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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
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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).
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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)
7,500 (+3,600 transportation based on 150 taka per day)
National 7,500 (+3,600 transportation based on 150 taka per day)
Teachers (Senior Level) 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.
45 hours (6 days a week)
17000 Registered Refugee Camp
Teachers (Senior Level) National
17,000 (+3,600 transportation based on 150 taka per day)
Head Teacher / Supervisor
• Bachelor degree
• Minimum Class five pass from camp school,
45 hours (6 days a week)
25,000 (+3,600 transportation based on 150 taka per day)
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Primary National Staff
• 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
• Management and administration experience
Head Teacher / Supervisor Secondary National Staff
• Master degree
• 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
• Management and administration experience
45 hours (6 days a week)
28,000 (+3,600 transportation based on 150 taka per day)
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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
MINIMUM REQUIREMENTS
Description Unit Qty
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
MINIMUM REQUIREMENTS
Description Unit Qty
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
MINIMUM REQUIREMENTS
Description Unit Qty
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
MINIMUM REQUIREMENTS
Description Unit Qty
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
MINIMUM REQUIREMENTS
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
Description Unit Qty
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
MINIMUM REQUIREMENTS
Description Unit Qty
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.
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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-RG-E-6-14 # of Girls from refugee community in age group 6-14 enrolled in learning spaces
1.1-HG-E-6-14 # of Girls from host community in age group 6-14 enrolled in learning spaces
1.1-RGD-E-6-14 Out of the number of girls from refugee community in age group 6-14,
1.1-HGD-E-6-14 Out of the number of girls from host community in age group 6-14, # of girls with disability enrolled in learning spaces
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# of girls with disability enrolled in learning spaces
1.1-RB-E-6-14 # of Boys from refugee community in age group 6-14 enrolled in learning spaces
1.1-HB-E-6-14 # of Boys from host community in age group 6-14 enrolled in learning spaces
1.1-RBD-E-6-14
Out of the number of boys from refugee community in age group 6-14, # of boys with disability enrolled in learning spaces
1.1-HBD-E-6-14 Out of the number of boys from host community in age group 6-14, # of boys with disability enrolled in learning spaces
1.1-RG-E-15-17 # of Girls from refugee community in age group 15-17 enrolled in learning spaces
1.1-HG-E-15-17 # of Girls from host community in age group 15-24 enrolled in learning spaces
1.1-RGD-E-15-17
Out of the number of girls from refugee community in age group 15-17, # of girls with disability enrolled in learning spaces
1.1-HGD-E-15-17 Out of the number of girls from host community in age group 15-24, # of girls with disability enrolled in learning spaces
1.1-RB-E-15-17 # of Boys from refugee community in age group 15-17 enrolled in learning spaces
1.1-HB-E-15-17 # of Boys from host community in age group 15-24 enrolled in learning spaces
1.1-RBD-E-15-17
Out of the number of boys from refugee community in age group 15-17, # of boys with disability enrolled in learning spaces
1.1-HBD-E-15-17 Out of the number of boys from host community in age group 15-24, # of boys with disability enrolled in learning spaces
1.1-RG-E-18-24 # of Girls from refugee community in age group 18-24 enrolled in learning spaces
1.1-HG-E-18-24 # of Girls from host community in age group 18-24 enrolled in learning spaces
1.1-RGD-E-18-24
Out of the number of girls from refugee community in age group 18-24, # of girls with disability enrolled in learning spaces
1.1-HGD-E-18-24 Out of the number of girls from host community in age group 18-24, # of girls with disability enrolled in learning spaces
1.1-RB-E-18-24 # of Boys from refugee community in age group 18-24 enrolled in learning spaces
1.1-HB-E-18-24 # of Boys from host community in age group 18-24 enrolled in learning spaces
1.1-RBD-E-18-24
Out of the number of boys from refugee community in age group 18-24, # of boys with disability enrolled in learning spaces
1.1-HBD-E-18-24 Out of the number of boys from host community in age group 18-24, # of boys with disability enrolled in learning spaces
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Indicator Number JRP.1.2
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).
Primary Linkage JRP.1
Linkage to Long-Term Outcome or Impact
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.
Indicator Type: Output
Unit of Measure: Number
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.
Timeframe: March 2018-Dec 2018
Targets: 530,000
Baseline: 88,000
Reporting Frequency: Bi-weekly
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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)
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.
4W Activity Number Refugee Enrollment Reports 4W Activity Number Host Enrollment Reports
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
1.2.1-RG-LM-6-14 # of Girls in refugee community in age group 6-14 receiving standardized education materials
1.2.1-HG-LM-6-14 # of Girls in host community in age group 6-14 receiving standardized education materials
1.2.1-RB-LM-6-14 # of Boys in refugee community in age group 6-14 receiving standardized education materials
1.2.1-HB-LM-6-14 # of Boys in host community in age group 6-14 receiving standardized education materials
1.2.1-RG-LM-15-17 # of Girls in refugee community in age group 15-17 receiving standardized education materials
1.2.1-HG-LM-15-17 # of Girls in host community in age group 15-17 receiving standardized education materials
1.2.1-RB-LM-15-17 # of Boys in refugee community in age group 15-17 receiving standardized education materials
1.2.1-HB-LM-15-17 # of Boys in host community in age group 15-17 receiving standardized education materials
1.2.1-RG-LM-18-24 # of Girls in refugee community in age group 18-24 receiving standardized education materials
1.2.1-HG-LM-18-24 # of Girls in host community in age group 18-24 receiving standardized education materials
1.2.1-RB-LM-18-24 # of Boys in refugee community in age group 18-24 receiving standardized education materials
1.2.1-HB-LM-18-24 # of Boys in host community in age group 18-24 receiving standardized education materials
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Indicator Number JRP.1.2
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.
Primary Linkage JRP.1
Linkage to Long-Term Outcome or Impact
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.
Indicator Type: Output
Unit of Measure: Number
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.
Timeframe: March 2018-Dec 2018
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
Education Sector Sector Coordinator Email: [email protected] Sector Information Management Email: [email protected]
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.
4W Activity Number Refugee Enrollment Reports 4W Activity Number Host Enrollment Reports
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 JRP.1.3
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.
Primary Linkage JRP.1
Linkage to Long-Term Outcome or Impact
This indicator provides a sense of the various learning settings that are being used as a safe learning environment for teaching and learning.
Indicator Type: Output
Unit of Measure: Number
Use of Indicator: This indicator provides the exact number of structures being built or being classrooms being repaired.
Timeframe: March 2018-Dec 2018
Targets: 3,500
Baseline: 1,115
Reporting Frequency:
• 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)
• 4W Reporting Form (Host Community)
Sector
Education Sector Sector Coordinator Email: [email protected] Sector Information Management Email: [email protected]
Disaggregate(s) • Number of units
• Number of classrooms
• Number of shifts
Data Reporting Units:
Learning settings (Temporary Learning Center/Semi-Permanent Learning Center/Home Based Learning/ Mobile Learning)
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.
4W Reporting Form (Refugee Community)
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.
4W Activity Number Refugee Enrollment Reports 4W Activity Number Host Enrollment Reports
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 JRP.2.1
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.
Primary Linkage JRP.2
Linkage to Long-Term Outcome or Impact
This indicator provides information about the Teachers, Facilitators, Instructors being trained on pss training.
Indicator Type: Output
Unit of Measure: Number
Use of Indicator: This indicator provides information about the Teachers, Facilitators, Instructors being trained on pss training.
Timeframe: March 2018-Dec 2018
Targets: 9,000
Baseline: 0
Reporting Frequency:
• Bi-weekly for both 4W report
Data Source • 4W Reporting Form (Refugee Community)
• 4W Reporting Form (Host Community)
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4W Activity Number Refugee Enrollment Reports 4W Activity Number Host Enrollment Reports
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
Education Sector Sector Coordinator Email: [email protected] Sector Information Management Email: [email protected]
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 (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.
4W Reporting Form (Refugee Community)
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 JRP.2.2
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.
Primary Linkage JRP.2
Linkage to Long-Term Outcome or Impact
This indicator provides information about the Teachers, Facilitators, Instructors being trained on foundational teaching and content.
Indicator Type: Output
Unit of Measure: Number
Use of Indicator: This indicator provides information about the Teachers, Facilitators, Instructors being trained on foundational teaching and content.
Timeframe: March 2018-Dec 2018
Targets: 9,000
Baseline: 1,900
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Reporting Frequency:
• Bi-weekly for both 4W report
Data Source • 4W Reporting Form (Refugee Community)
• 4W Reporting Form (Host Community)
Sector
Education Sector Sector Coordinator Email: [email protected] Sector Information Management Email: [email protected]
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 (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.
4W Reporting Form (Refugee Community)
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.
4W Activity Number Refugee Enrollment Reports 4W Activity Number Host Enrollment Reports
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 JRP.3.1
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.
Primary Linkage JRP.3
Linkage to Long-Term Outcome or Impact
This indicator provides sense of number of school governance structures established and working in the response.
Indicator Type: Output
Unit of Measure: Number
Use of Indicator: To know the number of school governance structure established.
Timeframe: March 2018-Dec 2018
Targets: 1,750
Baseline: 400
Reporting Frequency:
• Bi-weekly for both 4W report
Data Source • 4W Reporting Form (Refugee Community)
• 4W Reporting Form (Host Community)
Sector
Education Sector Sector Coordinator Email: [email protected] Sector Information Management Email: [email protected]
Disaggregate(s) • N/A
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Data Reporting Units:
Learning settings (Temporary Learning Center/Semi-Permanent Learning Center/Home Based Learning/ Mobile Learning)
4W Reporting (Host Community)
Used to report on the engagement done with the school governance structure in the host community schools
4W Reporting Form (Refugee Community)
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 JRP.3.2
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.
Primary Linkage JRP.3
Linkage to Long-Term Outcome or Impact
Shows the overall reach of the education sensitization of the community members.
Indicator Type: Output
Unit of Measure: Number
Use of Indicator: This will be used to report on the number of member that have a knowledge for education and children’s rights.
Timeframe: March 2018-Dec 2018
Targets: 35,000
Baseline: 8,000
Reporting Frequency:
• Bi-weekly for both 4W report
Data Source • 4W Reporting Form (Refugee Community)
• 4W Reporting Form (Host Community)
Sector
Education Sector Sector Coordinator Email: [email protected] Sector Information Management Email: [email protected]
Disaggregate(s) • Male and Female
• Host communities and Refugees
Data Reporting Units:
Learning settings (Temporary Learning Center/Semi-Permanent Learning Center/Home Based Learning/ Mobile Learning)
4W Reporting (Host Community)
Used to report on the number of member sensitized on education related activities in the host community.
4W Reporting Form (Refugee Community)
Used to report on the number of member sensitized on education related
activities in the refugee community.
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4W Activity Number Refugee Enrollment Reports 4W Activity Number Host Enrollment Reports
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 JRP.3.3
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.
Primary Linkage JRP.3
Linkage to Long-Term Outcome or Impact
Provides indication on the engagement of community and children in extra curricular activities.
Indicator Type: Output
Unit of Measure: Number
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.
Timeframe: March 2018-Dec 2018
Targets: 50,000
Baseline: 0
Reporting Frequency:
• Bi-weekly for both 4W report
Data Source
• Host Enrollment Reports
• Refugee Enrollment Reports
• 4W Reporting Form (Refugee Community)
• 4W Reporting Form (Host Community)
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
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• Primary Aged Learners: 6-14
• Secondary Aged Learners: 15-17
• Youth Learners 18-24
• Community Members 25 above
• Host Communities and Refugees Communities
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 Reporting (Host Community)
Used to report the number of community member’s male and female for the host community.
4W Reporting Form (Refugee Community)
Used to report the number of community member’s male and female for
the refugee community.
4W Activity Number Refugee Enrollment Reports 4W Activity Number Host Enrollment Reports
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)