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Pre-Conflict context

Pre-Conflict context. 2012: enrolment rate in primary school was 99% - both for girls and for boys 12 years of schooling are mandatory. Impact of conflict on Education. Impact of conflict on Education.

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Pre-Conflict context

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  1. Pre-Conflict context • 2012: enrolment rate in primary school was 99% - both for girls and for boys • 12 years of schooling are mandatory

  2. Impact of conflict on Education

  3. Impact of conflict on Education • As a result of continuous hostilities along the contact line, access to education is a problem – schools and kindergartens are damaged or destroyed and some schools kindergartens are occupied • Landmines and explosive remnants of the war are posing risks and insecurity to children on their way to school and in their daily life. • Learners are facing psychosocial stress and having difficulties in coping with the impact of the ongoing conflict

  4. Collaboration with MoES • Ministry of Education and Science (MoES) is the most important partner • Support to MoES to organize final examination / external independent testing (EIT) • Registration online • Children must cross the contact line to access the examination – two examination periods are organized in 2016 • More the 900 children registered for EIT subject Ukrainian language – 90% are crossed the contact line and sat for the first examination • Amendments to Law №4350 as of March 31, 2016 allows school students from NGCA to pass university entry exams in Donetska and Luhanska Oblasts without results of external independent testing • Safe School Declaration – signing in progress

  5. Partners • Main partners are: UNICEF and Save the Children • NRC (schoolconstruction) and DRC (mine risk education and psychosocial training for teachers) arealsoinvolved • Other partners include: Association of mothers of large families "AMMA“, Children's Non-Governmental Organization "Class“, Caritas Ukraine, La Strada, "Social service of assistance“ and RinatAkhmetov Foundation "Social service of assistance"

  6. Needs • The Ministry / Departments of Education and partner organizations continuously mention psychosocial stress for children as the most severe effect of the war • Teachers are in need of capacity building to be able to support children and improve psychosocial support in the classroom • Children need relevant life-skills education to improve resilience • Emergency repairs of damaged education facilities, including WASH and furniture for the schools and kindergartens, are urgently needed • Many parents living as IDPs do not have a job. Ensuring school material for their children is a big challenge for them and the need for teaching and learning material is big for them

  7. Challenges • Education Cluster partners have only limited access to NGCA and have only had very limited access to NGCA during 2016. • Thus, activities are mainly taking place in GCA on the contact line • Central EMIS (Education Monitoring Information Service) systemwithin the Ministry of Education and Science needs improvement in relation to Education in Emergencies • Ministry of Education and Science at national and oblast level has limited experience concerning Education in Emergencies.

  8. Gaps • Needs = 400.000 / contact line (200.000) – NGCA (200.000) • Targets: 150.000 – funding required 8,6 mill • Funding – updated funding on FTS still 0%. • Additional school/kindergarten rehabilitation and learning material • Collaboration with Ministry of Education to support psychosocial training for teachers to support children • Support to Ministry of Education to establish EMIS • Capacity building for Education Authorities on EIE

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