Recommended
Recommended
More Related Content
What's hot
What's hot (9)
Viewers also liked
Viewers also liked (13)
Similar to S2 community engagement unhcr
Similar to S2 community engagement unhcr (20)
More from Porticus Vienna
More from Porticus Vienna (20)
Recently uploaded
Recently uploaded (20)
S2 community engagement unhcr
- 1. Page 1 Access to Education and community engagement
- 2. Page 2 June 2011 2,000 June 2012 25,400 0 200,000 400,000 600,000 800,000 1,000,000 1,200,000 1,400,000 Jan-12 Apr-12 Jul-12 Oct-12 Jan-13 Apr-13 Jul-13 Oct-13 Jan-14 Apr-14 Jul-14 Oct-14
- 3. Page 3 June 2013 575,000 June 2014 1,119,000 0 200,000 400,000 600,000 800,000 1,000,000 1,200,000 1,400,000 Jan-12 Jul-12 Jan-13 Jul-13 Jan-14 Jul-14 Jan-15 Jul-15
- 4. Page 4January 2016 1,069,111 0 200,000 400,000 600,000 800,000 1,000,000 1,200,000 1,400,000 Jan-12 Jul-12 Jan-13 Jul-13 Jan-14 Jul-14 Jan-15 Jul-15
- 5. Page 5 465,000 School Aged Syrian Refugees (3-17) Current Situation in formal education 200,000 enrolled in formal education 158,000 enrolled in Public Schools
- 6. Page 6 • 465,000 refugee school-aged children registeredwith UNHCR; • 158,500 enrolled in formal schools;147,000 are attending in public schools • 4,000 attended the new AcceleratedLearning Program (ALP) introduced by MEHE; • 1,070 youth are enrolled in formal vocationaleducation; • 134 refugees received DAFI scholarshipsand enrolled in universities; • 109 refugee outreach volunteersspecialised in educationto identify and refer children for assistance,raise awareness,provide homework support UNHCR education highlights for 2015-16
- 7. Page 7 • Attendance (transportation cost) • Books, equipment, infrastructure • Teachers skills • Psychosocial support and recreational activities • Violence and abuse • Child labor Issues related to quality and protection
- 8. Page 8 Development of negative coping mechanisms
- 9. Page 9 • Never been to school before • Out of school for more that 3 years • Dropped out of school (difficultiesin coping, violence, …) • Working children for boys and early marriage for girls • Large families where education is only accessiblefor selectedchildren • Limited accessibilityto public schools(transportation, documents, …) • Tried to enter school but school director denied access • Family moving internally What is the profile of OOSC and youth
- 10. Page 10 What is UNHCR added value?
- 11. Page 11 • What does communitymobilizationmean? • Why mobilizecommunities(refugees and host)? • Why mobilizediverse groups? • Why mobilizespecific groups? Community mobilization and participation
- 12. Page 12Participation scale Passive participation Participation in information giving Participation by consultation Functional participation Interactive participation Self-mobilization
- 13. Non-Formal Education Framework Non-Formal Education curriculum Teacher training / DOPS training, Curriculum Development Child Protection policy Early Grade Reading Assessment School Improvement Plans Teacher training (Development) Equipment, rehabilitation, Infrastructure Research Program / Education Reform (Development/ WB) Community-based outreach Identification / analysis of Out of School Children Parental Engagement Vocational Education Provision of Financial / Staffing / Technical Support to MEHE EMIS Education Management Information System (Development) Transportation support School in A Box, Fuel to school Outreach Support to access and retention 13
- 14. Community mobilization and engagement No discrimination Participation Accountability Ownership Equality Inclusive partnership Sustainability Universality Inalienability Interdependency Indivisibility Empowerment Realization of rights
Editor's Notes
- For Syrian refugee children in Lebanon, the Lebanese public school system provides a valuable opportunity to continue their pursuit of accredited education. As early as mid-2011, the Lebanese Ministry of Education and Higher Education (MEHE) generously opened the doors of tis public schools for Syrian refugee students 1996 coordination btw UNHCR-MEHE 2007 official exchange btw UNHCR-MEHE Scale up in 2011 Agreement in 2015
- As the number of Syrian refugee students grew in 2013, MEHE and UNHCR worked together to open an afternoon shift, the so-called “second shift”, to accommodate students who could no longer be accommodated in the regular morning shift. Second shift classes take place from 14.00 to 18.00 and are especially set-up for Syrian refugee students.
- Since Jan 2015 UNHCR stopped registering Syrian refugees as per GoL request. Access to schools is not linked to refugees status.
- currently 465,000 school-age Syrian refugee in Lebanon (3-17). For the 2014- 15 school year, UNHCR- EU support, co-financed the enrolment fees of more than for 59,000. For the 2015-2016 school year, a joint nation-wide Back to School campaign was launched in September 2015, resulting in the enrolment of almost 158,000 Syrian refugee students in public schools. Nevertheless, more than half of school-aged refugee children are still expected to be out of school. UNHCR has focused on identifying out of school children, particularly those with specific learning needs, and returning them to formal education including through accelerated learning programmes.
- What is the profile of OOSC and youth Never been to school before Out of school for more that 3 years Dropped out of school (difficulties in coping, violence, …) Working children for boys and early marriage for girls Large families where education is only accessible for selected children Limited accessibility to public schools (transportation, documents, …) Tried to enter school but school director denied access Family moving internally
- UNHCR engagement in strategic partnership with MEHE; support the implementation through the provision of financial, staffing and technical support; Promote effective access to education opportunities; Support retention in schools and learning programs at the roots level; Foster community and parental engagement to smoothen co-existence in schools; Outreach to the most vulnerable children;
- 1- What is CBP ? Support communities to better protect themselves. دعم المجتمعات المحلية لحماية أنفسهم بشكل أفضل. 2- How do we support communities ? Through mobilizing and engaging refugees as partners in our programs. 3- Why refugee mobilization is important? to help communities know and enjoy their rights by working with them to strengthen their capacity to address protection risks; identify short- and long-term solutions; agree on priorities; develop and implement action plans that respect individual rights; and monitor and evaluate results. Communities will mobilize themselves when there is trust and confidence and when they see benefits emerging from the process. A mobilized community is: Aware of a problem (they possess detailed information do not have false expectations) and how it impacts individually and collectively Motivated to do something about an identified problem Have practical knowledge of the different options they have to tackle, reduce, eliminate the problem Take actions within their capabilities (using their own strengths and resources) and contribute (money, labor, material, knowledge, etc) Participate in decision making on the course of action, evaluate the results and take responsibility for successes or failures Seek assistance outside their community when is needed.
- A mobilized community is: Aware of a problem (they possess detailed information do not have false expectations) and how it impacts individually and collectively Motivated to do something about an identified problem Have practical knowledge of the different options they have to tackle, reduce, eliminate the problem Take actions within their capabilities (using their own strengths and resources) and contribute (money, labor, material, knowledge, etc) Participate in decision making on the course of action, evaluate the results and take responsibility for successes or failures Seek assistance outside their community when is needed. Participation: Must be meaningful. Everybody has the right ( and the duty) to participate (CEDAW, CRC, Guiding principles on Internal Displacement) in the decision’s that affect their life and to make informed decisions taken upon understanding of the rights, the obligations and the potential risks (more exposure could lead to increased protection risks) related to those decisions. Participation can take a number of forms. At one end of the spectrum is “passive participation” in which community members participate by being informed about something that will happen or has already happened. At the other end of the spectrum is “self-mobilization”, when communities organize and take initiative independent of any external actors. The figure below identifies seven levels of participation.
- What hasn’t worked or needs refinement? Limited parents involvement Profiling of the OOSC with focus on AGD and special needs Linkages between education and protection Education information system
- The HR standards and principles are: 1) universal: applicable to all; 2) inalienable: nobody can take them away from you; 3,4) interdependent and indivisible: they all are interdependent and one will not exist without the others. These translate in the practice to: Non discrimination: all, including the groups traditionally excluded from the decision making processes such as women, children, minorities have equal rights and must be treated equally; Participation: Must be meaningful. Everybody has the right ( and the duty) to participate (CEDAW, CRC, Guiding principles on Internal Displacement) in the decision’s that affect their life and to make informed decisions taken upon understanding of the rights, the obligations and the potential risks (more exposure could lead to increased protection risks) related to those decisions. Participation can take a number of forms. At one end of the spectrum is “passive participation” in which community members participate by being informed about something that will happen or has already happened. At the other end of the spectrum is “self-mobilization”, when communities organize and take initiative independent of any external actors. The figure below identifies seven levels of participation. Accountability: All are accountable to different degrees: Governments (signatory of international conventions and national legislation), UN and humanitarian workers (to ensure that the primary duty bearer, the State, has the capacity, resources and skills to fulfill the obligations), the community (to ensure that the rights of all, nobody excluded are considered, to claim and advocate vis a vis the concerned actor for the realization, preservation or restoration of those rights). Ownership- to fully recognize that it is people of concern that have ownership of the process and that UNHCR should not intervene but contribute to a process owned by the community. Sustainability; Equality: Empowerment- Enable people who find themselves in a disempowered situation to access power over decisions affecting their lives. It also allow people to know what their rights are and how to claim them (access to information, e.g. HCR protection policie,s NGO’s programs, Budgets, etc). Realization of rights: Persons of concern will have access to full enjoyment of their rights.