1. Information Requirements and Indicators

2. 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

3. INEE Minimum Standards

4. 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.

5. 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

6. 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

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

8. 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 .

9. 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).

10. INDICATORS

11. 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.

12. 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%, %
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

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

14. 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

15. 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