1. Education in Emergencies Working Group
May 4, 2017
Education in Emergencies Working Group (EiE WG) — a coordination body made up of national and international NGOs, UN agencies, and government

2. Agenda Introduction Partner EiE updates
Programming, locations, funding
EiE WG strategic direction
Results of partner survey
Information gathering strategy
Ongoing data collection plans
Data collection by partners
AoB
Teachers in Crisis Contexts
Intro – possible ToR, Mulambe permanent chair?

3. Agenda Introduction Partner EiE updates
Programming, locations, funding
EiE WG strategic direction
Results of partner survey
Information gathering strategy
Ongoing data collection plans
Data collection by partners
AoB
Teachers in Crisis Contexts
Intro – possible ToR, Mulambe permanent chair?

4. Agenda Introduction Partner EiE updates
Programming, locations, funding
EiE WG strategic direction
Results of partner survey
Information gathering strategy
Ongoing data collection plans
Data collection by partners
AoB
Teachers in Crisis Contexts
Intro – possible ToR, Mulambe permanent chair?

5. Operational presence Partners by county Kenya: EiE WG
3 May 2017
Kenya: EiE WG
Education in Emergencies Working Group
WAJIR
TURKANA
MARSABIT
KITUI
GARISSA
ISIOLO
TANA RIVER
MANDERA
KAJIADO
NAROK
KILIFI
SAMBURU
TAITA TAVETA
KWALE
BARINGO
MERU
LAIKIPIA
LAMU
NAKURU
MAKUENI
WEST POKOT
NYERI
MACHAKOS
EMBU
NANDI
SIAYA
KERICHO
KISII
MIGORI
KIAMBU
BOMET
HOMA BAY
BUNGOMA
BUSIA
KISUMU
KAKAMEGA
NYANDARUA
UASIN GISHU
MURANG'A
TRANS NZOIA
THARAKA-NITHI
KEIYO-MARAKWET
KIRINYAGA
NAIROBI
VIHIGA
NYAMIRA
MOMBASA
Partners by county
Baringo
World Food Programme
World Vision
Garissa
Finn Church Aid
Norwegian Refugee Council
ROAD International
World University Service of Canada
UNICEF
Homa Bay
Plan International
Isiolo
Kajiado
Kilifi
Kisumu
Kitui
Kwale
Build Africa
Lamu
Machakos
Mandera
Save the Children
Marsabit
Concern Worldwide
Finn Church Aid
Plan International
World Food Programme
World Vision
Nairobi
Siaya
Taita Taveta
Tharaka-Nithi
International Aid Services
Turkana
Norwegian Refugee Council
Save the Children
UNICEF
World University Service of Canada
Wajir
West Pokot
Legend
Government-declared drought emergency
National-level
Save the Children
UNESCO
UNICEF
Number of partners per county 1 2 4 3 5 6 7

6. EiE partner activities
FCA
Water trucking for all targeted schools w/ FCA funding
Doing baseline survey for OOS, and did one about barriers in Turkana
IAS
School feeding and water catchments
NRC
Host community schools; working with (internal tribal conflict) IDPs SC
Water trucking to schools
UNESCO
School-based trainings for teachers and teaching assistants
UNICEF …
WFP
School feeding
WUSC
Assisting county government coordination
School infrastructure in host community, school supplies, teacher training
WVI
Working with county government to ensure school feeding and water piping
MoE?

7. EiE partner activities
Locations
Funding
Donor
Timeframe
Participants
NACONEK
5 day workshops on ending drought emergencies
5 counties, to roll out to 5 more
(Lamu, T-T, Turkana, Marsabit…)
Report forthcoming --- could present during next EiE WG?
CDE, NGOs, parents
CWS
School feeding and water trucking and storage
West Pokot and Turkana
UMCOR drought funding
Mary’s Meals
ECD feeding appeal
Turkana
ECD feeding
ECD and primary school feeding
U.G., Kisii, Nyamira
Kenyatta U
teacher training
Dadaab/Turkana host community
AVSI
PSS, school feeding
Baringo
MoE?

8. Agenda Introduction Partner EiE updates
Programming, locations, funding
EiE WG strategic direction
Results of partner survey
Information gathering strategy
Ongoing data collection plans
Data collection by partners
AoB
Teachers in Crisis Contexts
Intro – possible ToR, Mulambe permanent chair?

9. Partner survey
As of May 3, 2017, we had received 17 responses via SurveyMonkey, representing more than 15 counties across Kenya, and the following organisations.

10. Partner survey
Most important approaches to adopt for Kenya in regard to EiE by priority ranking 1
Develop school preparedness plans. 2
Improve government coordination of EiE. 3
Improve collaboration between government, UN, and NGO actors.
According to 17 survey responses, representing more than 15 counties, the most important approaches to adopt for Kenya in regard to EiE, by priority ranking, are:
Develop school preparedness plans.
Improve government coordination of EiE.
Improve collaboration between government, UN, and NGO actors.
Integrate disaster preparedness in curricula.
Improve UN and NGO coordination of EiE.
Train teachers on psychosocial support.
Adopt conflict sensitive education.
Peace-building/peace education
Streamline communication between government officials at county and national levels.
Integrate climate change adaptation in curricula.
Train teachers on EiE.
Use schools as platforms for integrated service delivery (e.g. health, nutrition, referrals, etc.).
Support mobile schools and distance learning.
nothing new, follow existing frameworks
other 4
Integrate disaster preparedness in curricula. 5
Improve UN and NGO coordination of EiE.

11. Develop school preparedness plans.
Partner survey
Most important approaches to adopt for Kenya in regard to EiE by priority ranking
Develop school preparedness plans.
Improve government coordination of EiE.
Improve collaboration between government, UN, and NGO actors.
Integrate disaster preparedness in curricula.
Improve UN and NGO coordination of EiE.
Train teachers on psychosocial support.
Adopt conflict sensitive education.
Peace-building/peace education
Streamline communication between government officials at county and national levels.
Integrate climate change adaptation in curricula.
Train teachers on EiE.
Use schools as platforms for integrated service delivery (e.g. health, nutrition, referrals, etc.).
Support mobile schools and distance learning.
nothing new, follow existing frameworks
other
According to 17 survey responses, representing more than 15 counties, the most important approaches to adopt for Kenya in regard to EiE, by priority ranking, are:
Develop school preparedness plans.
Improve government coordination of EiE.
Improve collaboration between government, UN, and NGO actors.
Integrate disaster preparedness in curricula.
Improve UN and NGO coordination of EiE.
Train teachers on psychosocial support.
Adopt conflict sensitive education.
Peace-building/peace education
Streamline communication between government officials at county and national levels.
Integrate climate change adaptation in curricula.
Train teachers on EiE.
Use schools as platforms for integrated service delivery (e.g. health, nutrition, referrals, etc.).
Support mobile schools and distance learning.
nothing new, follow existing frameworks
other

12. Partner survey
Other:
Coordinate with other sectors in minimizing recurrent emergencies
Sensitise affected communities.
Train BoM in EiE.
BOMs should also be trained on disaster preparedness and management
Integrate EiE in the public teacher training programs.
Mitigation plan towards conflict affected areas.
Adopt accelerated education and religious education integration as an approach to improve access during emergencies.
Establish sustainable school feeding programmes.
Include secondary schools in the plan for drought response.
“other” important approaches to adopt for Kenya in regard to EiE

13. Partner survey

14. Education sector plan EiE included (pp. 62-64) Background
Current status (outdated?)
Issues and constraints
Policy framework
Goal and objectives
Strategies
Logistical framework
How is your organisation involved?
Round robin read handout…
Education in Emergencies
BACKGROUND
202. There still remain a number of vulnerable children who face challenges in accessing quality education due to natural or man-made disasters especially in marginalized districts and nomadic areas of Arid and Semi-Arid Lands. In Kenya, on average, drought events affect an estimated 250,000 school-age children and 8000 teachers annually to varying severity levels. One of the consequences of the 2007/2008 post-election violence was the creation of Education Resettlement initiatives for the children of the post-election violence (PEV) victims. Currently, there are thirteen (13) farms for PEV victims spread across Rift Valley and Central Provinces and One Farm for Forest Evictees in Rift Valley Province.
CURRENT STATUS
203. There are a number of emergencies that contribute to vulnerabilities in education:
i. Refugee influx into Kenya and the current wave of political instability among pastoralist communities in the Horn of Africa (Somalia, Ethiopia and South Sudan) is taking a heavy toll on gains Kenya has made in the education sector.
ii. Large numbers of displaced populations were affected by the PEV.
iii. A number of Schools in disaster - prone districts have from time to time reported disruption of normal learning programmes due to natural disasters.
204. In response to these vulnerable circumstances:
i. The Draft Education Sector Emergency Preparedness and Response Plan 2010 was developed and will be validated and printed for a national roll-out.
ii. The GoK is in the final stages of resettling PEV IDPs and Forest Evictees. Most of these groups are settled in farms, which have an attachment of plots earmarked for Education purposes. The Department of Education, in conjunction with the Department of State for Special Programmes (MSSP), Red-Cross and UNICEF has made significant rapid response to some disasters.
iii. The Department of Education has a representative who is a desk officer at the Disaster Management and mitigation Unit in MSSP who attends Technical meeting of the National Drought Crisis Steering. The Department of Education has spearheaded the formation and coordination of Education Cluster Teams which meet at least one every month to review emergency issues affection the Education Sector.
iv. The Department, in conjunction with Save the Children, UK (SCUK) and UNICEF has developed an operational framework to guide the practice of all NGOs and development partners assisting the government to manage emergencies in education.
v. In order to mainstream DRR in schools to sensitize both learners and teachers about disasters in institutions, the Kenya Institute of Curriculum Development, in conjunction with UNICEF, is preparing DRR books for dissemination to primary schools. Emergency Education Fund is captured under Infrastructure IP under DBE for repair and reconstruction in emergency prone areas. In 2010/2011 financial year, Department of Education allocated Ksh 24 million for reconstruction of school infrastructure. A rapid needs assessment of schools affected by droughts and floods in Nyanza, Western, Coast and Upper Eastern Provinces in 2010/2011generated reports. Training of CDEs, DEOs and SMCs on emergency preparedness has been planned from September 2012 to December 2013 in emergency prone districts.
ISSUES AND CONSTRAINTS
205. Emerging issues include:
i. Children’s learning (access, equity and quality) is often affected by such disasters since Disaster Risk Reduction (DRR) is not yet mainstreamed into the Kenyan curriculum. Emergency Preparedness and Response Plan (EPRP) is neither launched nor operationalized at national, County, district and school levels. Lack of operationalization of EPRP by the Department of Education has slowed down the implementation of emergency response initiative.
ii. Haphazard and weak coordination, interventions and efforts amongst line ministries, NGOs for disaster management. Most of the initiatives are reactive rather than proactive resulting in delayed responses to emergencies with minimum impact.
iii. Lack of opportunities to disseminate information and capacity development regarding DRR and EPRP among policy and curriculum implementers.
iv. Limited capacity of education cluster coordination including emergency assessment, monitoring and information management system.
v. Lack of opportunity for building awareness and capacity building of communities and schools in disaster preparedness and mitigation.
vi. Reconstruction of schools affected by emergencies often pays less attention to disaster resilient designs.
vii. Limited efforts and concern to address issues concerning children with disabilities in emergencies.
viii. Limited psychosocial support and strategies for children affected by both natural and man-made disasters and emergencies.
POLICY FRAMEWORK
206. Currently, there is no specific policy framework that has been developed to guide the conduct and remedial intervention for institutions affected by emergency situations. Further, there is no specific fund allocated by Department of Education to manage institutional disasters. The common practice is for the Department of Education to compile a list of institutions affected by any of the disasters, cost it and seek assistance through the Department of State for Special Programmes and regular development partners like UNICEF, Red Cross, among others.
GOAL AND OBJECTIVES
Goal
207. Assured access to education for learners affected by disaster.
Objectives
208. The Education in Emergencies initiative will focus on:
i. Enhancing national, county, district and school level capacity of operationalizing EPRP and preparation of DRR books for dissemination to primary schools.
ii. Strengthening national and sub-national education cluster coordination for effective responses to emergencies.
iii. Ensuring a coordinated effort by education sector, development partners, local governments, volunteers and private agencies in the management of emergencies or disasters, to save lives and to protect school property and ensure that children continue to access education in a safe and secure manner.
iv. Strengthening school emergency preparedness and responses in selected disaster prone districts.
v. Disseminating EPRP and DRR materials in all learning institutions in the country.
vi. Monitoring and evaluating emergency related activities across the country.
STRATEGIES
209. The range of strategies for Education in Emergencies must be a well-knit contingency plan that addresses the following emerging issues:
i. Capacity Building in Education in Emergencies for all Education Officers and Institutional Managers.
ii. Infrastructure reconstruction.
iii. Temporary feeding programmes.
iv. Provision of Temporary Learning Spaces (tents and water tanks) and educational kits for PEV Internally Displaced Persons (IDP) Camps and Forest Evictees.
v. Rolling out DRR in Schools and Colleges; establish and strengthen Education Sector Cluster committees; establish a Revolving Contingency Fund.
LOGISTICAL FRAMEWORK
Each implementing authority will use the Logistical Framework as the basis for the development of their annual work plans arising from the NESP Volume Two: Operational Plan. See Annex Two.
COST ESTIMATES
An inputs expenditure estimate has been made for each priority. These are collated in Annex Three. Each implementing authority should refer to these estimates as the basis for preparing a comprehensive outputs budget as part of its annual plan.

15. Partner survey Partner survey Kenya: EiE WG
3 May 2017
Kenya: EiE WG
Education in Emergencies Working Group
Partner survey
As of May 3, 2017, we had received 17 responses via SurveyMonkey, representing more than 15 counties across Kenya, and 14 organisations, including MoE.
So, what’s needed, according to partner priorities? …at all levels
Preparedness Improving coordination Capacity building
According to respondents, the five most important approaches to adopt for Kenya in regard to EiE (by priority ranking) are: 1 2 3 4 5
Develop school preparedness plans.
Improve government coordination of EiE.
Improve collaboration between government,
UN, and NGO actors.
Integrate disaster preparedness in curricula.
Improve UN and NGO coordination of EiE.
System strengthening is needed to make the Kenya education system more disaster resilient, and the education sector and all its members are uniquely placed to respond to this need.
EiE section of the National Education Sector Plan:
“Most of the initiatives are reactive rather than proactive resulting in delayed responses to emergencies with minimum impact.”
Objectives include strengthening national and sub-national education coordination for effective responses to emergencies, ensuring a coordinated effort by the education sector, including development partners so children continue to access education in a safe and secure manner.
EiE WG handout
For more information on the Kenya Education in Emergencies Working Group, please visit or

16. Agenda Introduction Partner EiE updates
Programming, locations, funding
EiE WG strategic direction
Results of partner survey
Information gathering strategy
Ongoing data collection plans
Data collection by partners
AoB
Teachers in Crisis Contexts
Intro – possible ToR, Mulambe permanent chair?

17. IM/NA
This form was developed for partners working in education to collect and report data from individual schools. The data shared in this form will be used to inform strategic response planning for the Kenya Education in Emergencies Working Group (EiE WG) — a coordination body made up of national and international NGOs, UN agencies, and government. Please contact for more information.
Who’s in?
Show questionnaire and KoBo?

18. Agenda Introduction Partner EiE updates
Programming, locations, funding
EiE WG strategic direction
Results of partner survey
Information gathering strategy
Ongoing data collection plans
Data collection by partners
AoB
Teachers in Crisis Contexts
Intro – possible ToR, Mulambe permanent chair?

19. AoB Teachers in Crisis Contexts
Introduction, Contextualization and Implementation Workshop for Kenya
Applicants should:
Be currently actively training teachers in refugee/host community education settings in Kenya
Posses high level of training facilitation skills
Have the ability to adapt material to a teacher training program
Expect that they will be in post for at least a year following the training
Commit to the full 5 day training (June 12-16, 2017)
Please contact Helena Sandberg or Jonathan Penson Applications are due by Wednesday, May 10.
coordinate with other sectors in minimizing recurrent emergencies