Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV 3. Policy and strategies A series of strategies will be implemented to ensure that all relevant actors in areas affected by emergencies are made aware of the need for preparedness. Teacher education programs will pay attention to this issue. Specific capacity development sessions will focus on administrators, communities and schools, for whom the risk to face an emergency is significant. More system related approaches will also be developed. They will be concerned on the one hand with the more systematic collection of data on emergencies and on the other hand with the setting up in affected regions of task forces and focal persons who will prepare an emergency response plan. The strategies will be inspired by the Minimum Standards in Education in Emergencies (MSEE). These are tools to help achieve minimum level of educational access and quality in emergencies and early reconstruction and to ensure the accountability of stakeholders. The MSEE provides standards, indicators and guidance notes on five core categories: ❚ ❚ ❚ ❚ ❚ Minimum standards common to all categories Access and Learning Environment Teaching and Learning - (curriculum, training, instruction, and assessment.) Teachers and other Education Personnel Education Policy and coordination 4. Program matrix Strategies and component activities Indicator/target * Component 1: Awareness on education in emergencies developed through teacher education All teachers who work in emergency context will have greater awareness of education in emergencies. Updating teacher training modules Training teachers in education in emergency through module in the CPD modules Component 2: Capacity of administrators, communities and schools to manage education in emergencies made stronger Conduct capacity development training at Regional level for all regions Support children affected by emergencies through provision of supplies Rehabilitation of schools/learning centers affected/ damaged by emergencies Conduct capacity development training at woreda Level for woredas likely to be affected by Emergencies Component 3: All EiE planning and responses being fully integrated with other sectors such as WASH, nutrition, health etc. Number of improved teacher training modules Number of teachers who have skill and knowledge of handling stressed and distressed/ psychologically traumatized/ children during emergencies All woreda offices based in emergency contexts will have participated in capacity development programs and be able to implement EiE programs Number of staff/ personnel and PTAs obtained capacity building training at region, woreda and schools level Number of children benefited from the assistance of learning materials, school feeding program, school uniforms, tents and recreational kits Number of school/learning centers rehabilitated Number of safe learning space established Number of woredas who have received capacity building training Each affected region will have an emergency preparedness response plan. * See comment on indicators and/or targets at the beginning of chapter 3. 84
Education Sector Development Program IV Identify named focal person in each region to lead EiE planning and preparation activities Set up task force or cluster in each region to plan, prepare and co-ordinate EiE activities Ensure there is an Emergency Preparedness Response Plan in place in each region for EiE Person named in each region with role written into job profile Cluster or task force set up in each region Each region has updated Emergency Preparedness Response Plan in place School Health and Nutrition 1. Situation Analysis Good health and nutrition are essential for learning and cognitive ability. Ensuring good health and nutrition when children are of school age can boost attendance and educational achievement. School children are often thought of as naturally healthy, but studies in Ethiopia have shown that many schoolchildren are stunted in height, are anemic and iodine deficient, and in many areas are affected by health issues such as worms, diarrhea diseases, trachoma and other conditions. These highly prevalent conditions are all associated with impaired cognitive ability. Healthier and better nourished children stay in school longer, learn more, and become healthier and more productive adults. Addressing nutrition and health among school-age children does more than improve the health and learning capacity of the treatment group; it also brings intergenerational nutrition and health benefits and long-term economic gains as well In the light of this evidence, the Government of Ethiopia has identified poor health and nutrition as major constraints on the quality of learning and educational achievement of its children. In response to this, the Federal Ministry of Education has decided to include SHN as one of the thematic issues included in its annual review meeting. As a result, as part of its drive towards Education for All, the 2008 Annual Review Meeting recommended that a national SHN strategy should be established. As well as promoting educational quality, SHN promotes equity, as children who begin school with the worst health and nutrition status have the most to gain from SHN interventions. They also have the most to gain educationally, since they show the greatest improvement in cognition as a result of health and nutrition interventions. SHN thus particularly benefits the poor and the disadvantaged, many of whom are increasingly accessible through schools as a result of Ethiopia’s universal education strategies. School-based methods of promoting healthy behaviors are amongst the most successful ways of tackling some major problems of adolescence: violence, substance abuse, teenage pregnancy, and sexually transmitted diseases, including HIV/ AIDS. Risk behavior in adolescence can have a major impact on education: in some countries more than a third of adolescent girls leave school prematurely, never to return, because of unplanned pregnancy. Achieving positive behavior change can promote the educational achievement of youth, and contribute to social capital. Main Challenges • A significant number of children affected by health problems • There is low awareness of the effect of poor health and nutrition on children’s ability to learn in Ethiopia • Lack of ownership and coordination on delivery of comprehensive SHN intervention leading to ineffective resource utilization and application of different standard by different agencies. 2. Expected program Outcomes ❚ ❚ ❚ Health and nutrition conditions that adversely affect children’s ability to participate in education reduced Use of School Health and Nutrition services by schools improved Healthy School Environment promoted Ensuring good health and nutrition when children are of school age can boost attendance and educational achievement. 85
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The Federal Democratic Republic of
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The Federal Democratic Republic of
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Table of contents Acknowledgements
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MDG MLC MOE MOFED MOU MRE MSE NER N
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Education Sector Development Progra
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Education Sector Development Program - VLIR-UOS

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