Norwegian Refugee Council Afghanistan, education in emergencies 2018-2022
Contribution ID : SE-0-SE-6-12428This website displays open data about Swedish aid, which shows when, to whom and for what purpose Swedish aid is paid out, as well as what results it has produced. This page contains information about one of the contributions financed with Swedish aid.
Norwegian refugee Council (NRC) has provided Sida with a proposal for funding of 47 MSEK for the support to the project 'Catching-up from Conflict and Back to School- Accelerated Education and Reintegration for displaced Out-of-School Afghan Boys and Girls' during the period December 2018- May 2022. NRC will enable education for young children (boys and girl...
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Norwegian refugee Council (NRC) has provided Sida with a proposal for funding of 47 MSEK for the support to the project 'Catching-up from Conflict and Back to School- Accelerated Education and Reintegration for displaced Out-of-School Afghan Boys and Girls' during the period December 2018- May 2022. NRC will enable education for young children (boys and girls) aged 10-15, and in addition their siblings aged 6-10, who because of conflict or forced displacement have not had a chance to acquire education. NRC will through the project "Catching-up from Conflict and Back to School – Accelerating Education and Reintegration for Displaced, Out-of-School Afghan Boys and Girls" provide accelerated learning and community-based education in high IDP and returnee-hosting areas in Afghanistan. Also out of school children from the host communities who are aged 6-15 will be beneficiaries of the programme. It proposes integrating child protection and psychosocial measures through the Better Learning Programme (BLP). The programme aims to build resilience in the school community by strengthening collaboration between teachers, parents and community members in order to support students’ well-being. Within the programme NRC proposes minor rehabilitation in terms of water and sanitation facilities to learning spaces to make them safer and more gender sensitive with respect to washroom facilities, for example. The programme itself is also gender sensitive in terms of teacher recruitment, provision of female only learning spaces, where necessary, to ensure that girls do not drop out during the programme cycle. The programme further allows for policy engagement for the educational and psychosocial reintegration of conflict-displaced Afghan boys and girls into public education and society.
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Result
Through this 49-month grant, Sida contributes to Norwegian Refugee Council (NRC) Afghanistans ongoing education programme to further its reach and increase its positive impact on student beneficiaries through improved access to quality education in a protective environment. This is carried out through the establishment of learning centres, recruitment and training of teachers as well as provision of education materials to facilitate the learning process. Initially, the project targeted Badghis, Kunduz, Nangarhar and Uruzgan Provinces. However, the Ministry of Education (MoE) announced a new directive allowing only one education actor per district. NRC commenced negotiations with the MoE and Education in Emergencies Working Group (EiEWG) for allocation of new districts to implement the project. NRC successfully negotiated for five districts in Kunar Province, three districts in Zabul Province and six districts in Faryab Province. The selected districts fall into hard-to-reach areas to preserve the projects objective. The districts have been allocated to NRC on June 30th 2019. NRC relocated the project to new locations during June and July 2019 by terminating contracts of already hired teachers and community workers in Badghis, Kunduz, Nangarhar and Uruzgan Provinces and shifted all procured kits to new locations. At the same time, NRC commenced access negotiations with Armed Opposition Groups (AOG) and finalised the negotiations in September 2019 in Zabul and Kunar provinces. As of January 2020 NRC has established 125 classes in an accelerated learning and community-based education in the high Internally Displaced Persons (IDP) and returnee-hosting areas of Faryab, Kunar and Zabul Provinces. 2 200 girls and 2 200 boys aged 10-15 have so far been enrolled through this intervention. During the months of December 2019 and January 2020, NRC has identified rehabilitation and WASH needs of the established classes, and began supporting them with small cash amounts for minor rehabilitation of classrooms as part of the learning spaces upgrade during the months of January - March 2020.
The overall goal of the intervention is to contribute to ensure that the right to quality education for vulnerable, displacement-affected Afghan boys and girls is fulfilled in a safe and dignified learning environment. With an objective to ensure displaced, out-of-school Afghan boys and girls receive the opportunity to develop academic and psychosocial skills, the program will provide access to quality education through accelerated learning and community-based education in a protective environment. The intervention also focuses on improvement of learning spaces (in terms of minor rehabilitation; water and sanitation facilities). The intervention further allows for policy engagement for the educational and psychosocial reintegration of conflict-displaced Afghan boys and girls into public education and society. The following outcome and outputs are envisaged through the program: Outcome: Vulnerable, displacement-affected children and youth have access to quality education in a protective environment. Output 1: Boys and girls receive the opportunity to develop academic and life skills through accelerated learning and community-based education. Output 2: Displacement-affected boys and girls benefit from integrated child protection and life skills. Output 3: Education in Emergencies (EiE) response mechanisms are established, including facilitation of teachers training. Output 4: Displacement-affected boys and girls benefit from upgrade of community learning spaces. The programme consists of four components: (1) Accelerated Learning and Community-based Education; (2) Integrated Child Protection and Life Skills; (3) Educational Systems Support, Including Teachers Training; and (4) Upgrade of Community Learning Spaces.
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