NRC Education Strategy 2015-17

LEARNING IN
EMERGENCIES
Increasing access to quality education
for displaced children and youth.
Photo:NRC/ShahzadAhmad

STRATEGY FOR THE 1 MILLION INITIATIVESTRATEGY FOR THE 1 MILLION INITIATIVE3 | | 4
NRC has made an organisation-wide commitment to significantly
scale up our education programmes. By 2017 we aim to reach
one million displaced children and youth annually
with quality education through our programmes.
Photo:AndrewQuilty

Education is a fundamental human
right, enshrined in a wide range of in-
ternationally recognised conventions
and declarations. Yet, millions of chil-
dren and youth living amidst conflict
and crisis are consistently denied the
right to learn, to develop and to feel
safe. Of the 58 million out-of-school
children of primary school age, half
live in countries affected by conflict.
As the world faces a global learning
crisis, young people are being denied
their right to a brighter future. For the
young in conflict-affected coun-
tries their schools and teachers are
increasingly under attack and threat,
transforming places of learning into
battlegrounds.
Despite increased recognition and
awareness of the right to education in
times of conflict over the last decade,
the international community and na-
tional governments are failing to meet
the education needs of conflict-af-
fected children and youth. Recent
evidence shows that girls and boys,
their families and communities clearly
identify education as a priority in
times of conflict. Education is valued
for many reasons, for it provides pro-
tection, stability, essential knowledge
and life-enabling skills. Communities
recognise that when education is in-
terrupted, and not promptly resumed,
many children, particularly girls, might
not go back to school at all.
Still, too often the humanitarian com-
munity continues to treat education
as a secondary concern in times of
conflict and crisis. Education compo-
nents in humanitarian appeals remain
consistently underfunded. Globally,
education receives the lowest share
of required humanitarian funding of
all sectors.
As a result of this lack of prioritisa-
tion, millions of young people have
been denied their right to achieve
their full potential and have remained
trapped in situations of conflict, dis-
crimination and poverty. The interna-
tional community has failed to meet
promises set out in the Millennium
Development Goals and Education
for All, that by 2015 all children
should be in school. The Incheon
Declaration for Education 2030
endorsed in May 2015 recognises
conflict and displacement as major
barriers to education. It calls for
special efforts to meet the education
needs of children and youth affect-
ed by conflict and crisis, including
internally displaced persons (IDPs)
and refugees, in the 2030 education
agenda.
Addressing the many challenges of
access, quality and equity requires in-
novative ways of working. Therefore,
NRC has embarked on an ambitious
new education initiative which aims
to contribute to close the education
gap for millions of children and youth,
who due to conflict and crisis have
been denied their right to education.
Before I came to school I had the
spirit of an assassin because of what
they did to me. But here I have start-
ed to become like a normal person
again. The taste of study made me
want to be like before. I am so happy
to be here – being in school has en-
abled me to get over that time in the
militia by developing knowledge.
15 year-old displaced boy, Democrat-
ic Republic of Congo.1
THE NORWEGIAN REFUGEE
COUNCIL – A LEADER IN
PROVIDING EDUCATION IN
EMERGENCIES
NRC is a leading actor in Education
in Emergencies (EiE) via its field
programmes, advocacy and deploy-
ment of experts. NRC’s education
programmes target children and
youth who face particular education
needs related to their displacement
during all phases of emergency and
crisis. Conflict-sensitive education
programmes support children and
youth to exercise their right to a
quality education and to acquire skills
and knowledge, to enable a better
life for themselves and their societies,
as well as contributing to peace and
stability. In emergency and crisis
situations, quality education provides
physical, psychosocial and cognitive
protection. This can be both life-
sustaining and life-saving.
NRC’s education programmes
directly benefit around 250,000
children and youth annually in many
of the world’s most conflict-affected
regions. Thousands of teachers and
education authorities are also direct
beneficiaries of NRC’s education
programmes. NRC adopts a range
of approaches, from provision of
non-formal education opportunities
to building the capacity of education
authorities. NRC employs a holistic
approach by complementing edu-
cation activities with assistance to
construct schools, improve in-school
water and sanitation facilities, provide
ID cards, distribute school supplies
and train teachers.
Advocacy is an important com-
plementary component of NRC’s
programmatic education response.
NRC works to influence policies and
practices that strengthen access to
rights, protection and assistance for
the displaced and vulnerable.
Through its expert deployment roster
NRC deploys education profession-
als to the UN, regional organisations
and national governments. Key recip-
ients of deployment support are core
education- mandated entities – such
as the UN Educational, Scientific and
Cultural Organisation (UNESCO),
the UN Children´s Fund (UNICEF),
the UN Refugee Agency (UNHCR)
and education ministries – as well as
the UN Relief and Works Agency for
Palestine Refugees (UNRWA) and
the UN Development Programme
(UNDP).
NRC’S COMMITMENT TO EDUCATION
In response to the massive numbers
of children and youth who have had
their education interrupted or who
have never been to school because
of conflict and crises, NRC has made
an organisation-wide commitment to
significantly scale up its education
programmes in 2015-2017.
By the end of 2017 NRC aims to
reach one million children and youth
annually with quality education
through our programmes. All NRC’s
country, regional and representation
offices, as well as all departments
at head office, will contribute to this
initiative by:
THE “1 MILLION
- LEARNING IN
EMERGENCIES”
INITIATIVE
• direct delivery of services by NRC
staff
• provision of services via local
partners
• deployment of NORCAP experts to
support relevant UN agency policy
and programming
• deployment of NORCAP capacity
development experts to support
national education ministries
• influencing education policy and
practice
This holistic delivery model will help
ensure that NRC´s education-relat-
ed initiatives complement those of
national and international actors and
that interventions are better coordi-
nated.
While the organising principle of
the initiative is a quantitative bench-
mark, it is important to put this in a
wider context. For the initiative also
seeks to provide an opportunity to
create a more coherent and holistic
organisational response to education
challenges and to showcase the
diverse ways in which different parts
of NRC work towards promoting du-
rable solutions for displaced children
and youth.
With the goal of reaching a sig-
nificant higher number of direct
education beneficiaries, the scale-
up model for the initiative seeks to
expand current approaches and to
introduce innovation. Technology-en-
abled innovation and partnerships
are paramount, as is expanding
NRC’s capacity to innovate, generate
resources and improve organisational
capacity.
RIGHTS RESPECTED
PEOPLE PROTECTED
NRC works to protect the rights of
displaced and vulnerable persons dur-
ing crises. Through our programmes,
we provide assistance to meet im-
mediate humanitarian needs, prevent
further displacement and contribute to
durable solutions.
NRC’s Strategy for Global Advocacy
(SGA) 2015-2017 reflects the organ-
isation’s ambition to be a courageous,
visible and proactive advocate for
policies and practices that truly ben-
efit the most vulnerable. The SGA fea-
tures a special focus on the inclusion
of education as a crucial component
of emergency response and on the
protection of education facilities from
military attacks, violence, occupation
by armed combatants, sexual exploita-
tion and other forms of abuse.
ADVOCACY
Through its expert deployment rosters,
NRC strengthens the capacity of the
international community to prevent
and respond to humanitarian chal-
lenges through the provision of expert
personnel to national stakeholders
and international organisations.
NORCAP is NRC’s largest roster
consisting of 700 experts from Nor-
way, Africa, Asia, the Middle East and
Latin America. Those we deploy have
a wide range of qualifications and
expertise, including in EiE provision.
EXPERT DEPLOYMENT
- NORCAP
1. NRC and Save the Children 2014, Hear it from the children: why education
in emergencies is critic al. A study in the role of education for conflict-affected
communities in the Democratic Republic of Congo and Ethiopia.
Photo:NRC/IngridPrestetun

The programme will operate in:
• all conflict-affected countries with
an existing NRC programme
• countries in which NORCAP
deploys experts
• all new countries/regions in which
NRC is not currently operational
but which may require future
support
The primary target groups are
displaced and conflict-affected
school-age children (6-18) and youth
(15-24), with a special focus on those
who are out of school.
Refugees and IDPs are NRC´s prima-
ry target groups. NRC prioritises the
most vulnerable and the hardest-to-
reach children and youth who might
be further marginalised by crises.
Depending on the context, this may
involve support for members of mi-
nority or indigenous groups, children
associated with armed forces, young
mothers and children with disabilities.
NRC particularly emphasises promot-
ing equal education opportunities for
girls and boys, recognising that girls
are disproportionally under-represent-
ed in the education system in most of
the countries where NRC operates.
Our secondary target group are
teachers. To solve the learning crisis,
teachers should be well trained,
motivated, adequately rewarded and
supported by well-managed education
systems.
NRC will support education authori-
ties and education personnel, parents
and local communities.
GEOGRAPHICAL
SCOPE
TARGET GROUPS
VISION
All displaced and conflict-affected children
and youth enjoy their right to education in
emergencies and crisis situations.
OVERALL GOAL
Increased equitable access to quality educa-
tion and learning for conflict-affected children
and youth in all phases of emergencies.
TARGET
Reaching one million children and
youth annually with goods and services
of significant educational value by 2017.
Photo:NRC/FernandaPineda

1. EDUCATION IN ACUTE
EMERGENCIES
Children who are experiencing acute
emergencies may well have been
witness to violence and will have
endured unimaginable disruption,
hardship and turmoil. In these periods
local governments are often unable
or unwilling to respond to humani-
tarian needs and communities have
limited capacity. A rapid education
response that is flexible and adapt-
able to the context, and includes both
recreational and academic activities,
can enhance children’s protection,
promote their psychosocial well-
being and support academic perfor-
mance of learners.
SPECIFIC OBJECTIVE
Children and youth participate in rec-
reational and education opportunities
as soon as possible during an emer-
gency and crisis situation, pending
restoration of normal schooling.
EXPECTED OUTCOMES
1. children participate in learning and
recreational activities as soon as
possible during an emergency and
crisis situation.
2. education infrastructure and
supplies are provided in safe and
protective environments.
3. strengthened capacity of teachers
and other education personnel
to provide EiE according to the
Minimum Standards of the In-
ter-Agency Network for Education
in Emergencies (INEE).2
2.CONTINUITY OF EDUCATION
IN DISPLACEMENT
Most conflicts last at least a decade,
with affected populations being dis-
placed for prolonged periods. Hence,
there is a need for a longer term and
more strategic approach to support-
ing education in such protracted
contexts. It is critical to build more
inclusive, responsive and resilient ed-
ucation systems to meet the needs of
children and youth. Strengthening the
capacity of communities, families and
learners is also critical. Following the
first-phase response, it is paramount
to ensure continuity of education to
enable children to complete primary
school, enrol in alternative education
programmes (such as accelerated
education) and to enable those who
complete courses to evidence this
with appropriate and accredited certi-
fication. Improving learning outcomes
(reading ability and attainment in
mathematics) to achieve national
standards is also crucial.
SPECIFIC OBJECTIVE
Children and youth have access to
quality accredited education from the
onset of an emergency through to
recovery.
EXPECTED OUTCOMES
1. children and youth have access to
flexible, age-appropriate alternative
education programmes.
2. children and youth are offered
chances to re-enter formal school-
ing at appropriate grade levels,
as well as accredited non-formal
opportunities.
3. children and youth obtain certifi-
cation of achievements equivalent
to those provided by national
authorities.
4. enhanced teacher management
and strengthened professional
development of teachers leading
to formal qualifications.
3. YOUTH EDUCATION, TRAIN-
ING AND EMPOWERMENT
During crises and displacement
education and training play a key role
in creating an environment where all
young people can develop a sense
of purpose, identity and belonging,
gain livelihood skills and become
actors for peace and stability. Yet,
all too often, even where education
is available in emergencies, most
programmes target younger prima-
ry-aged children. There is insufficient
investment in the developmental
and protection rights and needs of
youth. Displaced and conflict-affect-
ed youth should be provided with
tailored programmes including formal
and non-formal basic education and
vocational and technical skills. Pro-
grammes should focus on ensuring
employability and the development of
key cross-cutting work and life skills.
SPECIFIC OBJECTIVE
Youth have increased access to ed-
ucation and training opportunities to
enhance protection, self-reliance and
socio-economic participation in their
communities.
EXPECTED OUTCOMES
1. youth have increased access to
formal and non-formal education
and learning opportunities includ-
ing post-primary, secondary and
tertiary education.
2. youth have acquired market-orient-
ed skills for enhanced economic
opportunities and increased
self-reliance.
3. youth have a stronger voice and
actively participate in democratic,
peacebuilding and development
processes in their communities.
4. SAFE AND INCLUSIVE
LEARNING ENVIRONMENTS
Conflict has devastating impacts on
education systems, including educa-
tion quality. Schools should promote
the protection and well-being of
STRATEGIC RESPONSE AREAS
learners and enhance their ability to
learn and develop their full potential.
Teachers must be equipped with the
right skills and knowledge to create a
supportive learning environment and
to address the psychosocial needs
of the students. Schools should
be free from any school-related
gender-based violence (SRGBV).
Education institutions should be
protected from attacks and military
use, as indicated in the Guidelines
for Protecting Schools and Universi-
ties from Military Use during Armed
Conflict.3
NRC will build resilience by
emphasising school-based disaster
risk reduction as a means to equip
children, teachers, parents and
communities (including school-based
committees) to reduce vulnerabilities
and manage risk.
SPECIFIC OBJECTIVE
Schools and learning sites are safe
and inclusive environments that pro-
mote the protection and well-being
of learners and ensure their ability to
learn and develop their full potential.
EXPECTED OUTCOMES
Schools and other learning sites
should:
1. be safe and inclusive environ-
ments, providing for the psychoso-
cial needs of learners
2. be SRGBV-free and promote gen-
der equality and girls’ education
3. provide lifesaving messages
4. be inclusive, accessible and safe
for all learners
5. be free from military attacks, vio-
lence and military use
To focus our education response, we have chosen four strategic response areas in which
NRC has long-term expertise and there are possibilities to scale-up: education in acute
emergencies; continuity of education in displacement; youth education and empowerment
and safe and inclusive learning environments.
Girls are disproportionately affect-
ed by conflict and the majority of
countries with large gender gaps in
education are experiencing conflict
and displacement. Education can play
a critical role in promoting gender
equality. NRC will take positive
actions to seek to ensure girls and
boys enjoy equal access to schooling,
participation in education, good learn-
ing outcomes and post-education
opportunities.
GENDER EQUALITY
YOUNG PEOPLE IN
EMERGENCIES
Youth are critically important to the
future of their communities. NRC has
particular expertise in engaging youth
as a positive resource in emergencies
and crises. NRC programmes aim
to enhance protection of youth and
their resilience by providing them with
access to education and training, live-
lihood and economic empowerment
and opportunities for civic participa-
tion and leadership.
2. See: http://www.ineesite.org/en/minimum-standards
3. See: http://www.protectingeducation.org/guidelines
Photo:NRC/ChristianJepsen

1. INFLUENCING EDUCATION
POLICY AND PRACTICE
Displaced children and youth expe-
rience many barriers which prevent
them from accessing education or
benefitting fully from education that
is relevant for their needs. NRC will
advocate for national, regional and
global ways to address these barriers
through policies and practice to
improve the lives of children and their
families. NRC’s advocacy reflects its
operational experience from country
programmes and UN deployments.
At the global level, NRC will advo-
cate for increased attention to the
specific learning needs of children
and youth affected by conflict and
recommend appropriate program-
matic responses. We will emphasise
the need for policies and practices
to allow out-of-school children and
youth to benefit fully from educa-
tion. NRC is committed to making
sure that schools are safe, free from
gender-based violence, attacks and
military use. As part of this advoca-
cy we will continue to promote the
Safe Schools Declaration4
and the
Guidelines for Protecting School and
Universities from Military Use during
Armed Conflict. NRC will continue to
advocate for increased prioritisation
and funding of education in emergen-
cies, reflecting displaced popula-
tions’ own priorities.
Within its country programmes at the
national and regional level, NRC’s
advocacy will reflect operational
priorities and its commitment to
improving access to education within
each humanitarian response. NRC
will strive to ensure that national
education laws and policies guaran-
tee the right to education in times of
crisis and that they fully reflect the
needs of displaced and conflict-af-
fected children and youth.
NRC is committed to research and
evaluation as a basis to support poli-
cy dialogue and inform programming.
The immediate and long-term bene-
fits of education for development are
well-documented. However, there
is need for a deeper understanding
about education in emergencies and
crises. There is a lack of evidence
demonstrating which interventions
are most effective in different con-
texts. Monitoring and evaluation of
NRC’s own programmes will provide
a better understanding of the impact
of its education approaches and
enable the identification of innovative
approaches. NRC will use its moni-
toring data, evaluations and targeted
studies to support internal analysis
of NRC’s experience and goals for
programme development, while ad-
dressing knowledge gaps across the
wider EiE sector. Evidence generated
across countries and regions will
provide valuable learning for use in
our global and national advocacy.
NRC is committed to international
cooperation to promote the right to
education and uses its programme
experience to contribute to in-
ter-agency and multilateral education
forums and initiatives that bring
together policy-makers, donors, EiE
practitioners and researchers. NRC
will use its evidence base to promote
policy change, including through
membership of the INEE Steering
Group, the Global Campaign for
Education and the Global Education
Cluster Working Group.
SAMPLE INTERVENTION AREAS
• policy briefs and thematic reports
• case studies and stories from
children in NRC programmes
• programme reports and les-
sons-learnt documents
• internal reviews
• legal analysis on the right to edu-
cation and safe schools
• independent evaluations
• convening expert meetings /
roundtable events
2. INNOVATION
Innovation comes in many forms:
technological, social and peda-
gogical. Innovation in all its forms
is needed to address crisis-related
education challenges.
Since technological solutions can
address many of the education chal-
lenges that occur in times of crisis,
NRC will use cutting-edge informa-
tion and communication technology
in education programming. Innovation
in education can lead to increased
access, inclusion and improved learn-
ing outcomes as well as enhancing
scale and value for money (VfM).
However, NRC challenges the as-
sumption that innovation is simply a
matter of introducing new technology.
We intend to explore beneficiary-led,
context-appropriate innovation prac-
tices, in which children and youth are
given the chance to create their own
solutions to challenges they face in
emergencies and crisies. NRC will
adopt a solution-seeking pilot-based
approach and will seek cooperation
with like-minded partners, public insti-
tutions and private sector enterpris-
es, as well as social innovators with
recognised expertise and resources.
NRC foresees innovation in three
main areas:
1. technology enabled — encour-
aging EiE actors to use ICT and
learn how to benefit from the data
revolution
2. digital cash and transfers — ad-
dressing root causes of education
exclusion
3. teaching and learning — intro-
ducing innovative practices and
approaches to the field of EiE
• mainstreaming ICT in training
programmes and introducing ICT
devices in schools, for example
tablets for game-based learning
(numeracy, literacy and languages)
• delivery of instruction and learn-
ing materials via audio and video
platforms
• ICT literacy and ICT-centred skills
development (youth programmes)
• digital cash and vouchers – includ-
ing exploring ICT-based transfer
modalities – such as mobile
phones and Squid cards
• introduce ICT devices for needs
assessments undertaken by the
education cluster and other local
coordination networks
3. CAPACITY DEVELOPMENT
NRC sees capacity development as
a locally-driven process of transfor-
mation that leads to actions that sup-
port changes in institutional capacity
to advance development goals. In all
capacity development interventions,
NRC will:
1. secure national ownership
through on-going discussion,
contextual analysis and support
to country-owned and country led
development
2. coordinate with other actors to
avoid overlap of support
3. ensure that experts deployed have
sufficient high-level experience of
promoting capacity development in
addition to technical expertise
The main target groups for capacity
development actions are:
1. education authorities —primarily
through country programmes and
expert deployments
2. strategic deployments to the Unit-
ed Nations system
3. civil society and communities
— including community based
organisations (CBOs), non-gov-
ernmental organisations (NGOs),
universities, teachers’ unions or
other relevant partners
• national education authorities
• school management committees
(SMCs) and parent-teacher asso-
ciations (PTAs)
• student councils
• education clusters
• civil society actors (including
CBOs, NGOs, universities and
networks)
4. PARTNERSHIPS
NRC recognises the vital importance
of partnerships to contribute to
results via service delivery, advocacy,
evidence generation and creation of
innovation. Within the framework of
this initiative, NRC will seek specif-
ic partnership initiatives at global,
regional and country levels. Main
partners will include:
1. the United Nations system
2. international NGOs, alliances,
coalitions and networks – includ-
ing the Inter-Agency Network for
Education in Emergencies (INEE),
the Global Coalition to Protect Ed-
ucation from Attack (GCPEA), the
Global Partnership for Education
(GPE), the Inter-Agency Stand-
ing Committee (IASC) Education
Cluster and the Global Campaign
for Education (GCE)
3. donors
4. in-country partners — both from the
state and civil society
5. private sector actors — in Norway
and beyond
• strategic partnerships with the
private sector (with a special focus
on ICT-focused enterprises)
• partnerships with national, state
and local education authorities
• strategic partnerships with UN
agencies (education programme
delivery)
• memorandums of understanding
(MoUs) with regional organisations
such as the African Union
• alliances with INGOs
• partnerships with community
level actors such as CBOs, youth
groups and women´s groups
• framework agreements with
donors
5. CROSS-SECTORIAL
SYNERGIES AND INTEGRATION
NRC intends to draw on its mul-
ti-sectoral expertise to address some
of the root causes of education
exclusion by proposing holistic and
integrated responses whenever ap-
plicable. NRC will promote synergies
across programme areas (NRC core
competences): Shelter, Food Secu-
rity, Water, Sanitation and Hygiene
(WASH), Information Counselling
and Legal Assistance (ICLA) and
Camp Management.
Other NRC programme areas: Pro-
tection, Sexual and Gender-Based
Violence (SGBV), Urban settings,
Cash and Vouchers and Environment.
• improved and sustainable WASH
facilities in schools
• provision of civil documentation for
education access
• security of tenure for single-mother
headed households and impact on
children’s education
• education for those displaced to
urban areas
• improved food security and its
linkages with education access
and learning outcomes
• innovative school construction
models; from tents to temporary,
transitional and permanent
STRATEGIC APPROACHES TO SCALE AND QUALITY
In order for NRC to achieve the ambitious goal of scaling up with quality set out in this
strategy, we will pay increased attention to our work in five crucial areas: influencing edu-
cation policy and practice; innovation; capacity development; partnerships and cross-sec-
torial synergies and integration.
4. See: http://www.protectingeducation.org/sites/default/files/documents/safe_schools_declaration-final.pdf

• prioritise the most vulnerable
• provide skills and knowledge
• offer protection through a safe learning environment
• strive to ensure gender equality
• seek to ensure equal access to services for all
• involve stakeholders in programme design
• ensure the needs of children and youth are met through
active participation
NRC EDUCATION PROGRAMMES
“Out-of-school” is a broad term. It can refer to children
who:
• do not have access to a school in their community
• do not enrol, despite the availability of a school
• enrol but who then do not attend school
• drop out of the education system
The main barriers for children and youth to access and
learn in school are: situations of fragility and conflict,
poverty, poor health and nutrition, disability, discrimination
based on gender, faith or ethnicity, lack of documentation
and cultural factors.
NRC will increasingly work to reduce the exclusion gap of
children and youth by addressing inequalities in access,
active participation in education and learning outcomes.
CLOSING THE GAP FOR
“OUT-OF-SCHOOL” CHILDREN
AND YOUTH
RESULTS MEASUREMENT
In 2014, NRC introduced a new global monitoring and evaluation (M&E) framework which
structures how NRC measures programme effectiveness and quality, learning and account-
ability.5
The 1 Million initiative is seen as an opportunity to further anchor NRC’s approach
to M&E in the organisation, and measuring results for this initiative will therefore be based
on existing mechanisms within the framework.
The “1 million” benchmark refers
to children and youth who directly
receive goods and services of signifi-
cant educational value6
from NRC or
NRC’s implementing partners. This
includes both children and youth who
are out of school as well as children
and youth receiving schooling.
Only direct beneficiaries are counted
and included in beneficiary reporting.
For example, NRC may train teach-
ers in order to enhance the quality
of education received by children
and youth, but will only count the
teachers as direct beneficiaries even
though it is the indirect beneficiaries
(children and youth) who are our
primary targets.
It is only beneficiaries reached
through NRC’s programmes who
will be counted in the core numbers.
The results achieved through the two
other pillars in the initiative, deploy-
ment of experts and advocacy, will
be gathered as part of a wider M&E
framework and captured, for example,
through evaluations, quality assess-
ments and after action reviews.
5. See Monitoring and Evaluation at NRC. http://me.nrc-handbooks.org/m1/
6. ‘Significance’ is embedded within the definition of each indicator in the m&e
framework.
Photo:TirilSkarstein,NRC

Countries where NRC have ongoing education programmes
Countries where we have deployed education experts through our emergency roster NORCAP
Countries where we have both education programmes and education experts deployed
NRC HEAD OFFICE
Oslo
USA
Iran
Afghanistan
Nepal
Myanmar
Colombia
CAR
DRC Rwanda
South Sudan
Uganda Kenya
Yemen
Ethiopia
Somalia
Nigeria
Ghana
Liberia
Iraq
Lebanon
Palestine
Ukraine
Mali
Syria
Jordan
Eritrea
Switzerland
Mapupdatedaugust2015
Côte d’Ivoire
Burkina Faso
Djibouti

NRC Education Strategy 2015-17

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