Upload
buitram
View
217
Download
1
Embed Size (px)
Citation preview
Assessment of the Education Sector in Northern Iraq / Kurdi-
stan Region of Iraq (KRI) A Sector Study
Herbert Bergmann on behalf of GIZ
8/12/2015
Education Sector Assessment Kurdistan, Iraq
Pa
ge
1
Table of Contents Introduction to the Education Sector of Iraq ................................................................................................................. 1
The Situation of Education in the Governorate of Duhok .............................................................................................. 3
Organization and management ................................................................................................................................. 3
Curriculum and School Books ................................................................................................................................ 3
Inspection and Supervision ................................................................................................................................... 4
Teacher Development ........................................................................................................................................... 4
Examination Results - Effectivity and Quality ............................................................................................................ 5
Teacher Salaries ......................................................................................................................................................... 6
Access ........................................................................................................................................................................ 7
Schools, Pupils, Teachers ....................................................................................................................................... 7
Children not in School ........................................................................................................................................... 7
IDP and refugees ........................................................................................................................................................ 8
Numbers and location ........................................................................................................................................... 8
The provision of education for IDPs and Refugees ............................................................................................... 9
Donor community response .................................................................................................................................... 18
Needs assessment ................................................................................................................................................... 19
INSET for the Special Conditions of IDP and refugee Children ................................................................................ 22
Vocational Training Centre Zakho - Status and needed action ................................................................................ 24
Recommendations ....................................................................................................................................................... 25
1. On the TVET Center Zakho .............................................................................................................................. 25
2. INSET ............................................................................................................................................................... 25
Teaching Methods with Large Learner Groups ................................................................................................... 25
Psycho-Social Support ......................................................................................................................................... 26
Financial Incentives for Teachers ........................................................................................................................ 26
School busing ....................................................................................................................................................... 26
Annexes ........................................................................................................................................................................ 27
Terms of Reference.................................................................................................................................................. 27
DoE Organization Chart ........................................................................................................................................... 30
INSET Courses Organized by the Directorate of Teacher In-Service Training .......................................................... 31
Selected statistics about IDP and Refugee Education situation .............................................................................. 34
The Structure of the System of Education ............................................................................................................... 36
Support of the British Council to the Duhok Inspectorate ...................................................................................... 37
Photographs of the TVET Center Zakho ................................................................................................................... 38
List of Tables Table 1: Examination Results 2014/15 , Duhok Governorate ........................................................................................ 6
Table 2: Learning Institions in Duhok Governorate ....................................................................................................... 7
Table 3: Participation in Schooling by Refugee and IDP children ................................................................................... 7
Table 4: Displaced Persons by category and Location ................................................................................................... 9
Table 5: IDP and Refugee Camps in Duhok Governorate ............................................................................................... 9
Table 6: Schools by Location and Gender .................................................................................................................... 11
Table 7: Schools by Location and Education Level ....................................................................................................... 11
Table 8:Schools for IDPs and refugees (enrolment and teachers) ............................................................................... 12
Table 9: Enrolment and GER in Iraq, 1997/98 to 2008/09 ........................................................................................... 13
Table 10: Changes of Enrolment - Bersive Camp Autumn 2015 .................................................................................. 13
Table 11: Pupil:Teacher Relations by Location ............................................................................................................ 16
Table 12: Education Supplies distributed by UNICEF ................................................................................................... 19
Education Sector Assessment Kurdistan, Iraq
Pa
ge
2
List of Abbreviations CFS Child-Friendly Spaces
CIEP Centre International d’Etudes Pédagogiques
DDE District Directorate of Education
DoE Directorate of Education
DoH Directorate of Health
DRC Danish Refugee Council
ECCD Early Childhood Care and Development
g1 … 12 Grade 1 … 12
GER Gross Enrolment Rate
GIZ Gesellschaft für Internationale Zusammenarbeit
GR Gender Relation
IDP Internally Displaced Person
INGO International Non-Governmental Organization
INSET In-Service Education of Teachers
IQD Iraqi Dinar
IS Islamic State
NFE Non-Formal Education
NGO Non-Governmental Organization
NRC Norwegian Refugee Council
PCR Pupils per Classroom
PTA Parent-Teacher Association
PTR Pupil:Teacher Ratio = Nr. of pupils per teacher
SC Save-the-Children
SNC See table
SOP Standard Operating Procedure
STR Student: Teacher Ratio = Nr. of students per teacher
TLM Teaching/Learning Material
ToR Terms of Reference
TVET Technical and Vocational Education and Training
UNESCO United Nation Education, Science and Culture Organization
UNHCR United Nations High Commission for Refugees
UNICEF United Nations International Children's Emergency Fund
US$ United States Dollar
Education Sector Assessment Kurdistan, Iraq
Pa
ge
3
Introduction to the Education Sector of Iraq The education system of Iraq is structured like most Arab education systems. It has five levels, Preprima-
ry (age 4-5) Primary (age 6-11), Intermediate (age 12-14), Preparatory/Vocational (age 15-17) and higher
education (age 18-22). The Intermediate and Preparatory level constitute Secondary Education (for de-
tails see the annex “The Structure of the System of Education”).
The Situation of Education in the Governorate of Duhok In Kurdistan, Primary and Intermediate level are combined into Basic Education, with Secondary educa-
tion covering grades 10-12, ages 15-17. Teacher pre-service education is done in the faculties of educa-
tion of the Kurdistan universities. Kurdish authorities were permitted to introduce the Kurdish education
system into schools for Kurdish population long before IS came into the arena. They claim that they had
done so.
The Governorate of Duhok consists of four administrative districts, Amedi, Duhok, Sumel, and Zakho.
Each of them has one district education office (DEO), only the district Duhok has two, Eastern and West-
ern Duhok. In addition, since the push of the IS towards the east (Sinjar Mountains and other areas) the
Governorate takes care of the education administration of the Nineveh districts of Akre, Bardarash,
Shekhan, Sinjar, and Tilkef.
Organization and management In Duhok, there is a Governorate General Directorate of Education (DoE). It consists of two main areas,
the technical and the management area. Both are headed by an Assistant General Director. The technical
area consists of seven departments, the administrative area of four departments. All departments are
headed by a Director and contain several sections. Details can be seen in the Annex “DoE Organization
Chart”. Departments of particular relevance for the project are the school building department and,
maybe in future, the department of teacher training.
Curriculum and School Books
The curriculum is the responsibility of the Programme Department in Erbil. Various versions of school
books have been developed, for Kurdish Badini (the main language in Duhok) Sorani, Arabic, Assyrian,
Turkish, and English, all following the KRI curriculum1. So far, they are satisfactory and are used in the
schools for IDPs and refugees as necessary. School books are printed in Erbil, based on the annual re-
quirements of the DoE. They are sent in government trucks to Duhok, sometimes also by the printers
themselves. From Duhok, the districts collect their books with their own or hired trucks.
Books seem to have a life of 3 years. In the first year, 100% of the requirements are printed. As usable
books are reused, in the second year, 50% of the requirements are printed, in the third year, 25%.
Language of instruction
In Kurdistan, the majority of the population speaks a Kurdish language, mostly Badini (Kurmanci) and
Sorani, in Duhok Badini being the main language. Some people speak Arabic as their mother tongue.
Some also speak Assyrian or Armenian, usually speaking either Arabic or Badini as a second language.
The majority of the IDPs come from the Sinjar region. Among them, there are different groups, (1) Kurd-
ish speakers from Sinjar who study in Arabic, (2) Kurdish speakers from Sinjar who study in Kurdish. They
1 Information provided by the Director of Public Relation DoE Duhok.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
4
study the same curriculum in 2 different languages of instruction, (3) people with Arabic as mother
tongue, (4) and Arabic speakers from other Governorates.
A curriculum reform concerning the language of instruction is under preparation by the MoE. An experi-
ment in 44 schools is going on: In grades 1-4, Mathematics and Science are being taught in English. If the
experiment is successful, it will be implemented Kurdistan Region 2.Related to this is the current discus-
sion about which script is to be used for Badini, the traditional Arabic or the Latin script
Inspection and Supervision
The Duhok DoE covers all schools in the Governorate, including the camp schools. There are two supervi-
sion units, one for Basic, the other for Secondary Education. The DEOs have one supervisor per subject
and one for school management. All of them visit schools to identify problems, and suggest solutions.
They do individual assessments of teachers through lesson observation, but also assessments of certain
curricula. Comments and suggestions from all districts are then forwarded to the program department
Main teacher weaknesses seen during school inspections are:
• Subject weakness (particularly teachers without training)
• Poor teaching methods, e.g.
• Chalk and talk (mostly teacher presentation)
• Not activating students, no discussion
• No problem solving activities
• No learning in groups or pairs.
Choosing a teacher to be inspector needs a careful selection. For this, tests will cover their specialized
and general education, and in particular speaking English and using the computer. Annually, there is an
on-the-job training of new supervisors, including supervised lesson observation and model lessons by the
candidate as part of lesson observation, and critical evaluation of curricula.
Each inspector has to prepare a yearly plan with monthly plans that show the number of schools to in-
spect. During inspection, the inspector will attend lessons and would pay attention to school manage-
ment in general and school yard and toilet facilities in particular.
When attending a lesson, the inspector would evaluate the teacher´s main weaknesses and strengths of
the teacher. Strong points will need recognition. Weaknesses will be discussed and improvements rec-
ommended. If the weaknesses didn’t improve in the second visit of inspector, the teacher must attend a
training course in summer.
The department is supported by the British Council, covering all supervisors and school directors. School
development committees are also supported. For details, see the Annex “Support of the British Council
to the Duhok Inspectorate”.
The overall impression is that the concept and practice of inspection and supervision, as presented by
the Director of the Supervision Department, is professional and up to standards.
Teacher Development
The department covers In-Service Training (INSET) only, as pre-service teacher education has been shift-
ed to the universities. It has a large building for training events, 8 training halls for 35 – 40 participants
(full capacity: 280 – 320 participants) per session. Usually, two sessions can be held daily (with different
2 The language change experiment (44 schools) was criticized as unrealistic. However, the majority of the Directorate managers
consulted in a meeting did not voice any criticism.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
5
participants), morning and afternoon. In addition, 7 schools outside of Duhok can be used for decentral-
ized training.
It has three permanent staff, the director, an IT specialist, and a housekeeper. Trainers can be hired on a
part time basis from outside, excellent teachers, headmaster, principals, supervisors, and trainers trained
by donors for certain purposes, e.g. for the experiment with English as language of instruction in grade 1
to grade 4.
However, according to the general director of the department, there are hardly any potential trainers on
psychosocial issues (trauma related work: how to recognize effects of trauma, how to deal with affected
children in a constructive and supportive way). They would be needed to train teachers to deal with
traumatized children. Here, Training of Trainers is very important3 (the situation of school psychologists
in Duhok, the corresponding regulations and practice were not part of the ToR. This section deals with
teacher development and reports information gathered at the department of teacher training).
From 2012 to October 2015, the center has trained 26.805 teachers, of which 16.191 in 2013, in 119
training courses. The number of trainees had gone down after this for budgetary reasons. The length of
training course ranged from 1 to 42 days, with an average of about 8 days. The number of participants
varied from 5 to 1.551 (a training of 6 days on teaching Arabic in a number of different locations). The
average cost per training day ����������÷������� ��
������������� (����) is about 11 US$, with a minimum of less than 1 US$,
a maximum of 46 US$, and a standard deviation of 7.85 US$. Thus, training costs seem reasonable.
INSET courses usually cover annually about 5% of all teachers.
The budget is extremely limited. At the moment, it does not cover any training courses. However, there
are also other forms of INSET, e.g. coaching by teachers who excel in a subject. Also, peer assessment
among schools is done: school directors would visit each other with a kind of assessment team, present-
ing their observations, comments and proposals to the visited school staff.
The Center is available to any institution that needs to train teaching staff and can fund this.
Examination Results - Effectivity and Quality There are two types of examination, (1) school based end-of-semester and end-of-school year examina-
tions and (2) official examinations at the end of an education level, one after grade 9 to assess the learn-
ing achievements of Basic Education, the second after grade 12, certifying the learning achievement dur-
ing secondary education. For each examination, there are two sessions, the second for those who failed
in the first session. There is automatic promotion up to the end of grade 3, repeating starts after failure
at the end of grade 4. However, failure in Kurdish and Mathematics leads to failure and repetition after
any grade. Because of the second attempt for those who fail the first session, nearly everybody passes.
For the two official examinations, results have been communicated. These examinations are multiple
choice tests. The Basic Education Examination is set in Duhok by a committee of several teachers. The
papers go to Erbil for correction. The Secondary Level Examination is set in Erbil for the whole KRI. Both
are centrally set. For each examination, two sessions are organized, a “first attempt” for all and a second
attempt who failed during the first attempt.
The results, however, are not test results by subject, but rather the percentage of students passed and
failed. These percentages depend on the test pass mark, i.e. the minimum number of points achieved in
the test needed for promotion. This was half of the maximum of 100.
3 GIZ is offering trainings on Psychological First Aid (PFA) through Mawazine company to health personnel as well as personnel
working in primary education. A group of trainers on this topic is currently been trained and could be deployed for further
teachers’ training on PFA. This would need coordination with the DoH
Education Sector Assessment Kurdistan, Iraq
Pa
ge
6
For the whole of Duhok Governorate, the results are the following:
Table 1: Examination Results 2014/15 , Duhok Governorate
Examination sessions Level of Education promotion
rate
failure (repeater
rate)
First
Secondary Scientific 20,76% 79,24%
Secondary Humanities 15,23% 84,76%
Secondary total 18,29% 81,71%
Basic 58,60% 42,39%
First Total 38,34 61,66%
Second
Secondary Scientific 34,65%
Secondary Humanities 29,78%
Secondary total 31,06%
Final Total
Secondary Scientific 47,16% 52,84%
Secondary Humanities 40,87% 59,13%
Secondary total 44,35% 55,65%
Basic & Secondary total 51,12% 48,88%
Source: General Directorate of Education/ Duhok Governorate, calculations mine
The promotion rates are not satisfactory and need to increase in future.
In the district of Zakho, after the second attempt, the promotion rate of grade 9 results was 60%, and
34% for grade 12. For the DEO Sumel, no figures were supplied but according to the director, at the pri-
mary level, the results are not good as many teachers are incompetent. At secondary level, the results
are good. In one of the camps visited, the examination results are encouraging, 90% succeeded and got
promoted to the next grade.
Teacher Salaries The Directorate of Education (DoE) Duhok has 34,599 employees, of whom 27,997 (80.9%) are teachers.
The salary scale consists of ten regular levels (10 – 1), above which there are two special levels. Accord-
ing to the Director of Accounts, the overall salary bill of the DoE amounts to 32 billion Iraqi Dinar (IQD)4,
26.366.400 € at the exchange rates of beginning of November 2015. This amounts to an annual salary
bill, calculated for 12 months, of 316,396,800€.
Since the beginning of 2014, this bill could not always be fully payed and on time. At the moment, the
Governorate does not always have sufficient funds to pay teacher salaries regularly. Salary arrears of the
equivalent of three months (79,099,200€) have built up as staff is not always paid the full monthly salary.
The reasons for this are twofold: (1) since January 2014, the central Iraqi government has stopped paying
its dues to the regional government in Erbil, and (2) the oil price drop has drastically reduced govern-
ment income. Administrative preparations to pay the outstanding salaries are being done monthly so
that payment could be made immediately when funds become available.
The salary arrears have led to demonstrations in Erbil. However, schools are in session, teachers have
been told that all other government employees and the army suffer from such arrears.
It is quite clear that any financial assistance concerning teacher remuneration needs to be extremely
limited in scope, both in terms of beneficiaries and time (for details see the recommendation on Finan-
cial Incentives to Teachers).
4 Oral communication by management of the department of accounts, DoE
Education Sector Assessment Kurdistan, Iraq
Pa
ge
7
Access Access is measured by four indicators, schools, pupils or students, children not in school, and teachers.
Schools, Pupils, Teachers
The most common types of schools are basic education schools (g1 – g9), 84% of the total, and Second-
ary schools (g10 – 12), 11% of the total.
Table 2: Learning Institutions in Duhok Governorate
Learning Institution Number Students Teachers PTR* Students
per school
Kindergarten 47
Fast Learning School 1
Basic Education School* 899 330.269 18.659 17,7 371
Secondary School 112 77.778 9.338 8,3 694
Institutes (below university level) 5
Total 1.064 408.047 27.997 14,6 384
Note*: including 5 primary and 3 middle schools; PTR = Pupil:Teacher Ratio
Source: DoE, Planning Dept., Nov 2015
It is not clear whether the school buildings in the table above only belong to Duhok Governorate or
whether also schools in Nineveh Governorate, managed from Duhok, are included.
Children not in School
Data have been requested from Director Planning, DoE. However, as he did not provide them, data from
the Iraq Humanitarian Profile October 2015 and from the Education Cluster database5 were combined to
reach an estimate. It covers only the IDP population, but shows its age distribution according to age
groups corresponding to the primary level (grades 1 – 6), the Upper Basic Level (grades 7 – 9) and the
secondary level (grades 10 – 12). These could be matched with the corresponding enrolment data in
camps and host communities. Data on the Syrian refugees were supplied by UNHCR6. As far as the IDP
are concerned, only those living in the four Duhok districts will be presented, the education data of those
in Nineveh districts do not appear to be complete.
Table 3: Participation in Schooling by Refugee and IDP children
Group GER children with-
out education
Syrian refugees in Duhok, Basic 64,0% 8.606
Syrian refugees in Duhok, Secondary 7.5%
IDPs Duhok districts – Primary, g1 – g6 76.9% 15.278
IDPs Duhok districts – Upper Basic, g7 – g9 62.3% 11.333
IDPs Duhok districts – Secondary, g10 – g12 35.6% 24.112
Total 59.329
Given the importance of education for the future of the children, action is needed if the refugees and
IDPs cannot return to their home countries and regions in the course of the next year. The data reported
here are not in contradiction to the high enrolment and attention rates in the camps (see below). A re-
cent survey initiated by UNICEF found an overall Gross Enrolment Rate (GER) of only 45%, 52% of the
families interviewed maintain that they cannot send their children to school for financial reasons. This
would not probably apply to the camp population, but rather to those who live in the host communities
5 20121118 Duhok Education Data.xlsx
6 Children with SNC and Education - SYR - 8 Nov 2015.xls
Education Sector Assessment Kurdistan, Iraq
Pa
ge
8
where they might on the one hand face transport costs, but where on the other hand, children and
youths might find an opportunity to work and contribute to the family income.
IDP and refugees “Since the outset of the Syrian crisis, approx. 215,000 Syrian refugees have fled to Northern Iraq and
about 46,000 Iraqi citizens have returned to Iraq from Syria. Added to this are approx. 2,100,000 inter-
nally displaced persons (IDPs) who have had to leave their homeland to escape the advance of IS in Iraq,
above all in Al Anbar and Nineveh Governorates in the KRI, and live either in refugee camps or host
communities. As a consequence, the KRI is now home to the largest number of internally displaced per-
sons in the world relative to its resident population. About 570,000 IDPs have fled to Duhok Governorate
with a local population of app. 1,300.000 Million.
Meanwhile, Duhok has to cope with an influx of over 45,000 Syrian-Kurdish refugees (approx. 500 a day)
from the embattled areas. Despite the relatively good infrastructure and the great local willingness to
help, the Kurdistan Regional Government (KRG) lacks sufficient capacities to provide for the large num-
ber of largely destitute IDPs and refugees – be it in camps or in host communities (app. 67% of IDPs live
in host communities, app. 33% of IDPs live in camps).7”
Not only families and individuals, but whole institutions have found refuge in the Governorate. Due to
the occupation of Mosul by the IS, part of the Mosul University faculty has moved into Kurdistan. The
University of Mosul is hosted in an 18 classroom school where it works during the evening shift, during
the weekend and the school holidays. They are allowed to use the facilities of large secondary schools
without disturbing their teaching. Some courses are taught at night, in many cases, the schools are used
during weekends and the school holidays. Authorities in Duhok say that they host the exiled health and
education authorities from Nineveh and facilitate their functioning from Duhok, also for Arab education
in respective Arab majority areas.
The DEOs of occupied areas are also hosted in the Governorate. Thus, the municipality of Zakho has pro-
vided two buildings for the Mosul Education Office and two schools. The schools are managed by the
Mosul education administration. There are two DEO from the Sinjar region, one falls under the DEO of
Sumel, the other is from Nineveh Governorate. The DEO of Sinjar is hosted in Sumel in the old DEO office
that had previously been converted to a kindergarten and now serves again as DEO office.
In 2014, the sub districts of Zummar, Rabi’ya, and Suni were liberated and added to the area covered by
the Sumel Directorate. Since one year, Zummar with its 55 schools is managed directly by Sumel, adding
to the work load of the DEO. A small administrative office has been set apart for this.
Numbers and location
In the area managed by the Governorate of Duhok, far more than half a million displaced people are
living. Most of them are IDPs from the Sinjar area, overrun by the IS in 2014. The Syrian refugees are
clearly a minority. The families of the IDPs are larger than those of the refugees, and the families in the
camps are larger than those living in the host communities. The majority of the IDPs live outside the
camps, whereas the Syrian refugees are spread nearly evenly between camps and host communities.
49% of all refugee families live in camps, and account, due to their larger families, for 51% of all individu-
als.
7 ToR, p 1
Education Sector Assessment Kurdistan, Iraq
Pa
ge
9
Table 4: Displaced Persons by category and Location
Displaced persons Families Individu-
als
Average
Family size
IDP 107.646 569.881 5,3
inside camps 32.802 189.095 5,8
outside camps 74.844 380.786 5,1
Syrian Refugees 19.038 90.261 4,7
inside camps 9.278 46.390 5,0
outside camps 9.760 43.871 4,5
Total 126.684 660.142 5,2
inside camps 42.080 235.485 5,6
outside camps 84.604 424.657 5,0
Source: Kurdistan Regional government, Ministry of the Interior, Duhok
Governorate, Board of Relief and Humanitarian Affairs, September 2015
There are 20 camps in the Governorates Duhok and Ninive that are managed and taken care of from
Dohuk.
Table 5: IDP and Refugee Camps in Duhok Governorate
As can be seen from the average family size in the camps, they turn around the general mean shown in
the previous table. All camps have schools. The number of individuals in the refugee camps has obviously
been estimated by assuming 5 family members.
The provision of education for IDPs and Refugees
In the first year of the arrival of the refugees, a Syrian curriculum was used. This was stopped when it
became clear that it had been developed by one of the Syrian rebel groups8. Teachers in the refugee
8 Information supplied by the district education officer Sumel
IDP Camps
Camp Families Individuals Family
Size
1 Bajid Kandala 1 1,109 6,167 5,6
2 Bajid Kandala 2 1,110 6,388 5,8
3 Khanke 2,831 17,683 6,2
4 Qadya (Rwanga) 2,715 15,425 5,7
5 Kabartu 1 2,380 14,011 5,9
6 Kabartu 2 2,376 13,762 5,8
7 Sharya 3,338 18,575 5,6
8 Dawidiya 777 4,342 5,6
9 Bersive 1 1,930 11,204 5,8
10 Bersive 2 1,544 9,410 6,1
11 Chamishku 4,267 25,586 6,0
12 Garmawa 308 1,487 4,8
13 Essian 153 2,592 15,326 5,9
14 Shekhan 992 5,753 5,8
15 Bardarash 2,179 11,154 5,1
16 Mamilian 2,366 12,867 5,4
Total 32,814 189,140 5,8
Source: Kurdistan Regional government, Ministry of the Interior,
Duhok Governorate, Board of Relief and Humanitarian Affairs,
September 2015
Camps for Syrian Refugees
Camp Families Individuals Family
Size
1 Domiz 1 6,039 30,195 5,0
2 Domiz 2 1,429 7,145 5,0
3 Gawilan 1,516 7,580 5,0
4 Akre Castle 294 1,470 5,0
Total 9,278 46,390 5,0
Source: Kurdistan Regional government, Ministry of the
Interior, Duhok Governorate, Board of Relief and Humani-
tarian Affairs, September 2015
Education Sector Assessment Kurdistan, Iraq
Pa
ge
10
camps were Syrians with an Iraqi headmaster/principal. All Syrian camp teachers did receive 5-10 day
refresher courses.
To illustrate the situation concerning the IDPs, the box presents impressions from camp Kabartu 1.
The various shifts are treated as separate schools with their own teachers and principals. The 63 schools
reporting a shifting arrangement occupy 37 facilities, all in IDP camps (IDP prefab 28, IDP tented schools
9). In addition to the database, visits have revealed the existence of schools with four daily shifts (Shariya
camp). The majority of schools and students are outside the camps in the host communities, which take
on most of the burden of receiving the IDPs.
It is important to differentiate between the Arabic language KRG curriculum and the Arabic language
Nineveh /Bagdad curriculum. It has an effect on ownership for schools by the Duhok DoE, payment of
salaries to teachers, and perspectives of students: with a grade 12 certificate from an Arabic language
school according to the Baghdad curriculum, students are not permitted to study at a university in KRI.
There are 3 schools in Shariya camp. One had been is a prefabricated building; the other two schools are
big tents. Schools in the camp offer the complete basic and secondary level program from grade 1 to 12.
Kurdish curriculum and Arabic curriculum are used in these three schools.
Situation in Shariya „GIZ school“:
At arrival at 9 a.m., there were no pupils because of heavy rain and flooding of the school courtyard. The building is
used in four shifts four different schools, each with its own school code, name, management and stamp. The
school is open from 8 am to 8 pm.
Shifts in Kabartu 1, School built by GIZ Number of pupils (shift 1)
Shift 1 8 am to 11 am 650 pupils Grade Boys Girls Total GR
Shift 2 11 am to 2 pm n/a G7 86 114 200 0.57
Shift 3 2 pm to 5 pm n/a G8 120 85 205 0.34
Shift 4 5 pm to 8 pm n/a G9 136 109 245 0.44
Note: GR = Gender Ratio Total 342 308 650 0.47
Two shifts are for Kurdish and two for Arabic students. In order to cope with this load, lessons have been short-
ened to 30 minutes. The school covers grades g7-9 (upper basic) and g10-12 (secondary). G1 – g6 go to tend
schools in the camp. The gender ratio (proportion of girls among pupils) declines after grade 7.
The school has 12 classrooms. Two are used as stores; one for Kurdish and one for Arabic books. 10 classrooms are
used by students. It has two Principal’s offices, one for the Kurdish, one for the Arabic schools. Once a week, there
is a staff meeting. There are no teacher meetings between the schools. Principals visit each other in their schools.
Camp Kabartu 1
There are two schools in Kabartu1 camp. Each building operates three shifts corresponding to three schools.
The GIZ built school is used in three shifts; two for Kurdish students and one for Arabic students. There is one
principal for Kurdish and one for Arabic students.
The Kurdish shifts cover the full Basic Education (grade 1 to 9). The Arabic shift covers grades 1 to 6 (the former
primary level). The Kurdish students attend school six days per week, whereas the Arabic students have only half
the regular weekly time at school: students of grade 1 to 3 attend school three days in a week, those of grades 4
to 6 the other three days. Each shift lasts for three hours. The school is open from 8:00 am to 5:00 pm.
The Kurdish school has 22 teachers and 771 students (PTR = 35), the Arabic has school 10 teachers and 1.571
students (PTR = 157). This illustrates the scarcity of Arabic speaking teachers in the IDP camps.
On the day of the visit, the pupils of grades 1 to grade 3 were sent home because of the rain. At 11:45, there
were pupils in most classrooms.
There are some construction problems that lead IDPs to not attend the school. Four classrooms are damaged and
do not keep out rainwater. When it rains, the school cannot be used. The contractor did not do a correct hando-
ver of the buildings as, according to the camp manager, he handed the keys to a cleaner of the school. This, the
camp manager felt, was not the correct procedure.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
11
The five locations considered in the education database differ markedly according to the school gender
and the education levels covered.
Table 6: Schools by Location and Gender
Location School gender
Total female male mixed n/a
IDP prefabricated schools 33 22 55
IDP Tented Schools 1 1 14 2 18
Refugee Camps 12 12
IDP Host Community 26 35 116 52 229
Refugee Non Camps 8 18 27 36 89
Grand Total 35 54 202 112 403
The great majority of schools for which the gender is known (69%) are coeducational. Nearly all camp
schools follow this arrangement. Practically all single gender schools are located in the host communi-
ties, with boys’ schools more frequent than girls’ schools.
Table 7: Schools by Location and Education Level
Location
Mis
sin
g
da
ta
Ba
sic
Up
pe
r
Ba
sic
Se
con
d-
ary
Co
mp
lete
To
tal
IDP prefab schools 22 19 3 11
55
IDP Tented Schools 2 13
3
18
Refugee Camps
10
2
12
IDP Host Community 11 146 37 33 2 229
Refugee Non Camps
73 9 7
89
Total 35 261 49 56 2 403
IDP prefab schools 40,0% 34,5% 5,5% 20,0%
100%
IDP Tented Schools 11,1% 72,2%
16,7%
100%
Refugee Camps
83,3%
16,7%
100%
IDP Host Community 4,8% 63,8% 16,2% 14,4% 0,9% 100%
Refugee Non Camps
82,0% 10,1% 7,9%
100%
Total 8,7% 64,8% 12,2% 13,9% 0,5% 100%
Note: n/a = no data on the education level of a school
Basic = g1 – g 9, upper basic = g5 – g9, secondary = g10 – g12, complete = g1 – g12
Most schools (65%) are basic schools (grades 1 to 9); 12% are upper basic schools (grades 5 to 9). Sec-
ondary schools are more common, relatively speaking, in camps than outside. The two complete schools
(grades 1 to12) are located in the host communities.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
12
Table 8:Schools for IDPs and refugees (enrolment and teachers)
Location
Sch
oo
ls
Bo
ys
tota
l
Gir
ls t
ota
l
Te
ach
ers
Ma
le
Te
ach
ers
Fe
ma
le
PC
R (
est
.)
Inside the Camps
IDP Prefabricated Schools 55 14.730 12.497 420 70 41
IDP Tented Schools 18 9.417 7.890 244 27 80
Refugee Camp 12 5.032 5.315 226 164 72
Outside the Camps
IDP Host Community 229 32.560 25.898 76 167 21
Refugee Non Camps 89 3.719 3.704 115 287 -
Total 403 65.458 55.304 1.081 715 25
Source: 20151118_Duhok Education Data.xlsx, own calculation
Note: PCR = pupils per classroom
Because of missing values in the database, the number of teachers in the host community schools is too
low9 for the IDPs. Thus, the student:teacher ratios (STR) cannot be calculated. Without the IDP in host
communities, the average STR is about 40.
How comfortable, how suited to productive learning, are the schools? One measure of this is the number
of pupils in a standard classroom of 24 m2. (6 m x 4 m, the norm followed in the prefabricated schools).
Assuming that there are 12 classrooms all schools, the average number of pupils per classroom has been
estimated. The schools in the host communities with refugee children have been left out since the data
are limited to the refugee children who seem to be a tiny minority in most of these schools. Under the
assumption made, the tented schools are the most overcrowded, with an average of 80 pupils in a
standard classroom in each shift. They are followed by the schools in refugee camps. Even the prefabri-
cated schools in IDP camps show an average of 41 pupils in a standard classroom. This is still uncomfort-
able. The best conditions are found in the schools for IDP children in the host communities. However, if
the pupils of the local population are not counted; the average of 21 is grossly misleading.
The number of students in schools where the distribution by grades is known is 120,762. Adding the stu-
dent totals of schools without a grade distribution of pupils produces a total of 136,341. The gender ratio
(proportion of girls among all students) is 0.458, not far from the norm of 0.50. Among the students in
the refugee camps, it is above the norm (0.514), and among the refugee students outside the camps, it is
very close to the norm (0.499). Thus, the female population is well represented among the students. The
proportion of female teachers among the locations where there are teacher data for 80% and more
schools, is roughly one fifth, 0.227, going up to nearly half (0.421) in the refugee camp schools.
9 In 96% out of the 179 IDP host community schools and in 86% of the schools, where refugees living in a host community have
their children, there are no data on teachers.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
13
Enrolment and Enrolment Rates
Enrolment rates (GER) have been very high in the past as can be seen from the following table. This data
provides a background to the GER estimated for a few camps.
Table 9: Enrolment and GER in Iraq, 1997/98 to 2008/09
Academic year Area Education Level Enrolment GER
1997/98 Iraq Primary 101.6
2007/08 Iraq center Primary 4,400,000 87.0
2007/08 Kurdistan Primary 1,100,000
2007/08 Kurdistan All Levels 1,193,968
1999/2000 Iraq Secondary general 38.3
2000/01 Iraq Secondary general 1,291,309
2003/04 Iraq Secondary general 1,443,436 44.2
2007/08 Iraq center Secondary general 1.603.623
2008/09 Iraq center Secondary general 1,800,000
2008/09 Kurdistan Secondary general 178,000
Source: IBE: World Data on Education VII 1ed. 22010/11, Iraq, updated version August 2011
Notes: Iraq center = Iraq without Kurdistan, GER = Gross enrolment Rate It also shows that enrolment figures are continuously on the rise. Schooling at primary level (g1 – g6) is
obviously considered a must by the population.
According to a recent survey, only 45% of all school-age IDP children go to school10, in overall GER of 45.
The school enrolment rate (Gross Enrolment Rate = GER) can be estimated for certain camps.
Data from the camps Bersive 1 and 2 show the dynamics at the beginning of the current school year
2015/16 for basic education11:
Table 10: Changes of Enrolment - Bersive Camp Autumn 2015
School Age
Population
Total
Students
GER
total
Teachers Pupil:Teacher
ratio
October 7.359 6.494 88,2% 135 48,1
November 7.545 6.945 92,0% 124 56,0
Increase 186 451 3,8% -11 7,9
Within the first two months of the school year, the number of students still rises. The school age popula-
tion also rises due to new arrivals in the camp, but the GER increases all the same by about 4 points since
the number of students has risen more than the school age population. At the same time, 11 teachers
leave the schools. As seen in the box below, teacher absenteeism adds to the PTR – huge classes to han-
dle and difficulties in promoting successful learning.
During the visit of the mission team, 07.11.2015, the project manager of the Emergency Education pro-
ject noted: enrolment has not been completed; numbers are expected to rise a bit. Schools are at their
space capacity limits, but more important more teachers are needed. Teachers from outside the camp
potentially will not come if neither salaries nor transportation is paid.
An earlier assessment (June 2015) of school attendance in grades 1 – 12 in the camps Bersive 1 & 2, Ka-
rate 1&2, and Chamisku, permits to estimate a GER of 83.4 for basic, and 79.4 for secondary education. It
also shows that the full attendance rate, i.e. during most school days, is only 7.7% in basic and 12.7% in
secondary education. The global enrolment rates, counting all students who ever enrolled, no matter
10
Source: E-Mail communication by project staff. Reasons given were mostly financial. The data refer to all IDPs, inside and
outside of camps. 11
Data supplied by the manager of the emergency education project of the NGO Friends of Waldorf School.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
14
whether they then attended continuously, are obviously too optimistic.12 The frequent occurrence of
shifting arrangements in the IDP camps (90,2% of all school buildings) and the fact that sometimes
three, even four daily shifts are accommodated, testify to the high demand for education.
The following two charts compare the enrolment by grade and gender for all camp schools with all non-
camp schools in the education cluster database. For the refugees outside of the refugee camps, there are
70 out of 89 schools (78.7%) for which only the refugee children, a minority among the pupils, have been
reported. Therefore, the number of students in schools out of the camps does not represent the total
enrolment of these schools. IDP host community schools 15 out of 229 schools with less than 70 pupils
(6.6%) share the same situation. Thus, data of pupils attending schools in non-camp schools refer over-
whelmingly to IDPs. By and large, the distributions are similar. They are roughly pyramidal in shape, par-
ticularly concerning the girls. Grades 1 to 4 show the effects of automatic promotion. Grade 9 figures
show the effect of grade repetition after the grade 9 examination. The transition from basic education
(grades 1 – 9) to secondary education (grades 10 – 12) is limited to about half of the students of grade 9.
At secondary level, there seems to occur a lot of grade repetition. Repetition at the secondary level is
more pronounced for boys than for girls.
However, there a few important differences.
1. In the camp schools, there seems to be a drop in school attendance after grade 1, whether this is
due to the arrival of families with very young children or to the withdrawal of children from school,
one cannot know13.
2. The proportion of girls is higher in the camps than outside, with a difference of 10 to 15 percentage
points in grades in grades 7 to 9 in favor of the camp schools. Only in grades 2 (drop-out after grade
1) and grade 10 (beginning of secondary school) the non-camp schools show a higher proportion of
girls than the camp schools.
12
Source: Matthew Swift, UNICEF. Eassessment_dashboard.jpg, 24/06/2015 13
This might be an influence of social factors. The wealthier, usually more educated IDP families settle outside camps, being
able to rent flats in town. This could lead to a certain fluctuation of population due to migration.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
15
3. The transition to the secondary level is lower in the camp schools (boys 44.3%, girls 39.5%) than in
non-camp schools (boys 50.3%, girls 51.6%). 4. Repeating at the secondary level is more pronounced in the camp schools (33% after grade 10 and
21% after grade 11) than in the non-camp schools (between 6% after grade 10 and 24% after grade
11).
The difference in secondary level enrolment and performance matches the complaints about the insuffi-
cient enrolment capacity of the secondary schools in the camps.
Overcrowding of schools
School infrastructure – prefabricated buildings, tent schools, and previously
existing school buildings – used in shifts will experience more wear-and-tear
than facilities used in one shift only. The relatively small desks are often used
by three pupils. This leads to an earlier deterioration than usual and will
need more repair and rehabilitation activities. As one DEO said: “The prefab-
ricated schools all operate 2-3 shifts. They need to be rehabilitated every
year.”
Schools not in use
None of the people contacted during the mission could confirm the existence of such schools. All com-
pleted school buildings are in full use. In Zakho district, according to the DEO, all schools are used, most
of them in two, some in three or four shifts. Nine schools are still under construction and cannot be fin-
ished due to budget constraints, but this does not relate to the issue in question.
Non-operational schools, and new schools in particular
The District DEO mentioned about 20 schools with structural defects that are nevertheless in full use.
According to him, they cannot be rehabilitated but need to be rebuilt completely. In addition, certain
schools are no longer fully operational, e.g. the camp school in Kabartu 1 camp.
Overcrowding and lack of furniture: GIZ-built schools had been handed over fully furnished according to
the norm of 20 pupils for an area of 24 m2, communicated to the project at planning. Given the high en-
rolment demand, up to 60 pupils sit in one classroom (see the indicator PCR above). The furniture is in-
sufficient for this number, even if three pupils use one bench as is often the case. Thus, furniture had
been taken from other classrooms. These were completely empty; students would have to sit on the
floor. However, GIZ was being criticized for not furnishing the schools at all. This was stated by the camp
manager Kabartu 1 but had been also communicated to the mission by the General Director of the
Duhok Directorate of Education14.
Science and computer laboratories: None of the schools had laboratories and equipment for teaching
natural sciences such as physics, chemistry or biology. Thus, these subjects are being taught by “chalk
and talk”, the teacher using demonstration materials (posters, models) and the school books supplied by
the education administration, but the students cannot do any experiments. Computer labs are also miss-
ing.
14
This officer also suggested INSET (In-service Training for Teachers), and the provision of stationery, bags and other education
aids to students, as is done by UNICEF.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
16
Lack of Libraries and school book storage facilities: school libraries are one of the best instruments to
bolster and reinforce reading skills. School books are supplied by government and belong to the schools,
where they are stored after use. This had obviously not been taken care of during school planning. Some
schools therefore use one of the classrooms for this, but no furniture to store books has been provided.
These situations occur in most camps, at least in the schools built by the project.
To get the school buildings fully operational in the long run, the factual overcrowding of classrooms
should be acknowledged as part of the emergency situation and not seen as a management mistake. The
high demand for education is very positive. Therefore, additional furniture should be supplied as the
need arises, Laboratory rooms should be added where space permits, and storage rooms for school
books and a room for a school library should be built and furnished. Where this is not possible, cup-
boards for the school books might be placed outside of the classrooms.
Teacher Issues
A certain number of issues related to teachers have been raised that will be treated in the following pag-
es. These are: (1) the availability of Arabic-speaking teachers, (2) the Recruitment potential for teachers
in the camps, (3) Teacher demands in order to better cope with the current situation, (4) teacher sala-
ries, (5) discrimination against IDP and refugee teachers concerning salaries (6) alternatives to salaried
teaching staff (6) need for teacher INSET.
The ongoing experience in the Bersive 2 camp, Zakho district, is presented in the box below.
Table 11: Pupil:Teacher Relations by Location
The PTR is a central indicator
of the conditions for teaching
and learning. Ideal PTR are
between 20 and 30 pupils per
teacher. 40 to 45 pupils per
teacher still are acceptable.
More pupils per teacher af-
fect the quality of learning.16
In the 81 schools for which
the PTR could be calculated, the average is 42.4, with a standard deviation of 41.4. The situation varies
15
PTR can only be calculated for 81 (20%) of all schools, given the widespread lack of teacher data in the non-camp schools
(host community, refugee non-camp) 16
In addition, for many schools in the host communities, only IDP and refugee children are reported. This makes the calculation
of the PTR unreliable.
Schools with valid PTR
Pupils Teachers PTR
Location Freq. Percentage
IDP prefab schools 32 58,2% 26,200 661 39.64
IDP Tented Schools 15 83,3% 15,701 311 50.49
Refugee Camps 12 100,0% 10,347 433 23.90
IDP Host Community 11 4,8% 5,532 286 19.34
Refugee Non Camps 11 12,4% 5,986 382 15.67
Grand Total 8115
20,1% 63,766 2,073 30.76
There are not enough teachers for the existing schools. Often teachers from the communities do not want to
come to the camp schools because they do not have the financial mean to do so. Others insist that there are
enough employed teachers, only that some do not come to school because they do not receive their salary on
a regular basis. Sometimes classrooms are full of children without a teacher. There can be more than 60 pupils
per teacher (PTR=60+). In the camp school visited, there are 1.400 students and 24 teachers (PTR 58), but only
16 teachers seem to turn up regularly (STR 87.5). At many schools pupils/students get only half the curriculum:
shifting is done within the week, three days may be devoted to grades 1 – 3, the other three days to grades 4 –
6.
As a solution, well-educated individuals living in the camp who would be willing to teach for a small incentive
of e.g. 20US$ a day (about 400 US$ monthly, 5,280 US$ a year and person)), could be hired.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
17
between camp and non-camp schools, but also between camp schools: The most difficult situation oc-
curs in the IDP camp schools. All very heavy overcrowding (PTR above 100) in seven schools occurs in IDP
prefabricated and tented schools. The schools in host communities have very comfortable situations
(15.6 and 19.3), closely matched by refugee camp schools.
(1) Availability of Arabic-speaking teachers for Arabic-speaking IDPs
The situation differs quite a bit in the Governorate and concerning the various groups involved. Accord-
ing to UNICEF, among the IDPs from Mosul, there are enough Arabic speaking teachers, but they refuse
to work for lack of salary and transport allowance. Among the IDPs from Sinjar, there are no female
teachers at all and not enough male teachers. The ones present are not well qualified. It was said that
one of the reasons was that there were not enough secondary schools in the Sinjar area. Among the
Syrian refugees, there are not enough teachers available because many of them continue to Europe17.
Concerning the Northern area (Zakho), during a visit by UNICEF staff to a school in Bersive camp, the
Principal was complaining that at the start of the school year, the number of teachers was already too
low and it kept getting reduced. That very morning two had been moved immediately to another loca-
tion with no reason given. But he had to change his whole timetable. The availability of teachers able to
teach the Arabic curriculum is a huge issue.
Often, there are enough competent individuals in the camps who just might need some in-service train-
ing on teaching methods. However, they need to be motivated for part time work paid by the hour,
without an employment contract by the education administration. Experience shows that an incentive of
about 20 US$ a day, i.e. 400 US$ a month, would be sufficient. This means 4,800 US$ per year. UNICEF
has been successful with a monthly incentive of 200 US$, 2,400 US$ per year.
According to the DEO Zakho, there are enough teacher candidates for Arabic in the district because of a
college with a department of Arabic language. However, many of them refuse to teach in the camps for
the reasons mentioned above.
(2) Recruitment potential for teachers in the camps.
There are conflicting and contradictory statements on this issue. Among the Sinjar IDPs, there is no such
potential. Among other things, there are no female teachers among them. This would be different for
the IDPs from Mosul. Among the Syrian refugees, there are sufficient candidates with academic qualifica-
tions. However, many of them (about 30% according to one DEO) lack any training in teaching methods.
Those who have are familiar with the curriculum from Damascus. Therefore, they are only appropriate
for refugee schools. The urbanization of Domiz suggests that Kurdish refugees from Northern Syria may
continue to stay in KRI even after the war – the longer this situation continues, the more probable.
Recruitment from the camps depends on INSET for beginners. The DoE and certain donors have experi-
ence with a short training of 45 days to officially qualify teachers, considered sufficient to employ suc-
cessful trainees as qualified teacher. This was started but is no longer practiced for lack of funding.
(3) Teacher demands in order to better cope with the current situation.
The best method to find out about this is the focus interview with teachers. This could not be done since
in Zakho, the team arrived too late; the morning shift had just closed. In the camps of Shariya and Ka-
bartu, schools remained closed because of heavy rain.
17
No figures are available.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
18
(4) Salary payment
The overall presentation of the financial issues affecting the salary payment has been made above (see
the section Teacher Salaries). This section also discusses the regularity of salary payments. Teachers re-
ceive their salary according to the availability of funds in the Kurdistan treasury.
Some teachers teach on an hourly, daily, or weekly basis and are paid by the hour. According to a DEO,
more fully employed teachers might be needed. In certain Basic education schools managed by the DoE
Duhok, there are non-Kurdish, non-Yazidi IDP children. Their teachers are in principle being paid by au-
thorities in Baghdad. But the payment has been suspended. Therefore, the Duhok Governorate refuses
to finance Arab IDP schools.
(5) Salary Differences between local teachers and those recruited from camps (IDPs and refugees)
All teachers who teach regularly in camps are employed by KRG. Therefore, they receive the same salary.
There might be a difference in the net amounts paid because the non-Kurdish teachers are not entitled
to family and seniority allowances.
(6) Alternatives to salaried teaching staff, e.g. volunteers.
Volunteers can be found in the camps (see above). They would be volunteers in the sense that they
would work without an employment contract but against a modest financial incentive, e.g. 20US$ a day
(about 400 US$ monthly, 5,280 US$ a year and person, NGO Friends of Waldorf school). Other formulae
were the one by UNHCR: 200 US$ per month to 300 teachers (2400 US$ a year per person, 720,000 US$
per year) or the one by UNICEF: 250 US$ per month for refugee teachers till the end of 2015 for 228
teachers, 684,000 US$ for the whole period). Incentive payments were also made by NGOs like World
Vision, Norwegian Refugee Council (NRC), and Save-the-Children (SC).
Donor community response The donor response after the influx of IDPs from the Sinjar region was swift. “Thanks to good coopera-
tion between the Kurdistan Regional Government and foreign/international organizations, 20 IDP and
refugee camps have been completed and provide temporary accommodation and services to IDPs and
refugees. Owing to these changes and according to the United Nations Strategic Response Plan, the larg-
est needs (besides the originally identified bottlenecks in accommodation) are in health and education
and also winter proofing of unfinished buildings for IDPs”18. The German Government financed an emer-
gency assistance project that started in Nov. 2014.
UNICEF, UNESCO, GIZ and other donors such as the French Red Cross, Save-the-Children and others have
been building Camp school buildings. The GIZ contributed seven prefabricated schools in Camps (Shariya,
Kabartu 1 & 2, Chamishku, Qadia (Rawanga), Bajed Kandala 1&2), one prefabricated school contracted
out to UNICEF (Qasara), and three tented schools in Shariya, also built by UNICEF. In addition, GIZ had
three permanent schools built, two in Duhok, one in Zakho.
UNICEF worked on the damage and wear-and-tear in schools caused by the IDPs who were hosted there-
in. According to certain education officials, it did not enough. Most of their work in 55 schools could be
18
ToR p1
Education Sector Assessment Kurdistan, Iraq
Pa
ge
19
summarized as cleaning up19. School cleaners had been paid by UN agencies for a number of months.
After this was stopped, the cleaning is no longer assured20.
UNICEF also supplied teaching and recreation materials and stationery in the form of ready packaged
kits. This is done at the beginning of every school year.
Table 12: Education Supplies distributed by UNICEF
Location
G1
-4 K
it
G5
-9 K
it
G1
0-1
2 K
it
Re
cre
ati
on
al
Kit
Sci
en
ce K
it
Ma
th K
it
Sch
oo
l in
a
bo
x
IDP Prefab Schools 954 733 234 24 88 88 88
IDP Tented Schools 376 459 138 12 32 32 32
Refugee Camp 366 180 29 14 28 28 28
IDP Host Community 1.294 1.220 419 164 328 328 328
Refugee Non Camps 121 198 14 13 26 26 26
Grand Total 3.111 2.790 834 227 502 502 502
For example, in Shariya camp, each pupil received a school bag, eight copybooks, one pencil set, one
crayon set, two pencil sharpeners, two rubbers, and one ruler. In addition, UNICEF provided Teaching
Learning Materials (TLM) for Math, Physic, and Chemistry.
For reasons of fast relief, the measures taken in 2015 focused on the bare essentials. Therefore, in the
secondary school buildings, neither science nor computer laboratories nor libraries were installed.
According to some interview partners, donors only address the needs of refugees (Syrians) and IDPs21.
This could create tensions. UNICEF was said to do nothing for the IDPs.
Needs assessment The ToR specified explicitly to assess the need for teacher INSET. However, during interviews, many in-
terview partners spontaneously mentioned needs for infrastructure, TLM or other equipment. They are
summarized here since they might help in planning the next project phase. The presentation is limited to
uncommented lists. This issue needs to be treated in more details during project planning.
Teacher In Service Training (INSET)
1. Inducement training for graduates from the faculties who do not know how to teach (2x).
2. Psychosocial support in school. (3x)
3. teacher code of conduct,
4. Parent Teachers Association22.
5. lesson planning,
6. English language in order to be able to shift the curriculum language from Kurdish into English 3x).
7. positive discipline,
19
This is the personal opinion of the interview partners and could not be assessed by the mission. On other occasions also, the
donor response were not always correctly perceived. Thus, in the camp Kabartu 1, the camp manager stated that the GIZ School
had not been furnished as did UNICEF and UNESCO. 20
Critizism raised by the DEO Sumel 21
This is the personal opinion of a DEO, not borne out by the facts. It is true for the UNHCR whose mandate is limited to refu-
gees, but also does monitoring and advocacy with Govt. in favor of IDPs. It has no budget for any education activities at all, but
does here, too, monitoring and advocacy. Also, it is the lead agency for the legal protection and the physical protection for IDPs. 22
Points 2 – 9 were mentioned by the INGO Save-the-Children
Education Sector Assessment Kurdistan, Iraq
Pa
ge
20
8. active learning,
9. communication with children,
10. child safeguarding,
Teaching Learning Materials (TLM)
1. Copy books and posters, all TLM other than school books.
2. Library books (sometimes also rooms as in many schools, libraries are used as classrooms),
3. Laboratory equipment (g7 – g12),
4. Laboratories for chemistry, science (2x).
5. Education kits for English language (Shariya camp school).
6. Playful TLM for grades 1 to 3, adapted to pupils’ age and level of development.
7. Support to the printing of books.
Equipment other than TLM
1. School desks and benches, enough furniture to accommodate the number of students in each class-
room.
2. White boards
3. Heaters
4. Furniture for school management
5. Enough classroom furniture to accommodate all registered pupils. (Kabartu 1 principals)
6. Computers g 7-1223
The equipment needs of the TVET Center Zakho have been specified in a list submitted to the GIZ pro-
ject. They need to be evaluated by a TVET specialist.
A discussion with two principals and their deputies in the GIZ-built school Kabartu was very productive.
Needs Kurdish School Arabic School
More classrooms 4 prefabs or tents
Furniture for the administrative office X
Desk and benches for students X X
TLM for English teaching X
TLM chemistry, physics X
School books Computer g7 and 8 Several subjects g1,2,3,5
Computer lab X x
First Aid equipment X
A school shop for income generation X
Additional teachers 3 10
Computer for the administrative office X X
Social workers X
Fast photocopier X
Projector X
Source: Kabartu 1 principals
Staff
1. About 700 permanent teacher posts and a corresponding number of auxiliary staff are needed to
employ the part time lecturers (2x);
2. Social workers to work with students who have problems at home or do not come to school often.
23
According to the Director of Stores, DoE Duhok
Education Sector Assessment Kurdistan, Iraq
Pa
ge
21
Infrastructure
1. More secondary schools in the camps (3x), e.g. in one of the biggest camps in Sumel24, there is only
one secondary school (UNHCR Community Services Officer).
2. Clean water sources, filters, and storage tanks for schools. (Director of Programmes, DoE Duhok)
3. Refurbishing at least for 20 schools in Zakho which are being used at the moment (complete rebuild-
ing).
4. Rehabilitation of all schools in Zummar as they were used to host fighters, store weapons and am-
munition and served as fighting positions. (DEO Sumel) However, this is disputed territory, interven-
tions coming from Duhok Governorate might not be welcome.
5. Examination facilities, since there are no examination halls in the camps. Exams are done in the open
air. (DEO Sumel).
School buses
In Kurdistan urban non-camp areas, IDPs and refugees who wish to send their children to the relatively
few Arabic speaking schools are a minority. Thus, children have to walk long distances. Here, there is a
need for school buses. UNHCR is negotiating for this. Some principals have already created a busing sys-
tem in Duhok. It is felt that the buses should be managed by the principals (UNHCR Community Services
Officer).
24
Information provided by Ms. Shakibaie, Community Services Officer, UNHCR. The camp was not identified in the interview.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
22
INSET for the Special Conditions of IDP and refugee Children
What INSET do teachers need and what do they demand right at the moment as a priority to better cope
with the current situation (please differentiate camp and non-camp situations)?
At the moment, given the overcrowding of classrooms (up to 60 pupils per classroom in the camps),
there can be only two major INSET areas for teachers in the camp schools:
1. Teaching Methods for Large Learner Groups
Such methods have been developed and tested in France (CIEP), directed at frequent situations in
sub-Saharan francophone countries.
2. Psycho-social support for children of refugee and IDP families:
There are several initiatives in this field. Two have been visited, the Emergency Education project of
the INGO Save the Children and the German NGO Freunde der Erziehungskunst Rudolf Steiners e.V..
Each one has its specific approach that could be of interest to teachers and school principals.
The project of the INGO Save-the-Children looks at education and child protection. A major feature is
the inclusion of the families and early childhood development activities. It is proven that these activi-
ties contribute greatly to learning achievements in school, preparing children early on for organized
and structured learning. The presence of social workers in the team was said to help addressing anx-
iety and behavioral problems related to traumatic experiences before and during their escape from
home.
The approach of the Save-the-Children project is presented very briefly in the box below.
The Save-the-Children (SC) Project
Activities are directed at refugees, IDPs and the host communities in Garmawa camp, Shariya Camp A & B,
War-City and Bersive.
In the host communities, additional learning space in form of prefabricated schools as study centers is provid-
ed; in addition there is INSET in areas such as positive discipline, active learning, communication with children,
lesson planning, psychosocial support, child safeguarding, teacher code of conduct, Parent-Teacher Associa-
tion PTA and child committees.
Since 2013, SC established nine child and family friendly spaces (CFS) in the camps. These are prefabricated
buildings with playgrounds for children and youth between 0 and 17 years. They are staffed by care givers and
social workers and used for leisure activities, but also for early literacy and numeracy. They cater to about
3.500 children daily in “their” camps.
Other activities are (1) mother – toddler activities, four sessions peer month, (2) ECCD (Early Childhood Care
and Development) for children 3 – 5 years of age, and (3) Non Formal Education for children and youth from 6-
17 years of age.
Teaching covers the subjects Arabic, Kurdish, English, Science, Mathematics, and the official NFE curriculum.
As a result, children supported by the project can read and write at the same level as pupils in the standard
Iraqi schools.
It is expected that students can register for the Grade 9 and Grade 12 examinations in government schools
after having covered the full curriculum.
Each CFS has 17 staff members who earn between 500 and 700 US$ monthly, i.e. in line with teacher salaries.
A programme manager earns about 900 US$ per month. Source: interview with the SC project team in Duhok
Education Sector Assessment Kurdistan, Iraq
Pa
ge
23
This approach tries to create a teaching and living school environment that is non-threatening and con-
ducive to learning in the sense of the UNICEF concept of a “child friendly school”. It takes teachers´ sub-
ject knowledge for granted up to a certain extent but places a heavy emphasis on changes in teacher
behavior towards the children. It will certainly contribute to better learning and more happiness in
school, but it places heavy innovation demands on the teachers, requesting them to drop all the behav-
ior that induces anxiety in the children. This approach would also work well in the host community
schools but it needs to be wholeheartedly agreed to by the sector authorities.
The NGO Friends of Waldorf Education25 focuses exclusively on trauma-related phenomena in children´s
behavior and feelings. This aspect was mentioned as a major need for INSET courses by the director of
the department of teacher training.
Given the hardship and anxieties the refugee children and the IDP children have gone through, such an
approach is highly relevant. One important aspect is that most interventions can be learned by teachers,
a deep knowledge of psychology, let alone psychiatry, is not necessary. The approach used by Save-the-
Children goes further towards school development, but this might be too ambitious for the time being.
25
Official English version of the longer German Name
The NGOs main activities focus on providing psycho social support for teachers, children and parents. An interna-
tional volunteer team comes every two months for two weeks. Currently there are nine international volunteers
around, mostly for teacher monitoring, working directly with children and training a local team of nine members.
Other areas of work are parental counselling, Post-Traumatic Stress Syndrome Awareness, health services. The
latter is mostly directed at Yezidi women by a gynecologist. Project Manager is permanently in Zakho and maintains
the activities between the international interventions with the local team, trained by the volunteers.
The current activities are part of a nine month project financed by UNICEF. The NGO started its activities already
earlier in KRG with mainly private funding. The work concept is Emergency Pedagogics1, focusing on psychosocial
support. It offers a non-confrontational approach, facilitating and bolstering coping strategies. Unlike psychothera-
py, emergency pedagogic measures are carried out in groups. It includes extracurricular activities meant to build up
children’s psychic strength. They aim to enhance the abilities to focus, concentrate, to experience joy and fun, and
regain psychic strength and self-confidence.
The majority of the teachers in the camp school are IDPs, a large proportion of them have recently traumatizing
events and displacement, many are not “stable”. Therefore, the NGO provides supportive psychosocial activities
with the teachers. The outcomes are difficult to evaluate, but an improvement of psychic strength and personal
growth has been observed already.
The project supports five Kurdish schools in the camps Bersive 1 and 2. It has no access to the Arabic schools as the
NGO is not registered in Baghdad.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
24
Vocational Training Centre Zakho - Status and needed action
Status
It was established in 2013 by the Directorate of Labour and Social Affairs. The main purpose of this cen-
ter is conducting training for people with very limited or no education in order to learn a trade. This
would allow them to establish their own business or to find employment. Another task of the center is
helping companies to settle in Zakho, e.g. to get their license instead of getting it in Duhok Governorate.
A third task is to help unemployed people finding jobs by advertising them to companies that come to
Zakho.
Organization:
The center consists of seven departments:
1. Labor department.
2. Vocational training department.
3. Law department
4. Statistic and auditing.
5. Accounting department.
6. Health and safety department for vocational trainings.
7. Self-management department.
It has eight large training halls with two administrative rooms each, most of them empty. Three big halls
can be used for carpentry, welding etc.. Attached to them, there are 3 administrative rooms. One very
big room is meant for meetings and parties, especially for distributing certificates in the last days of
training (for details, see pictures in the Annex “Photographs of the TVET center Zakho).
Most of the training hall are empty, some of them were used to store materials (water bottles, iodized
salt) for IDP after the IS attack on the Sinjar mountains in 2014.
The equipment seen consists of a number of electrical sewing machines and 12 PC with Windows and
Office 2007.
Skill training is so far planned in the following fields:
1. Repairing mobile phones.
2. Carpentry.
3. Welding.
4. Air Conditioning.
5. Coiffure for male and female.
6. Sewing.
7. Teaching on how to use Ceramic for grounds.
8. Making windows from plastic.
9. Computer skills.
10. English language.
So far, various trainings with about 120 participants have been conducted:
1. two sewing training courses,
2. one Computer course,
3. one coiffure training.
Two trainings had been organized by the NGO DRC (Danish Refugee Council).
Education Sector Assessment Kurdistan, Iraq
Pa
ge
25
Rehabilitation needs and cost estimates
None at the moment, the center is only two years old and in good shape.
Equipment needs
The equipment needs have been specified by the management of the center in a list submitted to the
GIZ project.
Budget situation of Directorate in charge
The budget situation could not be assessed as the Director was not available. But one can safely assume
that the budget is small and hardly available.
Staff situation
The center has 56 employees, 40 professionals, of which one trainer (computer) and 16 auxiliary staff.
Given the low level of activities, this is more than sufficient.
Assessment
At present, there are no activities. Most employees were absent on a normal working day, large areas
have remained uncleaned despite the large number of auxiliary staff.
Recommendations
1. TVET Center Zakho
a. Increasing the capacity for technical and vocational training is certainly appropriate in a situation
of widespread youth unemployment, with makes turning to the terror militias an attractive al-
ternative. Well trained graduates of the center could look for employment in the whole of the
KRI and beyond.
b. Before any intervention of and support by the German side, a TVET specialist should be involved
in order to (1) find out more about the plans, revise and complete them, (2) visit the center, and
(3) revise the equipment list supplied to the GIZ.
c. It is necessary to make sure that the budget allotted for funding the non-salary recurrent costs of
the center is made available or that temporarily, other funding sources be found.
d. If a satisfactory, sustainable arrangement cannot be reached, the center should not be support-
ed by the project.
2. INSET
Teachers from Sinjar need INSET more than any other group, both concerning teaching methods and
subject knowledge.
Teaching Methods with Large Learner Groups
This is an approach to teach large classes of 60 or more students/pupils. It was developed in France for
the situation in Sub-Saharan Africa with sometimes huge classes of more than 100 pupils. It was devel-
oped in the middle of the 1980. In 1994, a World Bank publication26, took up the topic. The approach has
also been published in English27. It is suggested to discuss this with the Director of the DoE Department
of Teacher Training to find out whether the approach is already known. The approach should be dis-
cussed with a pedagogical expert on teaching approaches, e.g. a former GIZ colleague on teacher train-
ing.
26
Vandevelde, Pedagogie des grands groupes, Washington 1994 27
UNESCO. Practical Tips for Teaching Large Classes, A Teacher´s Guide, Paris 2006
Education Sector Assessment Kurdistan, Iraq
Pa
ge
26
Psycho-Social Support
The approach used by the NGO Friends of Waldorf Education should be applied to other camps whose
inhabitants have gone through traumatizing experiences. In the beginning, it might be useful to focus on
this, given the consequences of what the families, and in particular the children, have gone through. It is
important, though, that based on the experiences in the Bersive camps, a process of extension be envis-
aged. This means more than anything else training of trainers and intensive coaching of the first and
second batch of trainers. However, this needs to consider the general approaches to psycho-social sup-
port for IDP and refugees, falling under DoH responsibility. A process establishing governorate wide SOPs
is currently under way. Particular project approaches need to fit into these efforts.
Financial Incentives for Teachers
Financial incentives for teachers need to be limited to teachers in camp schools, otherwise, the financial
implications become too heavy, and sustainability cannot be reached. The teachers most in demand
seem to be teachers able to teach the Arabic curriculum. One should, maybe together with other donors,
establish a program of incentives in the order of 200 to 400 € per month to volunteer teachers. If this is
seen as useful and possible in principle, detailed figures about the need for such volunteers need to be
collected in all camps. If graduates from the Arabic language Department of the College of Zakho are to
be employed, they could be motivated to work in the camps by paying a transport allowance.
School busing
For areas where there are long distances between pupils´ homes and schools, buses should be supplied
to either schools or municipalities on condition that they take charge of all recurrent expenses – staff
salaries, fuel, and maintenance.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
27
Annexes
Terms of Reference
Assessment of the Education Sector in Northern Iraq / Kurdistan Region of Iraq (KRI)
“Improvement of Living Conditions for Iraqi Interna lly Displaced Persons, Refu-gees and Host Communities in Duhok Governorate, Nor thern Iraq”
On behalf of GIZ
PN: 14.1837.5-001.00
By Mr. Herbert Bergmann
1. Initial Situation
After the civil war in Iraq, the Shiite government of Nouri al-Maliki failed to unite the various religiously
motivated and political groups in the country and prevent the rapidly growing influence of the extremist
Jihadist-Salafist rebel group, Islamic State (IS), in the West.
Since the outset of the Syrian crisis, approx. 215,000 Syrian refugees have fled to Northern Iraq and
about 46,000 Iraqi citizens have returned to Iraq from Syria. Added to this are approx. 2,100,000 inter-
nally displaced persons (IDPs) who have had to leave their homeland to escape the advance of IS in Iraq,
above all in Al Anbar and Ninive Governorates in the KRI, and live either in refugee camps or host com-
munities. As a consequence, the KRI is now home to the largest number of internally displaced persons
in the world. About 400,000 IDPs have fled to Duhok Governorate with a local population of app.
1,300.000 Million.
Meanwhile, Duhok has to cope with an influx of over 45,000 Syrian-Kurdish refugees (approx. 500 a day)
from the embattled areas. Despite the relatively good infrastructure and the great local willingness to
help, the Kurdistan Regional Government (KRG) lacks sufficient capacities to provide for the large number of
largely destitute IDPs and refugees – be it in camps or in host communities (app. 67% of IDPs live in host
communities, app. 33% of IDPs live in camps).
Thanks to good cooperation between the Kurdistan Regional Government and foreign/international organi-
sations, 20 IDP and refugee camps have been completed and provide temporary accommodation and
services to IDPs and refugees. Owing to these changes and according to the United Nations Strategic Re-
sponse Plan, the largest needs (besides the originally identified bottlenecks in accommodation) are in
health and education and also winterproofing of unfinished buildings for IDPs.
2. Brief information about the project
The objective of the project is as follows: The living conditions of internally displaced persons, refugees
and the local population in the Governorate Duhok host are improved.
The project operates mainly in Duhok Governorate in the autonomous Kurdistan Region of Iraq, the sub-
districts/districts of Duhok (city), Zakho and Sumel with the aim of improving the dwellings and living
conditions for internally displaced persons and alleviating the social strains in the communities affected
by the large IDP influx, above all in education and health.
Main areas of intervention of the project are
Education Sector Assessment Kurdistan, Iraq
Pa
ge
28
1. Health & Psycho-Social Support, 2. Education and Vocational Training, 3. Social activities, facilitating interaction among IDPs, refugees and host communities.
The fields of activity will entail medium-term capacity-building measures, comprising the replacement of
inadequate and damaged dwellings in the IDP camps, the construction/refurbishment of social infra-
structure in selected camps and in adjacent host communities, the establishment of support facilities for
traumatised IDPs, above all women and girls who have suffered from acts of violence by IS, winterproof-
ing shelters in the unfinished buildings and social activities through local initiatives and schools.
The project run-time is scheduled from November 2014 to April 2016.
3. The contractor will deliver the following result s
The scope of the assessment in the education sector is to collect generic information in the Governorate
of Duhok with a particular focus on the situation in elementary & primary Schools (in and off camps). The
assessment is a direct contribution to the planning process for the envisaged new project phase in 2016 /
2017.
Key elements of the assignment:
• Collect generic information about the education sector in Governorate Duhok (number of schools, number of pupils and teachers, children not in school as an estimate for the de-mand for schools and teachers in and off-camp),
• Assess the availability of Arabic-speaking teachers for Arabic-speaking IDPs.
• Collect and assess data concerning the school enrolment rate by gender and age (if pos-sible) in the camps and outside of them.
o Are there schools which are not in use?
o If so, where are these schools and what are the reasons for not using them?
• Are there cases, where new schools are not operational? If yes, for what reason?
• What aspects of school buildings provided by donors (in and off-camps) need to be taken care of to get them operational in the long run (zweckgerechter Betrieb der Infrastruktur)?
• What is the current situation of teacher’s salary payments (in and off-camp)? Is this dif-ferent for local teachers and those recruited from camps (IDPs and refugees)?
o Do they receive their salary regularly?
o Is there a difference in the payment of Kurdish teachers and Syrian teachers
� concerning the amount?
� concerning the regularity of payment?
o Does the Governorate have sufficient financial means to pay teacher salaries regularly?
o Assess alternatives to salaried teaching staff, e.g. volunteers.
• Is it possible to extend the recruitment of teachers from camps (IDPs, refugees) for teaching in schools in camps and host communities?
Education Sector Assessment Kurdistan, Iraq
Pa
ge
29
• What in-service training do teachers need and what do they demand right at the moment as a priority to better cope with the current situation (please differentiate camp and non-camp situations)?
Side aspect of the assignment:
• Please clarify status and needed action in the Vocational Training Centre Zakho:
o Is a rehabilitation of the building needed? If yes what are probable costs? Collect existing cost estimates and comment on them. Provide evidence (photographs) of the existing infrastructure and equipment, including a short description.
o What equipment is needed at what costs to get the center running?
o What is the budget of the Directorate in charge of the center to operate it?
o Describe the staff situation of the center and assess whether it is sufficient. If not, how should it be changed?
Proceeding:
a) Research and screening of available secondary literature on the education sector in the KRI, in particular in the Governorate Duhok (please hand over identified/ collected documents, studies, policies and strategies, rules and regulations to the project to the end of the assign-ment). --> up to 3 working days
b) Trip to KRI including interviews and (possibly) Focus Group Discussions with selected pro-ject staff, ministries, donors, NGOs, and teachers in camps and in host communities. --> up to 12 working days (including 2 travel days)
c) Presentation of generic figures in the education sector in KRI / Governorate Duhok including assessment (please see list above) and recommendations to the project. --> up to 5 work-ing days
The assignment will be implemented in close cooperation with the GIZ personnel in Duhok / and the responsible advisor in GIZ headquarters (department 4C40 on peace, security and rehabili-tation). The responsible project personnel will provide essential project documents and ready available studies and analysis in forehand to the assignment. Collected files and documents by the contractor will be handed over to GIZ personnel to the end of the assignment.
The structure of the final report with up to 30 pages (excluding annexes) shall be proposed by the consultant and agreed to with the responsible GIZ project personnel to the end of the trip in Governorate Duhok.
The consultant will implement the assignment in the time frame from 28.10.2015 to 21.11.15 with a total number of up to 20 working da ys (up to 3 days preparation at home-base, up to 11 days in KRI including travel days, u p to 5 days report writing including feedback-loop with GIZ personnel).
Education Sector Assessment Kurdistan, Iraq
Pa
ge
30
DoE Organization Chart
General Director
Assistant General
Director Technical Assistant General
Director Man-agement
Director
Planning
Depart-
ment
Director
Program-
me De-
part-
ment
Director
Examina-
tions
Depart-
ment
Director
Teacher
Training
Depart-
ment
Director
School
Building
Depart-
ment
Director
School
Activi-
ties
Director Sports Activi-
ties
Director
Stores
Depart-
part-
ment
Director Ac-counting Depart-ment
Director Manage-nage-ment & Admi-nistration Dept.
Director Human Resour-ces Dept.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
31
INSET Courses Organized by the Directorate of Teacher In-Service Training Sum of participants Column
Labels
Row Labels 2012 2013 2014 2015 Grand
Total
Arabic
Arabic language training for grade 10 16 16
Arabic language training for grades 5-6 1551 1551
Arabic language training for grades 10-11 319 319
Arabic language training for grades 7-8-9 681 510 1191
Arabic language training for inspectors 11 11
Arabic language training on the new programme 277 277
Arabic leaders training for grades 5-6 22 22
Training on Arabic leaders for grade 7 38 38
Arabic & English 214 214
Kurdish
Kurdish language training 717 717
Kurdish language training for grade 1 39 1058 1097
Kurdish language training for grades 4 & 9 92 92
Kurdish language training for teachers 13 13
Capacity building on Kurdish language for kindergardens 97 97
Syriac 24 24
English
English language for kindergardens 25 25
english language training for grades 10-11-12 51 51
Training on changing the language of math, scientific and kindergarden
from Kurdish into English
465 465
Health
AIDS prevention 25 25
Mathematics
Math for grades 5-6 245 245
Math training 103 103
Math training for grades 4 & 9 108 108
Mathematics & Science 96 96
Science
Scientific training 368 368
Training on scientific subjects 203 203
Science & Social aspects
Science training and social principles for grade 4-5-6 229 229
Social Aspects
Social principles 73 73
Social training 660 660
Social training for general teachers 161 161
Strengthening of human rights inside schools 50 50
Training on children rights 132 132
Training on raising child awareness for violence in school for 10 schools
of refugees (school managers and deputies)
20 20
Training on social leaders 38 38
social training for teachers of grades 7-8-9 55 55
Pedagogy
Teacher training on teaching and learning 1st round 858 858
Education Sector Assessment Kurdistan, Iraq
Pa
ge
32
Teacher training on teaching and learning 2nd round 1417 1417
Teacher training on teaching and learning 3rd round 1482 1482
Teacher training on teaching and learning 4th round 1757 1757
Teacher training on teaching and learning 5th round 1550 1550
Teacher training on teaching and learning 6th round 1691 1691
Teacher training on teaching and learning 7th round 1614 1614
Teacher training on teaching and learning 8th round 847 847
Teacher training on teaching and learning maternity 399 399
Training for advanced teachers 5 5
Training on teaching and learning 367 367
training on teaching and learning leaders 22 22
refresher courses 482 482
Capacity building for weak teachers 63 63
special education training 149 149
refresher courses for teachers 619 297 916
refresher courses for inspectors 28 28
training on special education for administrative inspectors 23 23
refresher courses for refugee camps 344 344
Kindergarden
training for kindergarden teachers 83 83
Capacity building for kindergardens 97 97
Inspection
Capacity building for inspectors of high school and basic school 43 43
Inspector training 151 151
inspectors training for British Council 100 100
Training for administrative inspectors 29 29
Training for inspectors 82 82
Management
British Council management education 164 164
Management training 210 210
Management training employers. Two shifts 117 117
management training for British Council 243 243
Management training for employers of DGE 71 71
Management training for school managers and deputies 705 19 724
Training for school managers and deputies 23 23
Training on basic management 71 71
Training on strengthening school managers capacity with PWJ 118 118
Management & leadership
Training of management and leadership for school management and
deputies, British council project
238 238
Training on leadership and management for all schools managers and
their deputies
317 317
Psychosocial
Training on psychosocial support for refugees 39 39
Sports
Training for sports teachers 147 147
Training for sports teachers and referees 193 193
sports and referee training 54 54
training for camp sports teacher and referee 110 110
Technical Training
Handicraft training for Art teacher 60 40 100
Car Air Condition for industrial high school 20 20
Education Sector Assessment Kurdistan, Iraq
Pa
ge
33
IT
Autocad training for the teacher of industrial school. 10 10
Computer and internet training for inspectors 56 56
Computer course for industrial high school 19 19
Computer training employers. Four shifts 103 103
Computer training for teachers of examination boards 75 75
Photoshop training for informative employees 13 13
Training on electronics for the teachers of industrial school 10 10
unknown
���رئ. ه.ر و ��ر��رى �و� 175 175
Grand Total 4487 16191 3627 2500 26805
Education Sector Assessment Kurdistan, Iraq
Pa
ge
34
Selected statistics about IDP and Refugee Education situation
Camp Schools Non-camp schools GPI Camp - GPI Non Camp Grade Boys Girls GPI % repeater Boys Girls GPI % repeater
1 3.771 3.800 100,8% 3.608 3.540 98,1% 2,7% 2 3.045 2.773 91,1% 3.447 3.241 94,0% -3,0% 3 3.072 2.919 95,0% 3.494 3.252 93,1% 1,9% 4 3.061 2.811 91,8% 3.876 3.106 80,1% 11,7% 5 3.197 2.720 85,1% 3.660 2.851 77,9% 7,2% 6 3.196 2.620 82,0% 3.063 2.530 82,6% -0,6% 7 2.264 2.031 89,7% 3.378 2.522 74,7% 15,0% 8 1.941 1.616 83,3% 2.958 2.183 73,8% 9,5% 9 2.034 1.753 86,2% 3.134 2.397 76,5% 9,7%
10 901 693 76,9% 1.577 1.237 78,4% -1,5% 11 1.213 901 74,3% 32.6% 1.803 1.176 65,2% 5,9% 9,1% 12 1.484 1.065 71,8% 20.6% 2.196 1.502 68,4% 24.1% 3,4%
Total 29.179 25.702 36.194 29.537
TotalEducation
leave
Maternity
leave
Travel ing
leave
Long
leave
Leave
without
paying
Borrow-
ingContract Total
Other
Employees
Basic
school
teacher
Secondary
school
teacher
Education
316 1 9 1 4 25 316 238 3 75 General
5.600 16 277 53 142 5.600 775 3.557 1.268 Eastern Duhok
6.115 61 606 195 91 6.115 890 3.433 1.792 Western Duhok
4.653 25 354 7 11 179 434 4.653 725 2.558 1.370 Sumel
4.299 27 300 3 6 74 1 101 4.299 698 2.396 1.205 Zakho
2.062 6 68 2 5 51 150 2.062 408 1.065 589 Shekhan
3.265 14 187 1 3 61 244 3.265 603 1.869 793 Amedi
2.452 8 77 2 2 94 176 2.452 560 981 911 Bardarash
3.072 21 120 3 17 230 3.072 926 1.485 661 Akre
882 3 34 2 33 83 882 125 377 380 Tilkef
1.883 2 13 16 34 1.883 654 935 294 Sinjar
34.599 184 2.045 17 31 777 1 1.710 34.599 6.602 18.659 9.338 Total
34.599
Source: DeO Duhok, Dept. Of Human Res ources
All employees 2015
27.9974.765
male
teachers
Female
Teachers
Total
teachers
Male
students
Female
Students
Total
Students
staff classespupils/CR STR
Morning (Kurdish students) 20 1 21 400 371 771 26 64 36,7
Afternoon (Arabic students) 9 1 10 700 600 1300 15 108 130,0
Total 29 2 31 1100 971 2071 41
male
teachers
Female
Teachers
Total no.
of
teachers
Male
students
Female
Students
Total no.
of
Students
staff classes
Morning (Kurdish students) 21 0 21 340 192 532 28 41 25,3
Afternoon (Arabic students) 22 0 22 429 387 816 26 63 37,1
Total 43 0 43 769 579 1348 54
Total Morning 41 1 42 740 563 1303 54 25 52 31,0
Total Afternoon 31 1 32 1129 987 2116 41 25 85 66,1
Grand Total 72 2 74 1.869 1.550 3.419 95 25
Source: Tota l number of students .xl sx
Giz basic school
12
�و���� � Unicef �� دوا �وة دى
13
Education Sector Assessment Kurdistan, Iraq
Pa
ge
35
Location School type female male mixed n/a
Grand To-tal
IDP Host Community 26 35 117 51 229 Basic 14 17 98 17 146 complete
2
2
n/a 1 1
9 11 secondary 9 13 11
33
upper basic 2 4 6 25 37 IDP prefab schools 33 22 55
Basic
19
19 n/a
22 22
secondary
11
11 upper basic
3
3
IDP Tented Schools 1 1 14 2 18 Basic 1 1 11
13
n/a
2 2 secondary
3
3
Refugee Camps 12 12 Basic
10
10
secondary
2
2 Refugee Non Camps 8 18 27 36 89
Basic 5 14 23 31 73 secondary 1 2 1 3 7 upper basic 2 2 3 2 9
Grand Total 35 54 203 111 403
Education Sector Assessment Kurdistan, Iraq
Pa
ge
36
The Structure of the System of Education
Source: IBE: World Data on Education VII 1ed. 22010/11, Iraq, updated versions August 2011, p.5
In Kurdistan, grades 1 – 6 Primary and grades 1 – 3 Intermediate are combined into Basic Educa-
tion grades 1 – 9. Grades 1 – 3 Preparatory are called Secondary grades 10 – 12.
Education Sector Assessment Kurdistan, Iraq
Pa
ge
37
Support of the British Council to the Duhok Inspectorate Schools
• Over 45,000 teachers, principals and supervisors have been trained in, and are implementing, a
more child-centred approach to teaching and learning in over 3,700 schools.
• 12,500 senior staff are focused on giving school principals a greater role as ‘leaders of learning’
in 5,900 schools, while over 5,000 supervisors are acting as ‘critical friends’ to schools.
• The Ministry of Education in the Kurdistan Region has printed 120,000 copies of the standards
and plans are in place to roll out the training in the remaining 29 Directorates of Education. Plans
are also in place in Central and Southern Iraq to deliver training in the remaining eight General
Directorates of Education.
TVET (Technical and Vocational Education and Training)
• The Ministries of Higher Education, Ministries of Education, Ministries of Labour and Social Af-
fairs for the Kurdistan Region and Central and Southern Iraq have approved the first cross-
ministry TVET strategy.
• 15 centres of excellence are now actively involved and pioneering new developments in line with
the strategy. Staff are actively implementing modern competency-based teaching, learning and
assessment methods, and are cascading the training to other teachers.
• Twenty-four deans and ten head teachers have successfully graduated from a customised execu-
tive leadership programme at master’s level and achieved chartered manager status.
• Frameworks are piloted, for both the Standards for Leadership of TVET organisations and the
Standards for the Teaching of competence-based training.”
The language change experiment (44 schools) was mentioned and criticized as unrealistic. However, the
majority of the Directorate managers consulted in a meeting did not voice any criticism.
http://iraq.britishcouncil.org/en/programmes/education/improving-quality-education-iraq
Education Sector Assessment Kurdistan, Iraq
Pa
ge
38
Photographs of the TVET Center Zakho
Inner Court Yard
Corridor leading to the training halls
Corridor leading to the training halls Training Hall with Electrical Sewing Machines
Education Sector Assessment Kurdistan, Iraq
Pa
ge
39
Electrical Installation: protective plugs
Electrical Installation: Power lines and fuse box