UNHCR Handbook for Emergencies - UNHCR eCentre

108
cational materials of the type described in Annex
4 can be used to establish a basic education
programme. The materials on this list
would meet the initial needs of 1,000 refugees,
and include sufficient writing materials for two
classrooms of students in the earliest stages of
primary school plus one classroom for students
who have completed 2 or 3 years or more of
primary schooling. If each classroom is used initially
for separate morning and afternoon
shifts, then a total of 240 students can be
catered for. Typically there would be two or
more writing materials kits (of the type specified
in Annex 4) per school, according to the
number of classrooms on each site.
The curriculum should initially be based on
that of the country or area of origin, to facilitate
reintegration upon repatriation.
82. Where possible, contact should be made
with the Education Ministry of the country of
origin, initially to obtain school textbooks and
teachers’ guides and later regarding certification
of education and training received by
refugees and teachers. In order to open
schools as early as possible, temporary shelters
may be erected using plastic sheeting. The
community should be mobilized to help build
and maintain school buildings. Other items required
for simple classroom structures, latrines
etc. should be constructed, using local materials
where possible.
Smaller, decentralized schools are generally
preferable to large schools. Primary schools
should be established within walking distance
for young children.
83. Recreational and sports programmes for
children and adolescents should be included
as part of the education programme, and necessary
space should be allocated at the time of
site planning. The likelihood that additional
classrooms may be needed at a later stage
should likewise be borne in mind at the time
of site selection and demarcation.
It is probable that young refugees will have
had their formal education disrupted. There
should therefore be no limitation of entry
to schooling according to the age of the
children or adolescents.
84. Initial budgets should provide for the
printing or photocopying of classroom materials
for pupils and teachers, based on core
elements of the country of origin curriculum
as well as for the initial purchase of school and
recreational supplies. Budgetary provision
may also be necessary for the translation and
reproduction of materials supporting health,
environment, peace education and other messages.
Action
❏ Identify humanitarian agencies to be responsible
for educational assistance in each
location and to establish and train community
education committees and parent/
teacher groups;
❏ Identify school sites, and erect temporary
shelter, ensure construction of latrines;
❏ Provide writing and recreational materials
to support community initiatives (see Annexes
3 and 4);
❏ Convene a refugee education committee.
Include refugees, local education authorities,
relevant UN agencies, implementing
partners and refugee educators, at appropriate
(district and/or national) levels;
❏ Consult UNHCR Headquarters and the local
UNICEF office regarding availability of educational
materials and school-books;
❏ Arrange the timing of educational and
recreational activities around other household
and family activities to get maximum
participation and cooperation of refugees;
❏ Establish schooling in all refugee locations
with refugee education advisers and teachers.
Make plans for moving to a normal
system of education as soon as possible;
❏ Aim at a realistic level of service which can
be sustained over the longer term;
❏ Organize in-service training of teachers.
Training should cover: school organization;
basic teaching methods; review of basic
subject matter; and dissemination of messages
regarding health, sanitation, environmental
conservation and peace;
❏ Monitor participation of girls in educational
programmes and promote girls’ enrollment
and attendance in school. Identify what are
the root causes of non-attendance by girls.
Promote recruitment and training of female
teachers (at least 50 per cent);
❏ Reintegrate out-of-school children and
youth in school or non-formal education.
Causes of school drop-outs and non-participation
in community activities should be
monitored.