1. National Education Cluster meeting
Monday 3rd April 2017
Skype – KatyNoble.HST
Skype – mugabi-fred
Skype – Abdirisak09
Skype – Samirizzat
Skype – ashihan

2. Introduction from both MoE

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.
NGO to get their general registration certificate from Council of Ministers;
NGO to contact MoE’s NGO Sector, Cultural Relations ) to process MoE registration
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 – )
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 – )
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:
Hamman Al Aliel 2 (XXX?)
Salamiya (INTERSOS and (XXX?)
Haj Ali (SCI)
Jeddah 5 (SCI)
Qayyarah Airstrip (SCI)
Bartella (XXX?)
HC is trying to persuade Government to consider these 4 sites also:
Hassan Sham U2 (NRC)
Basateen (XXX?)
Nargazilia 2
Zelikan
But only 16,700 plots available here, so not enough..
12,000 plots here, so will cover the gaps

7. West Mosul - camps
Identification of education partners needed for HAA2, Salamiya 2, Basateen & Bartella camps.
Please speak with us ASAP if your agency can provide education response there!

9. West Mosul - DTM

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:
And final Humanitarian Needs Overview (HNO) documents:  
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);
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;

14. Scores/weighting that will be used:

16. Social Policy – Cash for Education
UNICEF Iraq

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

20. Overview of Cash for Education
Locations
Locations
Bagdad
Baghdad
Erbil
Erbil
Dohuk
Dohuk
Overall Objective
Overall Objective
Increased school enrolment, attendance and retention among out-of-school and at-school children belonging to refugees, IDPs and host communities.
Increased school enrolment, attendance and retention among out of school children and children at high risk of dropout
Increased HHs expenditures on children belonging to vulnerable HHs

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
$30/child per month for going to school children
Payment methodology
Direct Payment by DOLSA and Caritas
Financial agent by Triangle

22. 2,849
3,235
758
6,842

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
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.

28. Refugee Education – Update

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

35. Next meeting: Monday 17th April 2017
Thank you!
Next meeting: Monday 17th April 2017
Skype – KatyNoble.HST
Skype – mugabi-fred
Skype – Abdirisak09
Skype – Samirizzat
Skype – ashihan

36. Annex 1 – Brussels Paper details

37. Brussels Paper – Refugee Enrollment
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.
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%

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