Information Requirements and Indicators

Session Objectives Revision of Framework and types of assessment Identify the difference between qualitative and quantitative data Determine suitable indicators for measuring the how education is affected during the crisis Identify what information for these indicators can be gathered at different stages of the emergency

INEE Minimum Standards

INEE Minimum Standards Why use a framework for needs assessment? To ensure that the assessment will get the right information. To form the basis of your analysis To link the analysis to recommendations for programming.

Primary and Secondary Data Collected by someone else but compiled by you Pre-crisis data : these are typically secondary baseline data compiled before a disaster to serve as comparison Secondary data (in-crisis) Information from other sources such as UN OCHA or other clusters Secondary data (post-crisis) compiled after a disaster to better understand its impact Primary data: Data collected by yourself and your team

Narrow down the data to be collected using the following criteria Relevant for decision-making Should be informed by standard measurements Should not duplicate Fast to collect Use the community as the unit of analysis Should be easy to compile For rapid assessments it must be collectable by a non specialist

Assessments Secondary Data Review Multi-sector rapid assessment Education rapid assessment Education in-depth assessment

Qualitative and Quantitative Data Quantitative methods Quantitative research methods are used to collect data that can be analysed in a numerical form. They pose the questions: Who, what, when, where, how much, how many, how often? Qualitative methods Qualitative research methods are designed to help build up an in-depth picture among a relatively small sample of how the population functions, what the key relationships are, and how different aspects of life are linked together. More focus on the questions why and how .

Example Quantitative research may show that 30% of children in a community do not attend school. This data can be desegregated by age, gender, ethnicity and disability. This may help give a picture of specific groups that are being excluded. For example the attendance rates of older girls might be low. Qualitative research such as interviews with groups of older girls could then identify reasons for their non-attendance (abuse by teachers, lack of sanitary facilities etc.). It may reveal that some teachers use excessive corporal punishment or do not explain subjects very well. This could be followed up by further Quantitative research which may identify a lack of support or training for teachers (for example perhaps only 40% of the teachers are qualified, only 20% have received training in the last 3 years).

INDICATORS

Current recommended Education needs assessment indicators Percentage of school-age children and youth not currently attending school/learning space. Percentage of existing school buildings a) usable and b) unusable. Percentage of schools/learning spaces with classes taking place in temporary facilities. Number of school days disrupted or lost as a result of the emergency. Percentage of schools/learning spaces with life skills-based education on crisis- related issues. Percentage of schools/learning spaces that lost learning materials as a result of the emergency. Percentage of schools/learning spaces offering psychosocial support for a) children and youth and b) teachers. Percentage of teaching personnel unable to deliver classes as a result of the emergency. Percentage of education authority officials not working as a result of the emergency. Percentage of government education offices/facilities a) usable and b) unusable.

1. Percentage of school-age children and youth not currently attending school/learning space Pre-crisis data: Number of children, enrolment rate, disaggregated In-crisis secondary data/rapid assessment (Community) % children attending school: 0%, 1-25%, 25-50%, 50-75%, 75-100% Boys or Girls most affected? Any other groups affected worse than others? In depth assessment (School) Normal enrolment at school Numbers of child attending school/TLS

Percentage of school-age children and youth not currently attending school/learning space For an in-depth assessment, what else will you ask: ?

Select a county and emergency relevant for your group Percentage of teaching personnel unable to deliver classes as a result of the emergency. Percentage of schools/learning spaces with classes taking place in temporary facilities. Percentage of schools/learning spaces that lost learning materials as a result of the emergency. What information would you expect to get pre-crisis What information would you get in a rapid assessment What information would you look for in an in-depth assessment

Session Summary Assessments can use both qualitative and quantitative data Degree of accuracy tend to increase through the assessment Indicators should be used that can be compared to pre-crisis data and can be measured at different points through a crisis The information behind the indicators will need more questions to be asked