GUIDANCE NOTE EDUCATION SECTOR STANDARDS FOR … · Primary Education Class Kit: A) Teaching and B) Learning Materials ..... 6 A. Materials for Primary School Teachers Required

GUIDANCE NOTE

EDUCATION SECTOR STANDARDS FOR

ROHINGYA RESPONSE

Version 1.00 last updated 01/05/2018

With Contribution of All Partners Participating in Working Group for Standards

BRAC, CODEC, ISDE, MUKTI, OBAT, PLAN, SCI, UNHCR, UNICEF, VSO

Contents Recommended Sector Designs ............................................................................................. 1

Temporary Learning Center Standards .............................................................................. 1

WASH Standards .............................................................................................................. 1

Teachers ............................................................................................................................... 1

Educator Terms of Reference and hiring procedure .......................................................... 1

Teacher training ................................................................................................................ 3

Emergency Learning Package ........................................................................................... 3

PSS Guidelines ................................................................................................................. 3

Code of Conduct ............................................................................................................... 3

Teacher Salary Scales ...................................................................................................... 4

Teacher & Class Material Lists .............................................................................................. 6

Category of Products: ........................................................................................................... 6

Primary Education Class Kit: A) Teaching and B) Learning Materials ................................ 6

A. Materials for Primary School Teachers Required ....................................................... 6

B) Materials for Primary Class Students Grades 1-V ...................................................... 7

Pre-Primary Education Class Kit: A) Teaching and B) Learning Materials ......................... 7

A. Materials for Pre-Primary Education Teachers ........................................................... 7

B) Materials for Pre-Primary Education Students ........................................................... 8

School Administration Kit ................................................................................................... 9

Student Recreation Kit ..................................................................................................... 10

Alternative learning modalities ............................................................................................ 10

Space sharing / center sharing ........................................................................................ 11

Home based education .................................................................................................... 11

Tutors/Big Brothers/Sisters .............................................................................................. 11

Support mechanisms to facilitators for Alternative learning. ............................................. 12

ICT based solutions ......................................................................................................... 12

Caravan-based mobile education and co-curricular activities .......................................... 12

Minimum conditions for Co-use of Madrassas ..................................................................... 13

Reporting ............................................................................................................................ 14

Facility Registration ......................................................................................................... 14

Indicator definitions of the JRP 2018 ............................................................................... 14

JRP.1.1 ........................................................................................................................ 14

JRP.1.2 ........................................................................................................................ 17

JRP.1.2 ........................................................................................................................ 19

JRP.1.3 ........................................................................................................................ 21

JRP.2.1 ........................................................................................................................ 24

JRP.2.2 ........................................................................................................................ 26

JRP.3.1 ........................................................................................................................ 28

JRP.3.2 ........................................................................................................................ 30

JRP.3.3 ........................................................................................................................ 32

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Recommended Sector Designs

Temporary Learning Center Standards

Ratio classroom to pupils is 1:35 based on the INEE standards. The ratio can be extended to

a maximum of 1:40 per shift in emergency situations where capacity is limited. Up to three 2

hour shifts per classroom servicing a total of 105 to 120 learners per classroom per day.

Current standard in TLCs 2h a day, 6 days a week.

Preferably classrooms should be grouped at minimum 2-3 together in a learning space, to

maximize the usage of space for toilets and possible play/evacuation area. A service space

jointly with CP and GBV is beneficial. The space should not be close to distribution point or

other common area that has large turnover of people, nor they should be close to camp entry.

Two to three classrooms per site (minimum) with a ratio where learning space is 60%

(classrooms) and 40% (recreational space). Classroom minimum dimensions: 24”X16”

(6,7mX4,5m) for each classroom. Sector provides several designs with detailed guidance and

bills of quantity. Click Here for Design standards and Click Here for Construction SOP.

WASH Standards

Every classroom need to be combined with adequate WASH facilities. Latrines / pits need to

be gender separated and based on sphere standards 1pit/30girls and 1pit/60boys. Toilet

needs to be constructed downstream from the classroom and waterpoints. Two designs, one

provided by partners have been validated by WASH Sector. The designs are available for

partners under the following links: Click Here for WASH Design standards

Teachers

Educator Terms of Reference and hiring procedure

The TOR provides for minimum requirements for the hiring of head teachers, teaching coach,

teacher (host community), language facilitator (refugee community). Specific competencies

that apply to one of the educator roles enumerated above will be highlighted in the brackets.

Agencies are free to add competencies and activities to the TOR that they deem necessary

for their activities. A word document version can be accessed here Education TOR.

Head teacher/teaching coach/teacher (host community) / Language Facilitators

(Rohingya community)

Job Description:

- Adhere to the shift schedules and prepare daily basic lesson plans for each subjects

accordingly

https://www.dropbox.com/sh/9ivvx3wvjzqui5k/AAC4TxxlRew3TMWhN6AwClkma?dl=0

https://www.dropbox.com/sh/bvn8ytwg75osiua/AAArvgIcypvFmFeeK1O0-8cVa?dl=0

https://www.dropbox.com/sh/v292o3p2mhq55h6/AAAiv-R1fbylb8gCvCpISgXya?dl=0

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- Co-teach 3 sessions per day in the learning center 6 days a week, 6 hours per day and 36

hours a week

- Support the development of learning materials for learning sessions

- Engage children in learning using interactive, communication and approaches

- Support parent-teacher committees (LCMC, PCAs, PTA, etc.) to manage Learning

Centers (LC) and deliver key life-saving messages within the LC community

- Track student attendance, and ensure follow-up of students with prolonged absence

- Track student learning progress and, as possible, identify individualized learning plans

- Participate in designated professional development (such as refreshers, peer learning

circles, practice-based trainings) on pedagogy, child protection, PSS, and life-saving skills

related to health and hygiene

- Sign and adhere to the Code of Conduct as well as the child safeguarding policy

- Any other tasks as deemed necessary (for example, support the distribution of protein

enriched biscuit, support with enrolment, reporting on particular issues)

Minimum Qualifications: Primary level teacher, teaching coach, head teacher (host comm)

- Degree (Pass) course certificate (head teacher); H.S.C. (teacher/teaching coach)

- Proficiency in English and/or Chittagonian dialect

- Proficiency of Burmese language desirable

- Experience in conducting classes at the primary education level following designated

curriculum desirable

- Experience and/or knowledge in keeping children engaged using interactive

communication and teaching approaches

- Management and administration experience required (head teacher) desirable for

(teacher)

- Prepared to work in remote areas

- Female candidates encouraged

- Minimum age 18

Primary level language facilitator (Rohingya community)

- Secondary education level, certificate desirable

- Previous experience in NGO education programming desirable

- Experience in conducting lessons in Burmese and/or English languages desirable

- Female candidates encouraged to apply

- Minimum age 18

Hiring procedures

Recruitment advice and outreach:

- Notice boards

- Use of info points in camps and the host community

- Flyers

- Newspaper ads

- Loudspeakers

Hiring process:

- Application and supporting documents (education, experience, certificates, ID)

- Written test

- Interview panel, following agency HR policy

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- Panel makes recommendation

- Transparent and equal opportunities process ensured

Teacher training

Rapid teacher training modules built from the Teachers in Crisis Contexts Training Pack (TICC). The modules have been contextualized and provided in English, Bangla and Myanmar language for teacher training purposes.

Contextualised TICC English language Contextualised TICC Bangla language Contextualised TICC Myanmar language

Emergency Learning Package

Based on the MoFA directive on Dec 29th 2017 informal education for the children living in

makeshift settlement to teach the basics of English, Burmese, General Knowledge, Math and

Science. The medium of instruction for math and science will be English.

Education Sector has set up a Learning Framework Task Force to work on materials from

grades I through V. As a temporary solution, stop-gap materials have been identified here

The overall Learning Framework document can be accessed here.

PSS Guidelines

Guidelines and training materials can be accessed from INEE (Inter-Agency Network for

Education in Emergencies) toolkit.

International Guidelines on Psychosocial Support

Psychosocial Support Training Material

Psychosocial Support Implementation

Code of Conduct

Guide Document on CoC: Code of Conduct

● Treat all beneficiaries and other persons of concern fairly, and with respect and dignity. ● Protect the respect of my agency/organization by making sure that you behave in a

respectful and honest manner. ● Avoid mixing my private life with my job. Separate my private life from my job in order

to ensure that the community continue to trust me and the organization. ● Keep peace in my working place by respecting the people that I work with and avoiding

quarrels and conflict in the workplace. ● Protect all information and supplies given to me because of my job with the

organization. Avoid using the information and supplies for my benefit or interest. ● Stop, fight and report all types of Sexual and Gender Based Violence (SGBV).

http://toolkit.ineesite.org/inee_minimum_standards/implementation_tools/%3Ch3%3Ekey_thematic_issues%3Ch3%3E/psychosocial_support/international_guidelines

http://toolkit.ineesite.org/inee_minimum_standards/implementation_tools/%3Ch3%3Ekey_thematic_issues%3Ch3%3E/psychosocial_support/training_material

http://toolkit.ineesite.org/inee_minimum_standards/implementation_tools/%3Ch3%3Ekey_thematic_issues%3Ch3%3E/psychosocial_support/implementation

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Teacher Salary Scales

Teacher Salary Scale for Semi-Skilled

Title Qualifications required/other requirements: Hours per week Current Monthly Rate (BDT): Source

Play group teacher (1 shift) Refugee

• Can read and write in Bangla and Burmese language

• Knowledge on child development and child care

• Have patience

• Can prepare lesson plan and conduct class

• Knowledge about how to keep children engage in a classroom using a interactive communication

• Can develop learning material for class conduction

• Can develop toys for children

• Knowledge on way of storytelling and rhymes, song telling

• Can keep children clean

• Can minimize clash between children

18 hours 3600 Sector defined

Play group teacher (1 shift) National Staff

3600 per shift (+3,600 transportation based on 150 taka per day

Sector defined

Play group teacher (2 shift) Refugee

54 hours (6 days a week)

7200 Sector defined

Play group teacher (2 shift) National Staff

7,200 (+3,600 transportation based on 150 taka per day)

Sector defined

Teacher Salary Scale for Skilled

Title Qualifications required/other requirements: Hours per week Current Monthly Rate (BDT): Source

Teachers (Primary) Refugee

• Minimum Class five pass from camp school,

• Training on teaching learning activities,

• Experienced in conducting classes for primary schools following NCTB curriculum,

• Experienced in conducting Burmese Language and good command in English and Bengali Language.

36-45 hours (6days a week)

11000 Registered Refugee Camp

National 11,000 (+3600 transportation based on 150 taka per day)

10% increment for 3 years experienced teachers for every steps- 3 steps; 1- entry level, 2- mid level, 3- senior

Teachers (Primary) Refugee

Less than 36 hours (6days a week)


National 7,500 (+3,600 transportation based on 150 taka per day)

Teachers (Senior Level) Refugee




• Experienced in conducting Burmese Language and good command in English and Bengali Language.


17000 Registered Refugee Camp

Teachers (Senior Level) National


Head Teacher / Supervisor

• Bachelor degree




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Primary National Staff



• Experienced in conducting Burmese Language and good command in English and Bengali Language

• Management and administration experience

Head Teacher / Supervisor Secondary National Staff

• Master degree




• Experienced in conducting Burmese Language and good command in English and Bengali Language

• Management and administration experience



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Teacher & Class Material Lists

Category of Products:

1. Primary Education Class Kit with Teaching and Learning Materials 2. PPE Class Kit with Teaching and Learning Materials 3. School Administration Kit 4. School Recreational Kit

Primary Education Class Kit: A) Teaching and B) Learning

Materials

This kit is designed to provide a teacher or community education worker/volunteer teacher

with basic supplies for one primary education class or group of around 40 students for the

period of one month, after which it will need to be re-supplied if emergency continues. For

planning purposes the unit / ration for this kit is one “Class Kit” per class/group of 40

children. Part A includes teaching materials for one Teacher. Part B includes materials for

40 children.

A. Materials for Primary School Teachers Required

MINIMUM REQUIREMENTS

Description Unit Qty

Bag (as possible - waterproof) Pce 1

Pencils (including eraser, sharpener) or pens (1 set = black 2, blue 1,

red 1)

Set 1

Teachers note books (150 pages) Pce 1

Attendance Register Pce 1

Chalk (white, 12 in 1 box) Box 5

Guideline (user manual for kit) Pcs 1

Educational charts (English and Burmese language) Pcs

NICE TO HAVES

Umbrella Pce 5

Gum boot Pce 1

Option to chalk during rainy season: whiteboard + dry erase markers Pce 1

Small Towel Pce 1

Duster Pce 1

Drinking Glass Pcs 1

Permanent Marker Set 1

Liquid Hand Wash Soap ltr 3



Teacher ID (also for facilitators same) Pce 1

Teacher jacket or piece of cloth (Same unified colour & design) Pce 1

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NICE TO HAVES

Solar or torch light Pce 1

B) Materials for Primary Class Students Grades 1-V



Water Proof School Bag Pce 40

200 pgs A4 Exercise Book (Khata) plain (8 copies) Pce 320

100 pgs A4 Exercise Book (Khata), single ruled (08 copies) Pce 320

HB Pencil *2 per child Pce 80

Color Pencil box (small) Box 40

Slates * 1 per child Pce 40

Attendance / Enrollment Register (Age, grade specific) Pce 5

Sharpener Pce 40

Erasers * 2 per child Pce 80

Student IDs Pce 40

Drinking Water Pot Pce 40

NICE TO HAVES

100 pgs A4 Exercise Book (Khata), four line ( 08 copies) Pce 320

100 pgs A4 Exercise Book (Khata), square line ( 08 copies) Pce 320

Footwear (sandal) Pce 40

Cap (for head cover) Pce 40

Book Cover (Roll Plastic/polythin) Roll 40

Ruler (plastic 30 cm) Pce 40

Towel (small size) Pce 40

Plastic plate Pce 8

Umbrella/ Raincoat Pce 1

Wall Clock (every classroom) Pce 1

Comb (per class room- 3) Pce 3

Nail Cutter (Per class room -1) Pce 1

Waste Bin (Per class room -1) Pce 1

Pre-Primary Education Class Kit: A) Teaching and B) Learning

Materials

This kit is designed to provide a teacher or community education worker/volunteer teacher

with basic supplies for one pre-primary education class or group of around 40 students for

three months, after which it will need to be re-supplied if emergency continues. For planning

purposes the unit / ratio for this kit is one “Class Kit” per class/group of 40 children. Part A

includes teaching materials for one Teacher. Part B includes materials for 40 children. Word

document of materials can be accessed here.

A. Materials for Pre-Primary Education Teachers



Bag (waterproof) pcs 1

Pencils or pens ( 1 set = black 2, blue 1, red 1 ) set 1

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Teachers note books (150 pages) pcs 1

Attendance Register pcs 1

Chalk (white, 12 in 1 box) box 5

Whiteboard pcs 1

Dry erase markers set 2

Guideline (user manual for kit) pcs 1

Attendance, Enrollment Register ( Age, grade specific) pcs 1

Offset Paper (print paper?) pcs 100

Tennis ball pcs 5

Block set (multi-color, multi shape blocks made of EVA sheet) set 7

Multi-color stuffed soft ball (3 balls per set) set 3

Puzzle Set set 5

Waterproof Charts (both Burmese & English): Alphabet, Numbers,

Body Parts

set 1

NICE TO HAVES

Umbrella pcs 5

Small Towel pcs 1

Duster (whiteboard) pcs 1

Option to chalk during rainy season: whiteboard + dry erase markers Pce 1

Drinking Glass pcs 1

Permanent Marker set 1

Scissors (medium size) pcs 1

Teaching clock 8” diameter made of wood –strong quality plastic

frame

pcs 1

Plastic Animal Set (plastic toys- 1 cow, 1 ox, 1 dog, 1 deer, 1 goat, 1

horse)

set 5

Health Ludo Set (Proprietary item of Dhaka Ahsania Mission) set 5

Tool kit Set set 5

Doll Set (Boys & Girls) set 5

Picture Books ( Per class room - 10) 10

B) Materials for Pre-Primary Education Students



Waterproof School Bag pcs 40

60 pgs Exercise Book- ruled- MEENA Cover (3 per child) pcs 120

60 pgs Exercise Book- unruled- MEENA Cover (3 per child) pcs 120

16 pgs MEENA Drawing Book pcs 40

Color Pencil box (small) box 40

Slates * 1 per child pcs 40

HB Pencil *2 per child pcs 80

Erasers * 2 per child pcs 80

Book Cover (Roll Plastic/polythin) roll 40

NICE TO HAVES

Towel (small size) pcs 40

Drinking Water Pot pcs 40

Cap (for head cover) pcs 40

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Footwear (sandal) pcs 40

School Administration Kit

This kit is designed to support a school or non-formal education program to resume

functioning after the onset of an emergency. For planning purposes the unit/ratio for this kit

is one ‘School Admin Kit” per school or non-formal education program


General Items Description Unit Qty

Blackboard approx 1.5 x 1m pcs 3

Blackboard Stand pcs 3

Plastic Mat (Madur) large (around 5X3 feet) pcs 10

Trunk box with lock pcs 1

Cloth duster pcs 4

Fire extinguisher/ bucket of sand pcs 1

NICE TO HAVES

School Bell pcs 1

Waste bin pcs 1

Shoe rack pcs 1

Comment/ opinion box pcs 1

Padlock with chain pcs 2

WASH - MINIMUM REQUIREMENTS


Plastic Bucket 30 Ltr with lid (one for drinking water, one for

cleaning)

pcs 2

Plastic Mug pcs 1

Water Pot (Badna) for toilet pcs 2

Soap (for washing hands) pcs 4

Soap for cleaning pcs 4

Sanitary Pad Pcs 5

Toilet cleaner (Harpic) pcs 1

Toilet cleaning brush pcs 1

Bleaching powder (box of 250gr) box 1

Broom & broom stick pcs 2

First Aid Kit (per classroom) pcs 1

WASH - NICE TO HAVES

Water Purifying Tablet, box of 10 (optional) box 10

Bleaching powder (box 250g) box 1

ORAL Saline pcs 1

Soap Case pcs 2

Water Pitcher pcs 1

Sandal (Plastic) pcs 2

Water Filter (optional) pcs 1

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Student Recreation Kit

The kit is designed to provide a School or non-formal Education program with basic recreation

materials for 1 centre (classroom) for 3 months while they may be or may not be displaced, in

transit or with no permanent school site, after which it will need to be resupplied. It can and

should be adapted to the needs of children in different contexts where appropriate. For

planning purposes the unit/ratio for this kit is one “Recreation Kit” per school or non-formal

education program



Mina/Tunir Morog book/Story books pcs 10

Drawing Paper, A4 size pcs 50

Variety of colour paper, size 5 pcs 50

Brown paper, for group drawing pcs 20

Variety of marker 4/5 colours pcs 20

Glue pcs 4

Football pcs 2

Plastic ball, colourful, pcs 5

Skipping Rope pcs 6

Puppets pcs 10

NICE TO HAVES

Cloth duster pcs 4

Ludu (Ludo) pcs 5

Puzzle Box pcs 6

Latim (spinning top) pcs ` 6

Flute, attached with balloon pcs 10

Cricket (optional for school compound) set 2

Alternative learning modalities

Due to the limited options for new TLC construction in the Camps and the high number of out-

of-school children an Alternative model for education delivery needs to be pursued. This

document outlines a number of mechanisms to deliver education without construction of

classrooms. This document can and should be further developed as approaches are piloted,

further refined and scaled up.

Overall standards for Alternative Learning modalities are not established at this stage, and the

purpose of this document is to outline some of the overarching principles and approaches.

Annexes to this document should be developed by the Standards Working Group together

with recommendations for monitoring and evaluation need to be considered due to to the more

unstructured nature of this approach.

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Space sharing / center sharing

The aim of center sharing is to provide children with the opportunity to learn in a structure that

is similar to a classroom than to home based learning. The general recommendation is to

target children over 7 years-old with center sharing approaches.

Even though, partners may be using space in pre-constructed structures built and managed

by other agencies and other purposes, minimum standards of Education Sector should still be

applied (Annex 1- to be developed). Furthermore, these Standards should take into account

aspects of Child Protection, WASH and physical safety.

It is recommended to have a formal agreement with the agency running / owning the structure

where the space sharing takes place. If space sharing occurs in an already established

education facility double counting needs to be avoided.

- Co-sharing space with Madrassas (Annex 2- already in place)

- OTP, health centers, CFSs, Office buildings, distribution centers,

- Child friendly and adolescent and girl / women friendly and age friendly spaces,

- Vocational training (army built and other) centers (good option as they are not used

during the whole day)

Teaching and learning Materials should be in a form that can be set up and taken down and

stored before and after the lesson. The number of teachers has not yet been defined. Yet

the class size can follow the sector standards of 35 per session.

Home based education

Home based education is ideally suited for ECE. Homes to be used should be identified on a

number of criteria (Annex 3- in development) with overall considerations on size, physical

safety, WASH, and the facilitator/ home owner. Again considerations should be made in the

budget for small renovations and provision of household goods to improve the environment

for protected learning. A family code of conduct should be signed by each member of the

family that shares the home where education activities will take place (Annex 3- in

development). Teaching and learning materials should be in a form easily packed away- bag

or box.

Suggested to have a primary facilitator (recommended women and adolescent girls), however

support should be put in place for this facilitator. Size of class needs to be smaller than in

learning centers. Plan has proposed 11 students per session with a maximum of two sessions

a day, considering other household responsibilities. However, a standard need to be

determined.

Tutors/Big Brothers/Sisters

To reach the large number of out-of-school Primary aged students outreach education

activities can be undertaken. Facilitators can be trained to provide education to children in

their community through grouping a small amount (5) of children in a home or visiting children

on their homes on a one-to-one basis.

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Teaching and learning materials should be in a form easily transported-in a bag. Plan is

proposing 6 contact hours with each child each week- as a school readiness programme,

however it is possible to do more hours than this. It is proposed to have one facilitator per

responsibility for 10-15 children in their community each week (same children running through

the length of the project).

Support mechanisms to facilitators for Alternative learning.

To ensure overall quality of teaching and learning several additional structures should be put

in place.

1. Professional support mechanism: it should be noted that the Rohingya population and to an

extent the host community populations live in extremely challenging contexts and we should

see facilitators first as our beneficiaries and second as front line educators. To support

facilitators Plan has proposed Host Community Mentors. Host community mentors are

recruited and trained to provide overall guidance to facilitators through peer mentoring,

teaching and learning trainings at the community level and support the program on

monitoring.

2. Facilitator literacy and numeracy: to can be added as a targeted component to support the

quality of teaching and learning.

3. Referral and parenting focal points/outreach workers can support the overall Alternative

learning by being trained to identify and refer child protection cases and promote positive

parenting.

4. Alternative learning school/center management committees can be formed to provide

overall governance of a number of learning opportunities taking place in the community.

ICT based solutions

Low levels of technological literacy is a barrier for provision of ICT based education. Radio

based education is limited by the lack of radio coverage in the camp, but podcasts that can

function independently from internet / radio may be usable avenues to build on.

Podcast education combined to home based learning is a possibility that may be explored, but

not at this stage in place in the camp. The content needs to be developed, but may include

stories, music and built around the learning framework. Potential for teacher professional

development.

Any ICT solution is not a solution itself, and will not replace teaching / learning as a sole

source. ICT may provide support, but not be the sole solution.

Caravan-based mobile education and co-curricular activities

Caravan based education may complement other types of response, such as mobile library

set-ups, discussion groups, social clubs student clubs, sports and recreation, arts and other

type of community mobilization that builds social cohesion.

Based on experiences on Myanmar side (Sittwe) the following activities are promoted:

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- Art / drama club

- Sports club

- Music / culture club

- Community gardening club

- Debate club

Minimum conditions for Co-use of Madrassas

Minimum conditions for co-use: Co-use of Madrassas.

● Equal access provided to children without discrimination ● Madrassa allows for non-religious education to take place according to the agreed

learning framework ● Madrassa does not enforce additional content that agreed on the learning framework

on children as mandatory part of curricula ● Madrassas accept early learning activities involving music, rhyme and dancing in

their premises. ● Madrassas agree to provide the space without rent. ● However, as an addition to the above point, the implementing agency can agree to

support the space through other means such as rehabilitation. These measures need to target towards safety of the learning environment.

● Madrassas provide sufficient time to organize classes uninterruptedly. ● It is recommended that a SOP / to ensure transparency and clear understanding of

what has been agreed. ● Code of Conduct to be established with the Madrassa, similar as a CoC with

teachers. Ensure community involvement and communication to achieve common understanding, accountability and transparency and to avoid the dissemination of rumors.

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Reporting

Facility Registration

Education sector tracks interventions through existing learning spaces. All organizations should

nominate two focal points that should register in the ONA system used to track where learning spaces

are in the camp

Link to ONA system here.

Indicator definitions of the JRP 2018

Indicator Number JRP.1.1

Indicator Number of children and youth enrolled in learning opportunities in camps, settlements and host communities (disaggregated by sex and age).

Definition

Children are a group of individuals from ECD to Secondary level representing the age group from 3-14, 15-17 and Youth are a group of individuals from 18-24 who are enrolled in an education program to acquire basic education skills or knowledge in camps, settlements and host communities. Enrollment is the number of children and youth (also known as learners) registered in structured educational activities including but not limited to learning spaces, learning centers, accelerated or alternative learning programs, government schools, NGO-run schools, religious schools so long as the school or program is designed to provide learning opportunities. Learners should be counted if they are enrolled in structured education activities (as defined above), and they directly benefit from learning opportunities through the educational assistance provided. Examples of education assistance that fall into this category can include but are not limited to: pedagogical training for teachers; providing teaching and learning materials; providing a safe learning environment. When calculating this indicator, each learner should be counted only once in data for the month being reported. In other words, one learner only means one child or youth having been enrolled in the structured educational activities. If a learner benefits from two overlapping structured educational activities and each meets the criteria outlined here, the learner should be counted only once. This indicator should report all individual learners (defined above) who were reached during the month being reported. Age disaggregation is done by 3-5 as ECD aged children, 6-14 as primary aged children, and 15-24 secondary aged children.

https://ona.io/home/

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Primary Linkage JRP.1

Linkage to Long-Term Outcome or Impact

This indicator provides a sense of the overall enrollment of students and helps identify the children without access to education in the long run.

Indicator Type: Output

Unit of Measure: Number

Use of Indicator: This indicator provides a sense of the overall enrollment of children and youth (learners) benefitting from structured educational activities.

Timeframe: March 2018-Dec 2018

Targets: 530,000

Baseline: 110,000

Reporting Frequency: Monthly

Data Source • Host Enrollment Reports

• Refugee Enrollment Reports

Sector

Education Sector Sector Coordinator Email: [email protected]

Sector Information Management Email: [email protected]

Disaggregate(s)

• Sex: Male/Female

• Type of Beneficiaries: Refugees, and Host

• Number of learners with disabilities disaggregated by gender

• Individual age (Optional)

• ECD Aged Children: 3-5

• Primary Aged Learners: 6-14

• Secondary Aged Learners: 15-17

• Youth Learners 18-24

Data Reporting Units: Learning settings (Temporary Learning Center/Semi-Permanent Learning Center/Home Based Learning/ Mobile Learning)

Host Enrollment Reports

This format records the host community (Bangladeshi) children being enrolled in various institutional settings for the response.

Refugee Enrollment Reports

This format records the refugee (Rohingya) children being enrolled in various institutional settings for the response.

4W Activity Number Refugee Enrollment Reports 4W Activity Number Host Enrollment Reports

1.1-RG-E-3-5 # of Girls from refugee community in age group 3-5 enrolled in learning spaces

1.1-HG-E-3-5 # of Girls from host community in age group 3-5 enrolled in learning spaces

1.1-RGD-E-3-5

Out of the number of girls from refugee community in age group 3-5, # of girls with disability enrolled in learning spaces

1.1-HGD-E-3-5 Out of the number of girls from host community in age group 3-5, # of girls with disability enrolled in learning spaces

1.1-RB-E-3-5 # of Boys from refugee community in age group 3-5 enrolled in learning spaces

1.1-HB-E-3-5 # of Boys from host community in age group 3-5 enrolled in learning spaces

1.1-RBD-E-3-5

Out of the number of boys from refugee community in age group 3-5, # of boys with disability enrolled in learning spaces

1.1-HBD-E-3-5 Out of the number of boys from host community in age group 3-5, # of boys with disability enrolled in learning spaces



1.1-RGD-E-6-14 Out of the number of girls from refugee community in age group 6-14,


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# of girls with disability enrolled in learning spaces



1.1-RBD-E-6-14





1.1-RGD-E-15-17





1.1-RBD-E-15-17





1.1-RGD-E-18-24





1.1-RBD-E-18-24



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Indicator Number of learners and teachers receiving standardized education materials (disaggregated by sex and age)

Sub Indicator Number

JRP.1.2.1

Sub Indicator Number of learners receiving standardized education materials (disaggregated by sex and age)

Definition

Number of children and youth registered in structured educational activities including but not limited to learning spaces, learning centers, home-based learning settings, accelerated or alternative learning programs, government schools, NGO-run schools, religious schools so long as the school or program is designed to provide learning opportunities are defined as learners. The kits/sets/materials need to be based on the Education Sector Minimum Standards. The partners must make sure all the materials mentioned in the supply list must be provided to the learners and the teachers for them to be counted as being benefited. This indicator is only captured through Primary Education Class kit, and Pre-Primary Education Class Kit for learners. Learners and teachers need to count based on actual beneficiaries through these supply, not on the number of kits that have been distributed. In other words, if a group of learners has already received one round of supply both Primary and Pre-Primary Education Class kit, they should not be re-counted when in the second round of distribution. Unless there are new learners or teachers who have never received the supply distribution. It is a headcount of the learners. Pre-Primary Education Class kit benefits the children in ECD age group (3-5) in structured educational activities. Primary Education Class kit benefits the children in Primary, Secondary and Youth age group (6-14, and 15-17, 18-24).



This indicator provides a sense of the overall students and learners benefitting from the teaching and learning materials. It is also a proxy for the number of learner and teachers in structured educational activities.



Use of Indicator: This indicator provides a sense of the overall children and youth (learners), and teachers are benefitting from teaching and learning materials in structured educational activities.


Targets: 530,000

Baseline: 88,000

Reporting Frequency: Bi-weekly

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Data Source • Host Enrollment Reports


Sector

Education Sector Sector Coordinator Email: [email protected] Sector Information Management Email: [email protected]

Disaggregate(s)









Data Reporting Units: Learning settings (Temporary Learning Center/Semi-Permanent Learning Center/Home Based Learning/ Mobile Learning)

4W Reporting Form

(Host Community)

This records beneficiaries of the teacher in host communities who are

teaching the host community children receiving pre-primary and primary

teaching kit.

4W Reporting Form

(Refugee

Community)

This records beneficiaries of teachers in refugee camps who are teaching

the Rohingya children receiving pre-primary and primary teaching kit.


1.2.1-RG-LM-3-5 # of Girls in refugee community in age group 3-5 receiving standardized education materials

1.2.1-HG-LM-3-5 # of Girls in host community in age group 3-5 receiving standardized education materials

1.2.1-RB-LM-3-5 # of Boys in refugee community in age group 3-5 receiving standardized education materials

1.2.1-HB-LM-3-5 # of Boys in host community in age group 3-5 receiving standardized education materials













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Indicator Number of learners and teachers receiving standardized education materials (disaggregated by sex and age)

Sub Indicator Number

JRP.1.2.2

Sub Indicator Number of teachers receiving standardized education materials (disaggregated by sex)

Definition

Teachers are individuals whose professional activity involves the transmitting of knowledge, attitudes, and skills that are stipulated in curriculum directly to students participating in a formal or non-formal educational opportunity. Educators may work in formal or non-formal settings and institutions. They may be employed by public organizations (e.g., school) or private organization (e.g., school, NGO). Examples include, but are not limited to, the following: teachers, teaching assistants, instructors, facilitators, etc. The kits/sets/materials need to be based on the Education Sector Minimum Standards. The partners must make sure all the materials mentioned in the supply list must be provided to the learners and the teachers for them to be counted as being benefited. This indicator is only captured through Primary Education Class kit, and Pre-Primary Education Class Kit for teachers. Teachers need to count based on actual beneficiaries through these supply, not on the number of kits that have been distributed. It is a headcount of the teacher. In other words, if a group of teachers has already received one round of supply both Primary and Pre-Primary Education Class kit, they should not be re-counted when in the second round of distribution. Unless there are new teachers who have never received the supply distribution. If a teacher or teachers resign work, the number reported doesn’t have to be revised because it is a beneficiary count.



This indicator provides a sense of the overall students and learners benefitting from the teaching and learning materials. It is also a proxy for the number of learner and teachers in structured educational activities.



Use of Indicator: This indicator provides a sense of the overall children and youth (learners), and teachers are benefitting from teaching and learning materials in structured educational activities.


Targets: 10,000

Baseline: 0

Reporting Frequency:

Bi-weekly

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Data Source • 4W Reporting Form (Refugee Community)

• 4W Reporting Form (Host Community)

Sector


Disaggregate(s) • Sex: Male/Female

• Type of Beneficiaries: Host and Refugee

Data Reporting Units:

Learning settings (Temporary Learning Center/Semi-Permanent Learning Center/Home Based Learning/ Mobile Learning)

4W Reporting Form (Host Community)

This records beneficiaries of the teacher in host communities who are teaching the host community children receiving pre-primary and primary teaching kit.

4W Reporting Form (Refugee Community)

This records beneficiaries of teachers in refugee camps who are teaching the Rohingya children receiving pre-primary and primary teaching kit.


1.2.2-FTRC-TM-N/A # of Female Teachers teaching in refugee community receiving standardized education materials

1.2.2-FTHC-TM-N/A # of Female Teachers teaching in host community receiving standardized education materials

1.2.2-MTRC-TM-N/A # of Male Teachers teaching in refugee community receiving standardized education materials

1.2.2-MTHC-TM-N/A # of Male Teachers teaching in host community receiving standardized education materials

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Indicator Number of safe, protective and equipped learning spaces established and functional with adequate sex-disaggregated WASH facilities

Definition

“Learning spaces” can be defined as safe and secure physical spaces in

which organized group learning takes place. Classrooms range from home-

based learning setting, mobile learning, temporary learning center, semi-

permanent learning center, and repair/rehabilitation of classrooms. These

learning facilities or centers need to be as per the agreed standard of the

education sector and should follow the design specification for it.

To build, or construct, a classroom means to complete all required design,

assembly, finishing, and inspection stages required to create a classroom

that did not previously exist. The standards for a ‘complete’ learning space

should comply with education sector standards but should include all

furnishings (such as cushions, blackboards, teacher, and students learning

materials) needed for educational activity as per the sectors agreement.

To repair or rehabilitate a classroom means to complete all required

design, assembly, finishing, and inspection stages required to bring an

existing classroom into compliance with expectations for a ‘complete’

classroom (as discussed above). ‘Repair’ should include substantial physical

and structural improvements to the classroom. Repair can include

‘finishing work’ such as plaster, paint, and furniture repair, however

‘finishing work’ on its own (without substantial physical and structural

improvements) should not be counted as classroom repair. In the cases of

classroom rehabilitation, individual classrooms should be counted if a

whole classroom block is built or repaired. Spaces that are not used for

learning and instruction, such as administrative offices or eating spaces,

should not be counted as classrooms.

The number of learning spaces should be counted based on the number of

units, not the number of classrooms inside the structure or the shifts being

conducted. The unit is defined as the one structure which might house

multiple classrooms with a physical boundary (such as bamboo walls,

tarps, walls). This unit will be registered in the Education Sector ONA

Facility Registration System.

The partners will have to report on the number of classrooms inside the

unit, and will also have to clearly state the number of shifts in the unit in

the 4W reporting format.

Water Sanitation and Hygiene facilities are defined as the education

sector/wash sector approved latrine and handwashing station designs. It

is expected each structure should have two latrines for boys and girls and

ideally separate handwashing stations with water. Because of the land

constraints if there is a functional community latrine near the school which

serves one shift (35 children) with appropriate water supply, then it can be

reported as learning spaces established and functional with adequate sex-

disaggregated WASH facilities.

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WASH Software Minimum Activities should be based on the minimum

activity standard set by the education sector.



This indicator provides a sense of the various learning settings that are being used as a safe learning environment for teaching and learning.



Use of Indicator: This indicator provides the exact number of structures being built or being classrooms being repaired.


Targets: 3,500

Baseline: 1,115


• Weekly for Education Sector Facility Registration System

• Bi-weekly for both 4W report

Data Source • Education Sector Facility Registration System

• 4W Reporting Form (Refugee Community)


Sector


Disaggregate(s) • Number of units

• Number of classrooms

• Number of shifts



Education Sector Facility Registration System

This is the official database on ONA platform for registration of learning structures into the system. Without registration into this system, the structure will not be reflected on the 4W system.

4W Reporting (Host Community)

Used to report on the number of classrooms being repaired or rehabilitated, or being supported by Home base learning, Mobile Learning, Temporary Learning, Semi-permanent Learning Centers. It will be a based on the government's school id system and the unique id being generated by the ONA system.


Used to report on the number of structure that is being built for the

Rohingya children as a safe learning environment such as Home base

learning, Mobile Learning, Temporary Learning, Semi-permanent Learning

Centers.


1.3-LF-CR-3-24 # of Classroom Rehabilitated in Host Community

1.3-LF-LS-3-24 # of Learning Spaces Established in Refugee Community

1.3-LF-LS-3-24 # of Learning Spaces Established in Host Community

1.3-LF-LSC-3-24 # of classrooms inside the established learning spaces in refugee community

1.3-LF-LSC-3-24 # of classrooms inside the established learning spaces in host community

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1.3-LF-LSS-3-24 # of shifts taking place inside the learning spaces in refugee community

1.3-LF-LSS-3-24 # of shifts taking place inside the learning spaces in host community

1.3-BLRC-WASH-3-24 # of Latrines Established for Boys in refugee camps

1.3-BLHC-WASH-3-24

# of Latrines Established for Boys in host community

1.3-GLRC-WASH-3-24 # of Latrines Established for Girls in refugee camps

1.3-GLHC-WASH-3-24

# of Latrines Established for Girls in host community

1.3-HSRC-WASH-3-24 # of Handwashing Station Established in refugee camps

1.3-HSHC-WASH-3-24

# of Handwashing Station Established in host community

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Indicator Number of teachers and learning instructors (disaggregated by sex) from refugee and host communities trained on psychosocial support.

Definition

"Teachers/Facilitators/Instructors” are individuals whose professional activity

involves the transmitting of knowledge, attitudes, and skills that are stipulated

in curriculum directly to students participating in a formal, non-formal, or

informal educational opportunity. Educators may work in formal, non-formal,

or in-formal settings and institutions. They may be employed by public

organizations (e.g. school) or private organization (e.g. school, NGO). Examples

include, but are not limited to, the following: teachers, teaching assistants,

instructors, facilities, educators etc.

Professionals who work in the education sector but whose primary function is

not transmit knowledge directly to students should not be counted as

educators. Examples of individuals who should not be counted as educators

include, but are not limited to: school administrators such as principals (unless

principals also teach); ministry officials, supervisors; and teacher trainers (if

these teacher trainers are not also teachers).

Completing psychosocial support training activities means that an individual

has met the completion requirements of a structured training, coaching, or

mentoring program as defined as per the education sector approved and

minimum standard on psychosocial support (pss) training. A certificate may or

may not be issued at the end of a psychosocial support training activity.

Educators who benefit from services or training delivered by other trainees as

part of a deliberate service delivery strategy (e.g. cascade training) are

counted.

When calculating the total numbers of educators, each educator should be

counted only once (regardless of how many professional development

activities he or she successfully completed). This is a headcount, and should

not be counted twice if educators have received the psychosocial support

training before.



This indicator provides information about the Teachers, Facilitators, Instructors being trained on pss training.



Use of Indicator: This indicator provides information about the Teachers, Facilitators, Instructors being trained on pss training.


Targets: 9,000

Baseline: 0





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2.1-FTRC-PSS-N/A # of Female Teachers in Refugee Camps

receiving PSS Training 2.1-FTHC-PSS-N/A

# of Female Teachers in Host

Communities receiving PSS Training

2.1-MTRC-PSS-N/A # of Male Teachers in Refugee Camps

receiving PSS Training 2.1-MTHC-PSS-N/A

# of Male Teachers in Host

Communities receiving PSS Training

Sector









Used to report on the number of structure that is being built for the Rohingya

children as a safe learning environment such as Home base learning, Mobile

Learning, Temporary Learning, Semi-permanent Learning Centers.

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Indicator Number of teachers and learning instructors (disaggregated by sex) from refugee and host communities trained on foundational teaching and content.

Definition

"Teachers/Facilitators/Instructors are individuals whose professional

activity involves the transmitting of knowledge, attitudes, and skills that

are stipulated in curriculum directly to students participating in a formal,

non-formal, or informal educational opportunity. Educators may work in

formal, non-formal, or in-formal settings and institutions. They may be

employed by public organizations (e.g. school) or private organization (e.g.

school, NGO). Examples include, but are not limited to, the following:

teachers, teaching assistants, instructors, facilities, educators etc.

Professionals who work in the education sector but whose primary

function is not transmit knowledge directly to students should not be

counted as educators. Examples of individuals who should not be counted

as educators include, but are not limited to: school administrators such as

principals (unless principals also teach); ministry officials, supervisors; and

teacher trainers (if these teacher trainers are not also teachers).

Completing psychosocial support training activities means that an

individual has met the completion requirements of a structured training,

coaching, or mentoring program as defined as per the education sector

approved and minimum standard on foundational teaching and content. A

certificate may or may not be issued at the end of a foundational teaching

and content.

Educators who benefit from services or training delivered by other trainees

as part of a deliberate service delivery strategy (e.g. cascade training) are

counted.

When calculating the total numbers of educators, each educator should be

counted only once (regardless of how many professional development

activities he or she successfully completed). This is a headcount, and

should not be counted twice if educators have received the foundational

teaching and content before.



This indicator provides information about the Teachers, Facilitators, Instructors being trained on foundational teaching and content.



Use of Indicator: This indicator provides information about the Teachers, Facilitators, Instructors being trained on foundational teaching and content.


Targets: 9,000

Baseline: 1,900

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Sector









Used to report on the number of structure that is being built for the

Rohingya children as a safe learning environment such as Home base

learning, Mobile Learning, Temporary Learning, Semi-permanent Learning

Centers.


2.2-FTRC-FTT-N/A # of Female Teachers in Refugee Community

receiving Foundational teaching and content 2.2-FTHC-FTT-N/A

# of Female Teachers in Host Community

receiving Foundational teaching and content

2.2-MTRC-FTT-N/A # of Male Teachers in Refugee Community

receiving Foundational teaching and content 2.2-MTHC-FTT-N/A

# of Male Teachers in Host Community

receiving Foundational teaching and content

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Indicator Number of Community Education Committees (with 50% women representation) established, trained, and engaged in the enrollment and retention of children and youth in learning facilities.

Definition

Provide a count of the number of Learning Center Management

Committees (LCMC), Community Education Committees (CEC), School

Management Committees (SMC), School Associate Group (SAG), and other

any other governance structure that are receiving support from the

response and are engaged in primary or secondary education.

LCMC or other type of school governance structure must comprise of 5

members (1 Chairman, 1 Vice-Chairman, 1 Treasurer, 2 members, also it

should have 40-60 % of women representation) to be defined as a

structure being benefitting from support including training or capacity

development.

Engagement in education can include efforts to promote participation of

parents (or guardians) and other community members in school-level

decision making, monitoring quality, monitoring or participation in school

governance, advocacy work, training on disaster risk management and

reduction, training psychosocial support, enrollment and retention of

children in the school, and/or sponsorship or fundraising initiatives for

supplemental educational materials. These activities should include all the

education sector minimum standard activities, but not limited to it.

While reporting for this indicator partners will have to count the number

of structures not the number of members in the committees.



This indicator provides sense of number of school governance structures established and working in the response.



Use of Indicator: To know the number of school governance structure established.


Targets: 1,750

Baseline: 400





Sector


Disaggregate(s) • N/A

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Used to report on the engagement done with the school governance structure in the host community schools


Used to report on the engagement done with the school governance

structure in the refugee community schools

4W Activity Number

Refugee Enrollment Reports 4W Activity Number Host Enrollment Reports

3.1-RC-LCMC-N/A

# of Refugee Learning Center Management Committees / School Management Committees established in Refugee Camps

3.1-HC-LCMC-N/A

# of Learning Center Management Committees / School Management Communities established in Host Communities

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Indicator Number of community members (disaggregated by sex) sensitized on child rights and the importance of education actively engaged in improving the enrollment and retention of students.

Definition

Community member are defined as any individual in the Host or Rohingya

refugee community.

The reporting for this indicator is based on the number of actual people

who have been sensitized on the child rights and importance of education

in the facilities through but not limited to various campaigns, events,

sessions, meetings, interactions, etc.

This indicator is a secondary beneficiaries’ indicator. Since this indicator is

likely to have double counting throughout the response, thus the number

of beneficiaries reached will only be counted for this indicator alone.



Shows the overall reach of the education sensitization of the community members.



Use of Indicator: This will be used to report on the number of member that have a knowledge for education and children’s rights.


Targets: 35,000

Baseline: 8,000





Sector


Disaggregate(s) • Male and Female

• Host communities and Refugees




Used to report on the number of member sensitized on education related activities in the host community.


Used to report on the number of member sensitized on education related

activities in the refugee community.

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3.2-FRC-CE-25-Above

# of Female in Refugee Camps sensitized on child rights and the importance of education actively engaged in improving the enrollment and retention of students.

3.2-FHC-CE-25-Above

# of Female in Host communities sensitized on child rights and the importance of education actively engaged in improving the enrollment and retention of students.

3.2-MRC-CE-25-Above

# of Male in Refugee Camps sensitized on child rights and the importance of education actively engaged in improving the enrollment and retention of students.

3.2-MHC-CE-25-Above

# of Male in Host communities sensitized on child rights and the importance of education actively engaged in improving the enrollment and retention of students.

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Indicator Number of children, youth, and community members disaggregated by sex engaged in social cohesion initiatives (co-curricular activities).

Definition

Children are a group of individuals from ECD to Secondary level

representing the age group from 3-14, 15-17 and Youth are a group of

individuals from 18-24 who are enrolled in an education program to

acquire basic education skills or knowledge in camps, settlements and host

communities.

Community member are defined as any individual in the Host or Rohingya

refugee community 25 and above. (This definition is only limited to this

indicator alone, and used not be used for any other calculation).

Social cohesion initiative is defined as extracurricular activities that are

not part of the regular teaching and learning. For example but not limited

to sports, cultural shows, class events, talent show, etc.

The beneficiaries for children and youth are captured through the regular

enrollment report, as for the community members any members

attending these events or are a part of it should be counted as per their

gender. Please note this indicator will likely consist of double counting

and data will only be used to measure this indicator.



Provides indication on the engagement of community and children in extra curricular activities.



Use of Indicator: This will be used to report on the engagement of members in the school, and the involvement of children, youth and community members in the school.


Targets: 50,000

Baseline: 0



Data Source

• Host Enrollment Reports


• 4W Reporting Form (Refugee Community)


Sector


Disaggregate(s)






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• Community Members 25 above

• Host Communities and Refugees Communities



Host Enrollment Reports

This format records the host community (Bangladeshi) children being

enrolled in various institutional settings for the response.

Refugee Enrollment Reports

This format records the refugee (Rohingya) children being enrolled in

various institutional settings for the response.


Used to report the number of community member’s male and female for the host community.


Used to report the number of community member’s male and female for

the refugee community.


3.3-FRC-CCA-25-Above

# of Female Community Member 25 and above engaged in refugee community for social cohesion initiatives (co-curricular activities)

3.3-FHC-CCA-25-Above

# of Female Community Member 25 and above engaged in host community for social cohesion initiatives (co-curricular activities)

3.3-MRC-CCA-25-Above

# of Male Community Member 25 and above engaged in refugee community for social cohesion initiatives (co-curricular activities)

3.3-MHC-CCA-25-Above

# of Male Community Member 25 and above engaged in host community for social cohesion initiatives (co-curricular activities)

Documents

GUIDANCE NOTE EDUCATION SECTOR STANDARDS FOR … · Primary Education Class Kit: A) Teaching and B) Learning Materials ..... 6 A. Materials for Primary School Teachers Required