I).
Access:
• A total of 45,848 children were supported to access formal and non-formal education.
• Continues Back-to-learning campaigns were conducted to mobilise children to register and stay in
schools.
• An e-learning initiative was modelled to provide education opportunities, through technology, to
refugee children in KRI.
• Provision of school transportation and cash grants to refugee families.
Quality:
• The MoE KR-I has been supported to train unqualified refugee and IDP teachers on improved pedagogy,
classroom management, subject matter and psycho-social support.
• Education partners have also provided incentives to volunteer teachers, especially in the light of the
financial crisis currently faced by the KRG.
• The MoE KR-I printed and distributed 254,000 textbooks to refugee children.
39. Brussels Paper – Refugee Education Challenges
• Limited space for education services remains to be the biggest challenge.
• Education facilities are overstretched, conducting many shifts with fewer hours of instructions.
• MoE has not been able to pay refugee teachers incentives.
• Youth are out of school or unemployed, with limited vocational training opportunities.
• Lack of official documentations and strict regulations are hampering children to be placed at the right
level.
• Shortage of learning materials including textbooks in the camps continues to affect the quality of
learning in the camps.
• Refugee communities are concerned about validity of school certificates of KR-I in outside.
Brussels Paper – Refugee Education Opportunities
Key opportunities that can be invested include:
Mobile Schooling:
• Use technology to reach out-of-school children with interactive self-learning modules.
• Mobile schooling units reaching out to remote areas on a daily basis where refugee children cannot have
access to education.
Cash-for-Education:
• Cash transfers to support out of school children and those who are at risk of dropping out of school.
• Cash support to enable families to cover other education costs.
Integrated Child Protection and Education
• To ensure safety and protection of children in learning spaces, with teachers being trained on child
protection, referral pathways and how to deliver life-saving messages to the students.
• Child protection case workers need to be trained to support vulnerable and out-of-school children in their
outreach.
40. Brussels Paper
2015 & 2016 Education Funding and Coverage
$32 M
(65%)
$24 M
(59%)
$17 M
(35%)
$17M
(41%)
20
16
20
15
Received
Gap
$41 M
required
$49 M
required
