1. Re-establish Access to Basic Services
Partnership for Recovery and Resilience Accountability and Learning Event,
13-15 November 2018
Resilient development: Resilient development means providing children and families with what they need to
better prepare for and manage crises, and recover from them more rapidly. (UNICEF)
Hazard: A dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health
impacts, property damage, loss of livelihoods and services, social and economic disruption and/or environmental damage.
Stress: Similar to a shock, a stress is a longer-term trend that undermines the potential of a given system and
increases the vulnerability of actors within it.
Shock: A sudden and potentially damaging hazard or other phenomenon. A shock can also refer to the moment at
which a slow-onset process (a stress) passes its ‘tipping point’ and becomes an extreme event.
Resilience: The ability of a system, community or society exposed to hazards to resist, absorb, adapt to and recover
from the effects of a hazard in a timely and efficient manner, including through the preservation and restoration of
its essential structures and functions.
Recovery: The restoration, and improvement where appropriate, of the facilities, livelihoods and living conditions
of disaster-affected communities, including efforts to reduce disaster risk factors.
Vulnerability: This is defined as the characteristics and circumstances of individual children, households or communities
that make them particularly susceptible to the damaging effects of a shock or stress. (Adapted by UNICEF)
©UNICEFCOUNTRY/name/YEAR

2. Education for Mobile Pastoralist Communities Mercy Corps, UNESCO, FAO and UNICEF

3. What worked well Coordinated approach with the MoGEI
Community leaders welcoming the idea of a mobile school and pledging their support
Increasing access to education for children, adolescent and youth from pastoralist families
Creating a safe zone and promoting peaceful co- existence for OOSC
Conveying life saving messages among pastoralist communities through learning, communication, engagement, behavioral change etc.

4. What did not work well
Some girls and boys in the cattle camp are not enrolled in school
Absence of qualified teachers
Open air classrooms with cattle inside them
Absence of sex disaggregated WASH facilities
Shortage of recreational materials

5. What we can do differently
Formation of Mobile School Committee to oversee the daily learning activities
Conduct Back To Learning Campaigns to mobilize children, adolescent and youth in the cattle camps
Community mobilization in the cattle camps to support mobile schools (Education Awareness)
Provide low-cost mobile classroom (tent, tarpaulins) including WASH facilities
Provide minimum package of EiE supplies/recreational materials
Provide dignity kits and respective training for girls in upper classes
Training of teachers/school committee/camp leadership
Flexible timetable for classes that is sensitive to the lifestyle of pastoralist communities
Develop appropriate education materials and approaches that consider the seasonal mobility

6. Thank You
© UNICEF/SUDA2014-XX228/Noorani