Save the Children and UNICEF
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Global Education Cluster Newsletter

Special Issue on Somalia

Issue N° 32

Dear colleagues,

We are pleased to share the 32nd issue of the Global Education Cluster (GEC) newsletter. The GEC newsletters are now issued on a quarterly basis to allow a stronger focus on the work, challenges and successes of country clusters with a feature on one country cluster in each edition. In this edition we highlight the great work done by the coordination team in Somalia. In the remainder of the newsletter, you will find an update on the Global Education Cluster's work, including RRTs' deployments, global events and the latest resources related to education in emergencies. Please share this newsletter with colleagues, partners, country-level Education Cluster members and other colleagues who might find the information and contacts useful.

In 2016, Somalia has experienced a number of emergencies. In addition to the protracted IDP crisis, severe drought, floods, and internal conflicts have occurred. These emergencies have put extra pressure on the government and partners to provide protection and basic services to the population including education services which are already extremely constrained. Country wide an estimated 5 million Somalis are in need of humanitarian assistance including 1.1 million IDPs.

Somalia has one of the world’s lowest gross enrolment rates for primary school‐aged children with only 30 percent children at primary education level and 26 percent for secondary education. Newly published data from UNFPA suggest that the number of out‐of‐school children and youth aged 6‐18 years is at 3 million which is a significant increase compared to the previously estimated 1.7 mill out of school children. The primary barriers to education are the lack of safe spaces for learning (security), insufficient teachers (both qualified and unqualified), limited oversight and outreach by Ministry of Education (MoE) among others. The MoE has very limited control over education services in Somalia, specifically in Central and South Somalia. At the moment there is not yet a harmonized curriculum, there are no government supported teacher training institutes and only a very limited government supported teaching force. This means that there are a wide variety of actors (civil society and private institutions) offering education which is outside of the jurisdiction and control of the government.

For the long term IDP crisis the Somalia Education Cluster is working closely with the MoE, the Durable Solutions Platform and the Shelter cluster to find solutions that help transition IDP children into the formal education system. For the recurrent natural disasters and localized conflicts the Cluster is working on improving its operational capacity to respond in a timely and efficient manner through better preparedness planning and strengthened coordination capacity at the regional level. In addition, the Cluster continuously advocate for other sectors to include schools as an entry point.

Over the course of 2016, nearly 27,000 Somalis have returned from Kenya to Somalia following the decision of the Kenyan government to close the Dadaab Refugee Camp. Of these, 47 per cent are children of school going age. The return process has posed a number of challenges including the limited absorption capacity of returnee children into the education sector in areas of return and lack of national education policies to ensure recognition of education obtained in Dadaab for learners as well as teachers. Ideally the returnees would integrate into the Somali society with the help of good legal frameworks and the repatriation package from UNHCR. Unfortunately many of the returnees end up in overcrowded IDP settlements and become a part of the humanitarian caseload with very limited possibilities of a self-sustaining future.
To create awareness of the dire situation of children returning to Somalia, the Cluster developed a position paper, Education Across the Border, highlighting the challenges in the return process pertaining to education. Through the network of the Global Education Cluster the message has been spread widely and partners and donors at a global level has taken an interest in the situation. A number of initiatives has been taken and most recently the Cluster has been invited to the EU-ACP Joint Parliamentary Assembly to speak on the situation.
To address the policy level challenges the Cluster has supported the MoE in the establishment of a Task Force to develop appropriate policies protecting the right to education for returnee children and secure the teachers returning. In addition, the Cluster is working closely with colleagues in the return process on both sides of the border to improve information sharing among the involved actors as well as working closely with the Durable Solutions Initiative to find long term sustainable solutions to education for returnee children as well as the many IDP and host community children living in the areas of return.

To raise awareness on the impact of the ongoing emergencies in Somalia on education, the Education Cluster has started producing a series of one-pagers entitled "Keeping Children Safe". The first issue highlights how severe drought has affected education in Puntland and Somaliland, the second issue focuses on the impact of the conflict in Gaalkayo.

For further information on the Somalia Education Cluster, read the overview of the education situation in Somalia and work of the Cluster in country and visit the Somalia Education Cluster webpage on
Update on Staffing Changes
Landon Newby, Senior RRT Information Management (IM) and Needs Assessment (NA) Specialist with Save the Children Denmark, will be leaving the team at the end of 2016. During his three and half years with the Rapid Response Team, Landon was deployed to Central African Republic, Iraq, Liberia, Myanmar, Nepal, Philippines, Somalia, Yemen and most recently Nigeria. He also provided expert IM remote support to many more country clusters. At the global level, he contributed extensively to the development of key tools and projects such as the Information Management training, the Core Skills training, the Global Education Cluster Toolkit, the new Needs Assessment Guide and Package, the Helpdesk, and the Monitoring and Reporting Attacks on Education project. As senior RRT member, Landon mentored new IM Specialist RRTs and helped build peer-to-peer support for IMOs at country level.

With his expert Excel skills, innovative ways of working and positive attitude, Landon has been so much fun to work with. He will be dearly missed. We wish him all the best of luck in his new endeavour and hope to see him back in the EiE family after his well-deserved break.

Education Cluster Annual Meeting
The GEC held its Annual Partners' Meeting in Nairobi on 15-17 November. The meeting brought together 72 participants: Ministry of Education (MoE) representatives from Ethiopia and Somalia; Education Clusters/EiE Working Groups coordinators and Information Management Officers (IMOs) from Bangladesh, Democratic Republic of Congo (DRC), Ethiopia, Kenya, Mali, Nepal, Pakistan, Somalia, Ukraine, and Yemen; regional offices (East and South Africa, West and Central Africa, Latin America and the Caribbean; global partners representing 20 organisations; donors (ECHO, Ministry of Foreign Affairs from the Netherlands); the Education Cluster Unit (ECU) and the Rapid Response Team (RRT) members.

The three-day discussion were framed around the three strategic focus areas of the GEC: partnership, humanitarian-development nexus, and accountability. Each day was entirely dedicated to one focus area, starting with a panel discussion on the topic, followed by country examples, and small group discussions to identify concrete action points to feed into the GEC 2017-2018 work plan.

Education Cluster Core Skills training
Blending theory with practice, the Global Education Cluster Core Skills Training (CST), helped participants understand the fundamentals of cluster coordination and develop competencies in order to become a more effective cluster coordination staff and cluster partners. The CST, which seeks to blur the line between traditional “Coordinator” and “IM” roles and responsibilities, aims to equip all cluster coordination staff and partners with the required knowledge, skills and attitudes to establish and effectively run an Education Cluster.
The 4th Core Skills Training started on 31 of October with an online, pre-training course containing four modules and focused on both theory-based readings and quizzes as well as practical Information Management (IM) focused exercises. The distance learning was followed by face-to-face, residential training that took place from 5 to 10 December in Hadeland, Norway. This part of the training was based on an intense simulation scenario of a first phase, rapid onset emergency. 18 Participants (from 10 different organisations and 11 countries) were continuously provided with various simulation-related documents and asked to complete assignments around the development of a cluster strategy.
The training was co-organized by the GEC, the Norwegian Refugee Council (NRC) and Save the Children Norway. It was facilitated RRT members Luca Fraschini and Landon Newby and, making a guest star return appearance, former RRT member Annelies Ollieuz. The training was a great success for participants.

NEW! Guide to Education in Emergencies Needs Assessment and Needs Assessment Package

The Global Education Cluster is pleased to share the newly launched Guide to Education in Emergencies Needs Assessment. The Guide is an accompaniment to and provides a theoretical foundation for the Needs Assessment Package contained within the Education Cluster Toolkit. The Guide and the Needs Assessment Package are intended to be an update of the 2010 Short Guide to Rapid Joint Education Needs Assessments and Joint Education Needs Assessment Toolkit, respectively.
The purpose of the Guide and Needs Assessment Package is to provide practical, relevant guidance and resources to EiE coordination staff conducting, coordinating and participating in secondary data reviews and joint, harmonized and/or multi-sector needs assessments. The Guide will be helpful wherever stakeholders working in education are seeking to gain an understanding of the impact of a crisis of any kind on the functionality of the education system. Although the Guide is focused on education needs assessments where multiple partners are working together, the principles and guidance are also applicable to single agency education assessments.

3rd Quarterly Update
The GEC July-September Update is available here. This document provides partners with a regular update on progress the GEC has made towards the objectives and activities outlined in the work plan. In addition it provides links to further information and resources while highlighting key upcoming events and training opportunities.

Burundi is still reeling from the effects of its 2015 electoral crisis; grave human rights violations and socioeconomic collapse resulting from sanctions have hindered Burundians’ equitable access to quality social services; massive and sporadic protection violations by government forces while systematically silencing civil society has allowed abuses to go virtually unchecked. Several schools in the capital of Bujumbura are occupied by armed forces and countless schoolchildren across the country have been suspended, expelled, or arrested for political reasons.

RRT Coordinator Sarah Bellotti deployed in October and was able to take the tools taught in the core skills course and adapt them to the local context, training EiE working group members on the newly contextualized education cluster monitoring tool (ECMT), secondary data review (SDR) database, and the basics of humanitarian needs assessments. Over the course of several workshops, she worked with the Strategic Advisory group (SAG) and other members to develop a multiyear strategy for the group as well as draft the HNO and HRP for 2017.

Kaisa-Leena Juvonen, RRT Coordinator, and Dominik Koeppl, RRT Information Management (IM) Specialist, completed their deployments to the Iraq Education Cluster in November. Since September Kaisa-Leena and Dominik focused on preparing for the Mosul Emergency Response. The Mosul offensive commenced on October the 17th and has displaced more than 80,000 people to date.

Preparing for the Mosul offensive response Kaisa-Leena worked closely with humanitarian partners to ensure that sufficient space was allocated temporary classrooms in the planned camps, that all camps have partners assigned and that partners are prepared and have sufficient resources to respond.

Supporting the coordination efforts, Dominik established an information management systems allowing a daily update on the Mosul EiE needs and response. The system established a daily online monitoring and reporting system and regular updates and sitreps to partners in order to keep humanitarian partners informed in light of a fast changing response.

The coordination and IM functions were successfully handed over and are now continued by two newly recruited long-term coordinators and IMs. They are supported for the Mosul response by a Standby Coordinator and IM, both recruited by NRC.

For further information, visit the Iraq Education Cluster webpage.

RRT coordinator Karina Kleivan and Senior RRT IM and Needs Assessment Specialist Landon Newby  were deployed in October and November to support the Nigeria Education in Emergencies Working Group (EiEWG). Their work focused on strengthening coordination mechanisms at the national (Abuja) and sub-national levels (Borno, Adamawa and Yobe) given the recent scale-up of the emergency response in the Northeast. Along with the national EiEWG coordinator, they also supported the 2017 Humanitarian Needs Overview (HNO) and Humanitarian Response Plan (HRP) processes and initiated the planning stages of a Joint Education Needs Assessment (JENA) which is planned to take place in early 2017.

South Sudan
RRT Needs Assessment Specialist Michael Wilkins was deployed to Juba for a short mission in December. Michael provided support to the South Sudan Education Cluster in compiling and reviewing raw data collected through the Education Needs Assessment (NA), contributed to the analysis of the key findings, assisted in facilitating the interpretation workshop, and contributed to the final drafting of the NA report. Michael also strengthened information management (IM) systems in country, e.g. secondary data review (SDR) template and monitoring tools (5Ws).

"Education for a better future - creating prospects for displaced populations" Conference, Berlin
The GEC, represented by Global Coordinators Maria Agnese Giordano and Tyler Arnot, and by Lisa Sabot Sabot-Schmid, Communications and Programme Officer, attended the EiE conference co-organised by the German Federal Ministry for Economic Cooperation and Development (BMZ) and the Inter-Agency network for Education in Emergencies (INEE) in Berlin on 2 November.

The conference brought together humanitarian and development actors to take stock of their engagement, discuss challenges and effective approaches, identify synergies, and strengthen partnerships for education and skills development in contexts of forced displacement. All plenary sessions were live streamed, you can watch the recording here.

INEE Fall Meeting, Berlin

The Global Education Cluster team took part in the INEE Working Groups meeting in Berlin on 3-4 November, represented by Global Coordinator Tyler Arnot in the Standards and Practice Working Group, and by Global Coordinator Maria Agnese Giordano and ECU Communications and Programme Officer Lisa Sabot-Schmid in the Advocacy Working Group.

Education in Emergencies Forum, Brussels
GEC Coordinators Maria Agnese Giordano and Tyler Arnot took part in  the EiE Forum hosted by the European Commission on 30 November. The event brought together decision makers, experts and practitioners to discuss challenges and opportunities in delivering quality education for crisis-affected children. The event included high-level presentations by Mr. Christos Stylianides, European Commissioner for Humanitarian Aid and Crisis Management, Mr. Gordon Brown, UN Special Envoy for Education, Mr. Ömer Çelik, Ministry for EU Affairs of Turkey, and Mr. Elias Bou Saab, Minister of Education and Higher Education of Lebanon. Commissioner Stylianides took the opportunity of the forum to announce that the European Commission is increasing the share of its humanitarian aid budget supporting education to 6% in 2017. Click here for further information.


• The 3rd Bulletin of the Syria Education Sector Working Group includes the number of children and youth reached in hard-to-reach and besieged locations, and the 2016-2017 Back to Learning campaign.

• The 7th issue of the Sudan Education Sector Bulletin covers progress from August to November. Highlights include the education sector needs assessment followed by initial response in Golo, Central Darfur State. the first assistance in the last six years as insecurity impeded access to humanitarian actors. 

• The UN and partners launched on 5 December the Global Humanitarian Overview 2017, a consolidated appeal to support people affected by disaster and conflict around the world. A record US$22.2 billion is needed to help 92.8 million people in 33 countries. This appeal - the largest in the history of the United Nations - will support vital humanitarian operations in some of the world's worst crises.

OCHA annual report World Humanitarian Data and Trends 2016  presents global- and country-level data and trend analysis about humanitarian crises and assistance. Through striking data and evidence-based scenarios, the 2016 report proves the urgent need to implement the commitments made at the World Humanitarian Summit: to alleviate suffering, reduce risk and lessen vulnerability on a global scale.

Earlier this year, ALNAP brought together experts in coordination from inside and outside the humanitarian sector to ask how coordination could be improved. Improving Humanitarian Coordination presents themes discussed at the meeting, and sets out actionable recommendations. Read the full report or executive summary and recommendations here.

• INEE recently released a new Background Paper on Psychosocial Support and Social Emotional Learning for Children and Youth in Emergency Settings. The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning in education in crisis-affected contexts, and to explore how PSS and SEL relate to one another.

•  INEE hosted a webinar on teachers professional development in crisis contexts on 29 September. The webinar explored the recently launched inter-agency Training Pack for Primary School Teachers in Crisis Contexts and the findings from INEE's report Where It's Needed Most: Quality Professional Development for All Teachers. You can watch the webinar recording here, the presentations used during the webinar are available on the INEE website.

• The Global Coalition to Protect Education from Attack (GCPEA) recently released two new guides. What Schools Can Do to Protect Education from Attack and Military Use  documents how principals, teachers, and community members in conflicts worldwide are working within schools to protect them from violence by armed parties. The Guide to Implementing the Principles of State Responsibility to Protect Higher Education from Attack aims to support states in protecting higher education by providing technical direction on implementing GCPEA’s Principles Of State Responsibility To Protect Higher Education From Attack.

The adoption of the Education 2030 Agenda and the Sustainable Development Goals highlighted the importance of education in emergencies and protracted crises and provided a timely opportunity to UNESCO to assess its work in EiE to analyse its strategic positioning; the efficiency and effectiveness of its participation in education coordination mechanisms, as well as the response frameworks and capacities that underpin its work. The report Evaluation of UNESCO's Role in Education in Emergencies and Protracted Crises builds upon four case studies in Afghanistan, Nepal, South Sudan and the Syria crisis.

• The second issue of the Journal on Education in Emergencies features articles that analyse educational programs for marginalized and vulnerable populations living in a wide range of circumstances of crisis or conflict, and that examine resilience as a response to these emergency settings.

With kind regards,

Global Education Cluster Unit

Global Education Cluster Unit  | Save the Children and UNICEF | E-mail: | Website: |  Skype: Education Cluster Helpdesk

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Education Cluster Goal:
A predictable, well coordinated response that addresses the education concerns of populations affected by humanitarian crises

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