2014 Education Reform Report - UNRWA€¦ · secondary schools in Lebanon, providing free basic education for around half a million Palestine refugee children. In addition, vocational

reform strategy – 2014 progress report

department of education

i

Contents

Acronyms ............................................................................................... ii

1. Executive summary ................................................................................1

2. Background.......................................................................................... 2

3. Progress update.................................................................................... 3

Legislative: strategic direction, policies and frameworks ....................... 4

Organisational: management, systems and tools .................................. 5

Individual: knowledge and skills ...................................................... 6

Assumptions and risks .................................................................. 7

4. Results analysis .................................................................................... 8

5. Financial status update ..........................................................................16

6. Other.................................................................................................17

Annex I: Education Reform implementation update table ................................... 20



ii

Acronyms

ADGADGADGADG Assistant Director General

AEOAEOAEOAEO Area Education Officer

BPRMBPRMBPRMBPRM Bureau of Population, Refugees, and Migration (USA)

CRCCRCCRCCRC Convention on the Rights of the Child

DFIDDFIDDFIDDFID Department for International Development (UK)

ECDLECDLECDLECDL European Computer Driving Licence Foundation

EDEDEDED Department of Education

EiEEiEEiEEiE Education in Emergencies

EMISEMISEMISEMIS Education Management Information System

ESESESES Education Specialist

ESFESFESFESF Education Science Faculties

ESF/WBESF/WBESF/WBESF/WB Education Science Faculty/West Bank

ERPERPERPERP Enterprise Resource Planning

ERSERSERSERS Education Reform Strategy

ETIETIETIETI Education Technical Instruction

EUEUEUEU (IFS)(IFS)(IFS)(IFS) European Union (Instrument for Stability)

FESA/JFESA/JFESA/JFESA/J Faculty of Educational Sciences and Arts/Jordan

GFOGFOGFOGFO Gaza Field Office

GIZGIZGIZGIZ Deutsche Gesellschaft für Internationale Zusammenarbeit (German Society for

International Cooperation)

HQ HQ HQ HQ Headquarters

HRCRTHRCRTHRCRTHRCRT Human Rights, Conflict Resolution and Tolerance

HRDHRDHRDHRD Human Resources Development

ICTICTICTICT Information and Communication Technology

IRTIRTIRTIRT Item Response Theory

INEEINEEINEEINEE Inter-Agency Network for Education in Emergencies

IPSASIPSASIPSASIPSAS International Public Sector Accounting Standards

ISDISDISDISD Information Systems Division (UNRWA)

JFOJFOJFOJFO Jordan Field Office

LFOLFOLFOLFO Lebanon Field Office

LMRRLMRRLMRRLMRR Labour Market Relevance and Responsiveness

L4FL4FL4FL4F Leading for the Future

MHPSSMHPSSMHPSSMHPSS Mental Health and Psychosocial Support

MLAMLAMLAMLA Monitoring of Learning Achievement

MoUMoUMoUMoU Memorandum of Understanding

MTS MTS MTS MTS Medium Term Strategy

M&EM&EM&EM&E Monitoring and Evaluation

NRCNRCNRCNRC Norwegian Refugee Council

PA MOEPA MOEPA MOEPA MOE Palestinian Authority Ministry of Education and Higher Education

PCGPCGPCGPCG Placement and Career Guidance

PSPSPSPS Perceptional Survey



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QAQAQAQA Quality Assurance

SBTDSBTDSBTDSBTD School Based Teacher Development

SDCSDCSDCSDC Swiss Development Cooperation

SFOSFOSFOSFO Syria Field Office

SG/GASG/GASG/GASG/GA Secretary General of the General Assembly

SPSPSPSP School Principal

SSDSSDSSDSSD Safety and Security Division (UNRWA)

TVETTVETTVETTVET Technical and Vocational Education and Training

UNICEFUNICEFUNICEFUNICEF United Nations Children’s Fund

UNESCOUNESCOUNESCOUNESCO United Nations Educational, Scientific and Cultural Organisation

UNHCRUNHCRUNHCRUNHCR United Nations High Commissioner for Refugees

UNRWAUNRWAUNRWAUNRWA United Nations Relief and Works Agency for Palestine Refugees in the Near East

UNSASUNSASUNSASUNSAS United Nations Stand-By Arrangements System

VTCVTCVTCVTC Vocational Training Centre

WBFO WBFO WBFO WBFO West Bank Field Office



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1. Executive summary

This reporting period has seen much progress in all aspects of the reform. It was marked by collective

ownership, enthusiasm amongst education stakeholders and visible changes in classroom and school practices.

At the legislative or policy level, all policies are now in place. The Teacher Policy, which began in 2014, is now

fully implemented, with new professional development support structures being established in the fields and

the limited career progression mechanisms implemented to help motivate teachers. Within this enhanced

enabling environment, the teacher development programmes are having greater impact and leading to

change at the classroom and school level.

The focus on inclusive education and human rights education continued with substantive progress being made

in embedding these approaches into the UNRWA education programme. Both programmes are grounded in

the Convention on the Rights of Persons with Disabilities, Convention on the Rights of the Child (CRC) and the

World Programme for Human Rights Education, respectively. Another key development in this regard is the

UNRWA Curriculum Framework which will help to ensure that the curriculum supports the development of the

types of student skills and competencies emphasized throughout the reform, as well as reflecting the UN values

and principles. To further support this area, an international Curriculum Specialist (P3) was recently appointed

(the post was approved by the fifth Committee of the UN General Assembly in December 2013 for the budget

allocation of 2014-15).

With regard to the risks and assumptions during the reporting period, the stability of the operating

environment continues to be affected by the on-going conflict in Syria, which has also impacted on the

education system in Lebanon and to a lesser extent, Jordan. The reform, with its emphasis on quality education

for all children, has been a key strand of the response in Syria, along with specific targeted Education in

Emergencies (EiE) interventions, coordinated by the HQ with the support of external donors. In Gaza, the

eruption of conflict in the summer of 2014 seriously impacted the psychosocial well-being of students, teachers

and other educators as well as on the educational infrastructure. The Agency response, supported by partners,

was to try to get the children back to some level of normalcy through a three-phased approach of ‘back to

school’, with a strong emphasis on psychosocial support in all phases.

The Education Reform was budgeted at approximately US$ 7 million for the development, operationalization

and implementation process, of which US$ 4 million was devoted to the Agency-wide Education Management

Information System (EMIS). This cost was considered to be one-off and, through a more harmonized and

coherent approach to professional development, expected to lead to an increase in efficiency, less duplication

and thus overall savings. At a strategic level, the implementation of the reform is projected to lead to efficiency

gains and a reduction in waste of US$ 10m per year by 2021. The internal efficiency of the education cycle is



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measured by the indicator, ‘coefficient of internal efficiency for the basic education cycle’. This relates to the

number of years it takes UNRWA students to successfully graduate from the school system as compared to the

years in the basic education ‘cycle’. The baseline in 2011 was 0.88 per cent and has incrementally risen to 0.9

per cent (internal efficiency of 1 per cent suggests that all resources are optimally used) for this reporting

period. This shows a positive trend towards greater efficiency in the UNRWA education system.

2. Background

UNRWA operates 6661 elementary and preparatory schools across its five fields of operation, as well as nine

secondary schools in Lebanon, providing free basic education for around half a million Palestine refugee

children. In addition, vocational training and higher education is provided at nine Vocational Training Centres

(VTCs) for 7,000 Palestine refugees in all fields, and for 2,100 students in two Educational Science Faculties

(ESFs) teacher training institutes in the West Bank and Jordan. Literacy rates among Palestine refugees

compare well with regional and global levels. Additionally, gender equity in enrolment has been achieved

since the 1960s.

In order to ensure that UNRWA continues to provide quality education, a comprehensive evaluation of the

education programme was undertaken in 2009 as part of the Organizational Development process. This

evaluation identified strengths and weaknesses in the education system, highlighted the lack of policies and

frameworks, and emphasized the role of the Department of Education with regard to the provision of

evidence-based strategic policies and direction for the UNRWA education programme. It also cited the

fragmented and an ad-hoc provision of teacher professional development programmes and stressed the

importance of inclusive education approaches which would identify and address the needs of all children.

In order to address the evaluation findings and meet the new demands of the 21st century, the Department of

Education led the process of developing of an Education Reform Strategy (ERS). Representatives of all fields

and departments of the Agency and external stakeholders were engaged throughout the process. The ERS was

formally launched on World Teachers Day in October 2011.

The ERS seeks to change classroom practices with the goal of enhanced student learning outcomes. To achieve

this, and in line with global and regional research on educational reform, it lays out a systemic approach to

change. It addresses three key levels: the legislative or policy level, the organizational or framework level and

the capacity development level, in eight inter-connected programmatic areas (see the below diagram).

1 In Syria, 76 schools were unusable due to the on-going conflict and 43 alternative schools provided by the government are

used in afternoon shifts.



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3. Progress update

In this reporting period, the progress update is very positive. This not only relates to the implementation of all

aspects of the ERS, but to the overall ownership and advocacy for the change which the reform is based upon.

Given the scope and systemic nature of the ERS, there had been a number of challenges in moving forward in

the first years. The first challenge was that active engagement of stakeholders in the reform development

process did not necessarily lead to advocacy and communication back in the fields. The other challenge was

resistance from some stakeholders, which led to a one-year freeze on key programmes by the staff union.

Ultimately, however, it was on-going engagement of the field representatives and others in the development of

high quality policy and programmatic interventions that led to the level of ownership and take up that is in

place today.

All policies are now in place: Human Rights and Conflict Resolution and Tolerance (HRCRT), Inclusive Education

and the Teacher Policy, as well as the related field based structures to support their implementation. Key

Agency-wide research studies – e.g., Dropout, Classroom Practices – are influencing practices on the ground.

Professional development programmes – School Based Teacher Development (SBTD), Leading for the Future

(L4F) – as well as specific support to teachers in areas of HRCRT and Inclusive Education through toolkits and

training – are at a high rate of implementation.



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Another area of progress is the response to educational needs during emergencies. The Department of

Education coordinated Agency-wide programmes. These programmes draw upon the reform programmes and

are complemented by specific initiatives such as the development of self-learning materials for children. The

overall ERS progress is detailed below:

(i) Legislative: strategic direction, policies and frameworks

a. The Teacher Policy was endorsed in November 2013 and implementation began in 2014. The policy seeks

to further professionalize the teacher workforce through strengthened and new school-focused support

structures, as well as providing greater opportunities for career progression. Job descriptions for new and

reviewed posts were prepared and recruitment began for the three strategic professional support units:

School Quality Assurance, Assessment and Professional Development, and Curriculum.

b. The HRCRT Policy was endorsed in 2012 and work continued on supporting its implementation in 2014.

Training in the use of the HRCRT Teacher Toolkit, developed in 2013, was rolled out to all teachers,

education specialists, school principals and deputy school principals.

c. Progress was also made with regard to the implementation of the Inclusive Education Policy endorsed in

2012. Through continued advocacy and awareness raising, the concept and practices of inclusive

education are now better understood. Capacity development on the use of the ‘Teacher Toolkit for

Identifying and Responding to Diverse Needs of Students’ also began. In line with the emphasis placed on

psychosocial support in the UNRWA Inclusive Education Policy, and the Agency’s overall approach to

mental health and psychosocial support, an Agency-wide Conceptual Framework for Psychosocial Support

in Education is being developed. The Department of Planning is taking the lead on the Agency-wide

elements and the Department of Education will work to ensure that both frameworks are aligned.

d. The Technical and Vocational Education and Training (TVET) Strategy was endorsed Agency-wide in June

2014. The strategy represents the commitment of the Agency to enhance the quality, relevance and

effectiveness of the TVET programme to contribute to sustained livelihoods. The strategy comprises nine

interlinking building blocks: Access, Placement and Career Guidance (PCG), Labour Market Relevance and

Responsiveness (LMRR); Developing and Delivering of TVET Programs; Human Resources Development

(HRD); Sustainability; Quality Assurance (QA); Governance and Structures; and TVET in Emergencies, Crisis

and Wars. Capacity development of TVET institution managers towards the realization of the strategy has

begun. However, there is a need for financial and technical support for its full implementation.

e. The Department of Education is finalizing an ICT in Education Strategy which provides a framework for

maximizing the impact of ICT in all aspects of UNRWA education. The strategy addresses issues related to

the integration of learning, teaching, research and administrative practices with ICT, and will support the

implementation and achievement of the Education Reform Strategy.



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f. Work began last October on reviewing the Agency education norms and standards. These form the basis of

the annual class formation exercise and are a key determinant of the size of UNRWA education workforce.

It was considered timely to begin work on this with the ERS in place, the workforce management exercise

of 2012 still being implemented and the overall financial situation of the Agency and the aspirations of the

next Medium Term Strategy (MTS 2016-21). Meetings were held with the relevant Ministries of Education

to discuss the level of UNRWA adherence to the host country norms, and with education and front office

staff in all fields. It is proposed that the resultant document will have the status of an Education Technical

Instruction (ETI), or similar. It will be ready for circulation and discussion by the end of March. A draft

Governance Framework has been developed and existing ETIs have been reviewed and their number

reduced from 59 to 19 to avoid duplication and to update outdated instructions. Consultations continued

towards finalizing the Agency-wide Education Governance Framework.

(ii) Organisational: management, systems and tools

Achievements were made towards strengthening evidence-based programme planning and management of

the education programme. These relate to the finalization and dissemination of Agency-wide research studies

and of the Monitoring of Learning Achievement (MLA), as well as continued work on the education

programmatic indicators.

Key achievements are:

a. The 2013 MLA student evaluation in Mathematics and Arabic was conducted for students of Grades 4 and

8, with 57,800 students from 566 schools engaged in the evaluation (Syria did not participate). Of

particular interest is the fact that the 2013 MLA went beyond students’ mean score achievements to better

measure the effectiveness of the education system in terms of overall student performance, equity of

achievement and the level of students’ critical thinking skills. To ensure that this more in-depth analysis

was comparable with the 2009 results, the 2013 MLA in Mathematics and Arabic were equated against

these. The equating exercise showed some improvement in mean scores which was very positive. The new

scope of the analysis also provides a clearer and more nuanced direction to the education programme as it

moves to the MTS period, with regard to equity, quality and inclusive education.

b. The Agency-wide Perceptional Survey (PS) was finalized. It captures the perceptions of approximately

30,000 students, teachers, parents, education staff with regard to their day-to-day experience of the

UNRWA education programme, as well as employers’ level of satisfaction with the UNRWA TVET graduates.

Stakeholders’ perceptions were mostly positive in relation to school-based practices, and least positive in

relation to material resources, for example with regard to ICTs. The survey findings are captured as

indicators in the Common Monitoring and Reform frameworks.

c. The Classroom Practices study was finalized and published in 2014 with active dissemination to all fields.

The study reviewed teaching and learning practices of UNRWA classrooms – classroom organization,

teacher questions and explanations, time spent on administrative tasks, etc. The findings highlight the



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need to expand the current repertoire of teaching practices to reflect the type of practices that

international research considers effective teaching and learning. The findings also form the basis for a

number of indicators in the Common Monitoring Framework of the Agency. The implementation of the

Curriculum Framework, finalized in 2013, continued and progress with regard to the active review of

textbooks using the Curriculum Framework was reported upon (number of textbooks reviewed at the field

level using the Curriculum Framework). To further strengthen the textbook review and enrichment system,

a UN-funded international post (Curriculum Specialist) was approved by the SG/GA in December 2013. The

Curriculum Specialist was appointed in October 2014 and is now refining processes and structures of the

textbook review system within the Curriculum Framework to ensure that they are consistent, rigorous and

systemized.

d. Progress on the development of the Agency-wide EMIS system continues to be slower than expected. The

review of the execution model in 2013 led to the main responsibility for its development and

implementation being placed in Gaza under a Project Manager. The Gaza conflict in the summer 2014

caused considerable set-backs and delays. An extension of the EMIS development project until 2015 has

been agreed upon.

(iii) Individual: knowledge and skills

As highlighted in the ERS and earlier reform reports, a focus on the legislative and organizational dimensions of

the reform was crucial to ensure an enabling environment for the implementation of professional development

for teachers, school principals and education specialists. With the policies and frameworks in place, the take up

of the Agency-wide, blended learning programmes - SBTD and L4F – for teachers, school principals and their

deputies has been strong. Despite delays due to union action in 2012, both programmes are fully on track and

being successfully implemented in all fields and, most crucially, are changing practices in the classrooms and

schools The following are some of the main achievements (for a full overview of all achievements of the reform

at the three levels see Annex I):

a. Key implementation achievements for the SBTD Grade 1-6 Programme are:

− 10,500 teachers enrolled in SBTD1 (2013-2015)

− First cohort of 2,905 teachers graduated from the programme in June 2014

b. The SBTD Grade 1-6 programme is now being followed by a programme targeting teachers of Grades 7-12

in four subject areas: English, Arabic, Science and Mathematics. The development of the materials is

underway and it is expected that the programme will start in the new academic school year.

c. Key implementation achievements of the L4F Programme are:

− 721 school principals and deputy school principals enrolled in L4F (2013-2015)

− 531 school principals and deputy school principals completed L4F programme

− Extension of the L4F Programme to deputy principals to facilitate management

succession at UNRWA schools



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d. Inclusive Education: the Teacher Toolkit for ‘Identifying and Responding to Diverse Needs of Students’ has

been finalized, with more than 9,000 copies distributed to all fields. Capacity development for the fields

began in Jordan and Lebanon in 2014 and will be expanded to all fields in 2015.

e. Capacity development and advocacy on the School Health Strategy continued. The strategy was

disseminated to all fields and trainings for health tutors, school principals and education specialists were

held in Jordan and Lebanon and will be expanded to all fields in 2015.

f. HRCRT Toolkit for Teachers: the toolkit was distributed to all UNRWA teachers. 17,884 education staff

(representing 76 per cent of all education staff) have been trained to date.

g. Development of the capacity development programme for Heads and Coordinators of the three new

strategic support units in each field established by the Teacher Policy began.

(iv) Assumptions and risks

The ERS Logical Framework identified four key assumptions for successful reform implementation: stability in

the operating environment; support by all stakeholders to the reform; adequate funding; and the capacity and

competencies at all levels to implement.

Stable operating environment

The events in the region have continued to be dramatic with respect to the on-going conflict in Syria - which is

impacting on the life of refugees and UNRWA operations in Syria, Jordan, Lebanon - and the recent Gaza

hostilities. The Department of Education led on resource mobilization and was successful in gaining

considerable support from the European Union (Instrument For Stability, EU-IFS) and the Qatar Foundation, to

put in place an emergency education response. This response includes the provision of safe learning spaces,

alternative teaching and learning modalities, psychosocial support through additional counsellors and specific

training, safety and security training, and survival skills and resources to support both student learning and

recreational activities. The Syria Field Office has also continued to implement the reform, seeing it as key not

only in ensuring quality education for the students, but also in building the resilience of students and

educators. The key support of the Ministry of Education in Syria in allowing UNRWA students to be located in

the Ministry schools should be emphasized here. However, despite all efforts, the crisis has negatively

impacted the education system. The measurement of that impact beyond student enrolment and school

infrastructure and operation is particularly challenging due to the difficultly of collecting and monitoring

education data, in addition to the issue of comparability against targets. For example, Agency-wide studies

such as the MLA and other baseline surveys could not be implemented in Syria.

For Gaza, the impact of the crisis last summer has been felt on the education system and infrastructure and on

the psychosocial well-being of the students and education staff. The Gaza Field Office, with HQ support as

appropriate, is accelerating implementation of the reform as one strand of its overall response.



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Stakeholder support

As highlighted earlier, despite a very inclusive process of development there was some resistance and push

back at all levels to the Reform, and the Area Staff Union halted the Reform implementation in October 2012

for one year. However, the ownership and responsibility for the Reform implementation is now very strong in

all Fields, with all educationalists fully aware of the Reform and enthusiastic about how it is impacting on

teaching and learning.

Funding

The estimated external financial support for the reform was less than originally identified due to the

Department of Education refocusing its own departmental general fund allocation in 2010 and 2011 to the

reform development. While the implementation of the main reform programmes will finish by the end of 2015,

additional project support will be needed to further embed, institutionalize and build upon them. This is

specifically the case with regard to continued emphasis on policy implementation and sustaining change in

classrooms as a result of all inputs and programmes. Funding will also be required to ensure that the field level

professional structures of the Teacher Policy are fully supported and are able to operate effectively. In addition,

the new (not yet finalized) School Based Teacher Development Programme for Grades 7-12 teachers in Arabic,

Maths, English, and Science is to be implemented in all fields beginning at the end of 2015. Another key area

where financial and technical support is needed is for the implementation of the Agency-wide TVET and ICT

strategies.

Capacities and competencies

The reform explicitly and directly seeks to enhance the capacities and competences of UNRWA teachers and

school principals towards enhanced student learning outcomes. There are key indicators to measure the level

of success. The impact the reform has undoubtedly had on the capacities of UNRWA education staff who have

been engaged in the reform process - from conceptualization, to development, pre-testing, operationalization,

monitoring and evaluation is less direct. However, such engagement has also had visible, if less measureable,

impact on the overall sense of cohesion across all fields working towards shared goals.

4. Results analysis

The Agency’s ability to report against education results continues to be strengthened within the 2014-15

Common Monitoring Framework and will be further refined through the MTS 2016-2021. The education

programme results are captured in the biennium plans and the Harmonised Results Report which is provided

annually to the Advisory Commission. There was substantive progress on the implementation of all strands of

the reform and enhanced understanding of the practices and outcomes of the teaching and learning

processes. Meeting results at the systemic level, including the reduction of student dropouts, the reduction in



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grade repetition, and an increase in overall levels of achievement, will require a longer time frame. This will

also require sustained efforts to mitigate the impact of the identified risks.

Table 1.1 below captures the updated actual results for the 2013-14 school year against the programme goal

and outcomes. Against the overall programme goal, ‘An UNRWA education programme which develops the ‘An UNRWA education programme which develops the ‘An UNRWA education programme which develops the ‘An UNRWA education programme which develops the

full potential of Palestine refugees’full potential of Palestine refugees’full potential of Palestine refugees’full potential of Palestine refugees’, the negative impact the on-going regional security challenges is visible,

but less so than anticipated. The impact of Gaza data on the Agency-wide reporting also needs to be noted, as

it accounts for 48 per cent of the number of registered UNRWA students. Here there was an increase in boys’

elementary dropouts in Gaza from 2.8 per cent to 3.81 per cent, and of 0.53 per cent for girls. There was also an

increase in preparatory dropouts from 3.47 per cent to 3.55 per cent for males. Pupil Survival rates to Grade 9

Agency-wide slightly decreased for boys to 90.8 per cent (down by 1.5 per cent) and for girls to 94.5 per cent

(down by 0.4 per cent), but are higher than before the reform. In Lebanon, survival to Grade 9 improved

considerably for both males and females. In Jordan, overall pupil survival rates to Grade 9 and 10 has regressed

for both males and females, but for female elementary education, survival continues to improve. In West Bank,

the positive trend of last year for survival to Grade 9 was not maintained with the percentage of first graders

not reaching Grade 9 increasing by 3.91 per cent. In Gaza, survival to Grade 9 remains high at 93.97 per cent in

2013-2014.

The Agency-wide figures on dropouts show that the improvement on female preparatory dropout rates

continues, (from 3.39 per cent to 2.99 per cent). In general, however, dropout rates slightly increased in most

fields for both male and female students. Exceptions to this trend was Jordan at the elementary level, where

female rates decreased by 0.14 per cent, and for Lebanon at the preparatory level where dropout rates

continued to decrease for both male (down by 1.3 per cent) and female (down by 2.7 per cent) students, and

in Gaza, where female rates went down by 0.44 per cent.

Results against Outcome 1: To ensure effective, efficient and quality education systems and structures’ most

specifically relate to the achievement in the Agency-wide MLA undertaken in 2013. The analysis shows that

compared with the 2009 results (through an equating exercise where the results are reported on a percentage

scale with mean of 2502) there were significant improvements in the Mean Score for Arabic in Grade 4 and 8,

and a slight improvement for Maths in Grade 8, but results declined slightly for Maths in Grade 4. For Grade 4

Arabic, the Agency-wide mean score improved from 227.30 (in 2009) to 258.19 (in 2013), and for Grade 8

Arabic from 178.01 to 252.15. For Grade 4 Maths, results fell from 236.65 to 224.80, although results increased

for Grade 8 Maths from 211.48 to 226.33.

2 As outlined before, the 2013 MLA has adopted the Item Response Theory (IRT) to align with international

standards for monitoring learning achievements (i.e. TIMSS and PISA) and enable UNRWA to better monitor progress. Comparability of results between 2009 and 2013 MLA has been ensured by including a number of anchor items, i.e. questions, used in the 2009 and repeated in the 2013 MLA tests. The 2009 MLA results have also been re-analysed using IRT methodology and the mean score has been expressed in a new IRT scale of 0-500, with a standard deviation equal to 50. Targets set for 2014-15 biennium were revised accordingly. For comparability reasons the UNRWA agency-wide results for 2009 were computed without taking into consideration SFO results since the 2013 MLA could not be implemented in Syria due to the emergency situation.



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The 2013 MLA analysis, however, moved beyond mean score results to an analysis that provides key insights in

relation to dimensions of equity and quality of children’s learning through a consideration of overall

achievement, performance levels and critical thinking skills. The findings showed that although 62 per cent of

students had sufficient or comprehensive understanding (achieved/advanced levels) in Grade 8 Arabic, less

than 50 per cent of students reached these levels in Grade 8 Mathematics, or in either subject in Grade 4. The

performance in both subjects was stronger at Grade 8 level than it was at Grade 4, with performance in Arabic

stronger than in Mathematics. The analysis of the 2013 MLA provides a clear way forward as to how UNRWA

can now measure the achievement of the UNRWA education system in the future. However, further analysis on

student performance levels, their achievement against cognitive and content domains and critical thinking is

needed. Nevertheless, it serves as the basis for the new indicators, which focus on the quality and equity of

student performance. These new indicators – with the 2013 baseline – are reflected in the 2016-2021 MTS.

With regard to the indicator on student unit cost the figure US$ 934 used in this reporting period includes

indirect costs as opposed to only direct costs in earlier reports. Retrospectively factoring in indirect costs in

earlier reported data shows that the unit cost would have been US$ 913 in 2012 and US$ 927 in 2013. The unit

cost continues to be impacted by the lower enrolment rate in Syria, and the transition from the United Nations

Stand-By Arrangements System (UNSAS) to the International Public Sector Accounting Standards (IPSAS) in

2012.

This Outcome also includes an Indicator on the percentages of graduates employed or continuing their

studies among active job seekers - calculated one year after graduation. Data shows that the employment

rates for UNRWA TVET graduates decreased at agency-wide level: for female graduates, the decrease was from

was 75% to 61% and for male graduates it fell from 78% to 72%. If Syria is excluded, the employment rate also

decreased over the last year, from 76% for female 2012 graduates to 63% for 2013 graduates and for male

2012 graduates the employment rate fell from 83% to 72% for 2013 graduates.

This Agency-wide decline in employment rates is an expected and understandable trend due to political,

social and economic constraints and instability. The on-going conflict in Syria has affected the continuity of

certain industries and disrupted schooling. In the West Bank, the unstable situation and mobility restrictions

have likely had a negative impact on the graduate employment rate for females due to security and cultural

concerns. In Gaza, the on-going blockade and the conflict of the summer of 2014 have had a major impact on

the overall achievement of TVET targets. The TVET Strategy, it is hoped, will help mitigate some of this decline

through putting in place systems and structures to enhance the relevance and responsiveness of the TVET

programme.

Against Output 2 ‘Equal access for all children to quality education regardless of gender, abilities, disabilities,

impairments, health conditions and socio-economic status assured’. The data reflects the increased

understanding around the definition of disability, and a strengthened data collection process. The overall

percentage of enrolled children identified as having a disability remained stable at 3.62 per cent. In 2013, in



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order to complement the quantitative findings on the implementation of the education programme, a

Perceptional Survey was undertaken to provide data with regard to the following indicators: ‘teaching and

learning practices aligned with the Education Reform’; ‘prevalence of human rights culture and practices at

school level’; ‘degree of inclusive approaches mainstreamed in education practices’; and ‘the use of

supplementary learning materials or approaches, and the school library and ICT. Issues relating to educational

governance and the use of an Agency-wide EMIS and communication were also explored, but only at the

educator level. Generally, perceptions were quite positive but indicative of the different levels of experience of

stakeholders. Of particular value was the employers’ perceptions of TVET graduates. The survey findings

highlighted that employers were satisfied with students’ practical skills, but less so in regard to their

competencies such as problem solving and attitudes such as accuracy and conflict resolution skills.

Against Output 4: Curricula to support holistic approach to learning and personal development strengthened,

specifically with regard to HRCRT. A key initial stage in this process was the development of the HRCRT Policy

and its subsequent adoption in May 2012, with the HRCRT Teacher Toolkit being developed to support policy

implementation. The toolkit provides methodologies and classroom and school activities towards the

integration of HRCRT into the teaching of all subjects and in all grades. During the reporting period (2014

only), 15,687 education staff were trained on the application of the toolkit in their classrooms. The training

targeted teachers, education specialists, school principals, and deputy school principals. 17,884 staff members

(76 per cent of all education staff) successfully completed the HRCRT training by the end of 2014. Evaluation of

the training was positive, with 93.75 per cent of the trainees stating that they felt better able to teach human

rights.



Page 12 of 25

Table 1.1 Indicator Matrix – Baselines, Targets, Actual Results

Reform Goal Indicators Unit of measure

Baseline 2011

(2009-10)

Actual 2012

(2010-11)

Actual 2013

(2012-13)

Actual 2014

(2013-14)

Target 2015

(2014-15)

1.a

1.b

Pupil survival rate for basic education

Boys

Girls per cent

89.0 per

cent

94.1 per

cent

89.8 per

cent

94.1 per

cent

92.3 per

cent

94.9 per

cent

90.89 per

cent

94.59 per

cent

91.8 per

cent

95.5 per

cent

1 An UNRWA education

programme which

develops the full

potential of Palestine

refugees

1.e

1.f

1.g

1.h

Cumulative dropout rate

Boys – Elementary

Girls – Elementary

Boys – Preparatory

Girls – Preparatory

per cent

2.4

1.5

7.4

3.9

2.4

1.4

7.6

5.0

2.6

1.3

4.0

3.39

3.3

1.78

4.75

2.99

2

1

6

3

Reform Outcome

1.1.a

1.1.b

1.1.c

1.1.d

Student achievement in MLA (boys & girls)*

Grade 4 – Maths

Grade 4 – Arabic

Grade 8 – Maths

Grade 8 – Arabic

#

236.65

227.30

211.48

178.01

224.80

258.190

226.33

252.15

244.90

239.60

225.71

207.43

1.1.e Input unit costs in the education programme US$ 828

686

direct only

702

direct only 934 862

1.1.f Output unit costs in the education

programme US$ 941

768

direct only

786

direct only

1,037 956

1.1.g Coefficient of internal efficiency for the basic

education cycle # 0.88 0.89 0.89 0.90 0.90

1.11.11.11.1 Outcome 1:

To ensure effective,

efficient and quality

education systems and

structures

1.1.h

1.1.i

Percentage of

large classes (>40)

small classes (≤25)

per cent

25 per

cent

7 per cent

19.9 per

cent

6.2 per

cent

25.8 per

cent

7.0 per cent

29.1 per

cent

7.2 per cent

25 per

cent

6 per cent



Page 13 of 25



Baseline 2011

(2009-10)

Actual 2012

(2010-11)

Actual 2013

(2012-13)

Actual 2014

(2013-14)

Target 2015

(2014-15) 1.1.j Percentage of graduates employed or

continuing their studies among active job

seekers

Boys

Girls per cent

84

73

84

70

78 (83 excl

Syria)

75 (76 excl

Syria)

72

(72 excl

Syria)

61

(63 excl

Syria)

83

76

Reform outputs

1.1.1.a Number of unqualified teachers

# 2,004 1,834

1,241 (given

absence of

Syria data)

1,501 (with

Syria data) 1,000

1.1.1.b Teachers professionally accredited per cent 85 86 87 90 95

1.1.1 Output 1:

Professional, qualified

and motivated teaching

force and empowered

schools in place 1.1.1.c Teaching and learning practices aligned with

the education reform per cent New TBD

2.22

(perception

al score)

Next survey

planned for

2016

TBD after

baseline

1.1.2.a Degree of inclusive approaches

mainstreamed in education practice per cent New TBD

2.31

(perception

al score)

Next survey

planned for

2016

TBD after

baseline

1.1.2 Output 2:

Equal access for all

children to quality

education regardless of

gender, abilities,

disabilities, impairments,

health conditions and

socio-economic status

assured

1.1.2.b Percentage of all children enrolled in UNRWA

schools identified as having a disability

per cent 4.1 per

cent

3.1 per

cent

3.6 per cent

3.62 per

cent

(excl Syria)

2.9 per

cent

1.1.3 Output 3:

Relevant and quality

Technical Vocational

1.1.3.a Percentage of graduates working in a job in

relation to their training or studying in a

relevant field per cent

64.5

65.6

64.5

65.2

64.8 (72.6

without

Syria)

57.89 with

Syria (58.89

without

66.5

67.5



Page 14 of 25



Baseline 2011

(2009-10)

Actual 2012

(2010-11)

Actual 2013

(2012-13)

Actual 2014

(2013-14)

Target 2015

(2014-15) Male

Female

66.7 (68.1

without

Syria)

Syria

52.89 with

Syria (56.85

without

Syria)

1.1.3.b Percentage of VTC courses that are using the

Competency Based Training methodology per cent 46.5 69.3 70.1 52.38 80

Education and Training

structures and

programmes in place

1.1.3.c Degree of employer satisfaction with UNRWA

TVET New TBD

2.01

(perception

al score)

Next survey

planned for

2016

TBD after

baseline

1.1.4.a Percentage of areas where all teachers have

been trained in the use of the HRCRT teacher

toolkit per cent 0 per cent 0 per cent

10 per cent

( per cent of

staff not

areas)

76 per cent

( per cent of

staff not

areas)

100 per

cent

1.1.4 Output 4:

Curricula to support

holistic approach to

learning and personal

development

strengthened 1.1.4.b Prevalence of Human Rights culture (as

defined by UNRWA Policy) and practices at

school level

New TBD

2.13

(perception

al score)

Next survey

planned for

2016

TBD after

baseline

1.1.5.a Percentage of schools Implementing the

school based Agency-wide EMIS to report

and plan

per cent 0 per cent 0 per cent 0 per cent

0 per cent 75 per

cent

1.1.5 Output 5:

Evidence based policy

making and informed

decision-making at all

levels in place 1.1.5.b Degree of stakeholder satisfaction with EMIS

services New TBD

2.09

(perception

al score)

Next survey

planned for

2016

TBD after

baseline

1.1.6 Output 6:

Effective educational

1.1.6.a Percentage of schools in compliance with

governance system per cent New TBD

99.7 per

cent

Next survey

planned for

TBD after

baseline



Page 15 of 25



Baseline 2011

(2009-10)

Actual 2012

(2010-11)

Actual 2013

(2012-13)

Actual 2014

(2013-14)

Target 2015

(2014-15) governance system at all

levels in place

2.67

(perception

al score)

2016

1.1.7 Output 7:

Education programme

planning management

and strengthened

1.1.7.a Degree of compliance of reporting against

the common monitoring matrix for the

education programme across the Agency per cent 61 58 77

82 (66

including

Syria) 1.00

1.1.8.a Effective communication across all levels

New TBD

2.27

(perception

al score)

Next survey

planned for

2016

TBD after

baseline

1.1.8 Output 8:

Partnerships,

communication and use

of education ICTs

strengthened 1.1.8.b Usage of ICT tools for learning and teaching

per cent New TBD

2.81

(perception

al score)

Next survey

planned for

2016

TBD after

baseline



Page 16 of 25

5. Financial status update

Throughout this reporting period, the expenditure on all elements of the reform continued. For Output 1, the

steady implementation of the SBTD and L4F programmes meant that more than 70 per cent of allocated funds

have been either spent or are committed.

Expenditure on the EMIS continues to be low. The project execution model was reviewed in 2013 in light of

technical and project management capacity constraints, and restructured accordingly. The EMIS project is now

being developed and implemented by the Gaza Field Office. This decision is a recognition of the unique

competencies available in Gaza and will also contribute to job creation. The project was progressing well, but

the war in Gaza in summer 2014 caused considerable set-backs and delays. A no-cost extension for the main

project component was received until the end of 2015 from the donor (France).

New funding was received from GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit) towards

strengthening psychosocial support and emergency responsiveness in the education programme, and the

support of the Bureau of Population, Refugees, and Migration (BPRM) (USA) towards the Agency-wide work on

embedding a culture of human rights, non-violent conflict resolution and tolerance in UNRWA schools,

continues.

The Swiss Development Cooperation (SDC) project ‘Implementation of UNRWA’s Education Reform Strategy’ will

finish at the end of June 2015. Additional project support is required to further embed and institutionalize the

reform programmes and to strengthen the implementation of the TVET and ICT strategies.



Page 17 of 25

Table 2.1 Budget outline by output: Reform available in 2014 vs. expenditures in 2013 and expenditures Table 2.1 Budget outline by output: Reform available in 2014 vs. expenditures in 2013 and expenditures Table 2.1 Budget outline by output: Reform available in 2014 vs. expenditures in 2013 and expenditures Table 2.1 Budget outline by output: Reform available in 2014 vs. expenditures in 2013 and expenditures

and hard commitments as of March 2015 and hard commitments as of March 2015 and hard commitments as of March 2015 and hard commitments as of March 2015

6. Other

(i) Inter-linkages with other programme reforms

The Education Reform was developed and is being implemented through the engagement of UNRWA fields and

other departments. The Teacher Policy was developed in close cooperation with both the departments of

Finance and Human Resources and with the full engagement of the Executive Office, including the Staff

Relations Advisor. The Department of Legal Affairs played an active role in the development of the HRCRT Policy

and the Inclusive Education Policy and the Curriculum Framework. The Gender Unit and the Disability Officer

were actively engaged in all aspects of the reform and the programmatic development. The School Health

# Outputs Funds

available 2014

Expenditures 2014

Expenditure & Commitments (as of 23 February

2015)

1

Professional, qualified and motivated

teaching force and empowered schools in

place

US$ 1,112,644 US$ 568,140 US$ 239,577

2

Equal access for all children to quality

education regardless of gender, abilities,

disabilities, impairments, health

conditions and socio-economic status

assured

US$ 135,870 US$ 45,682 US$ 51,177

3

Relevant and quality Technical Vocational

Education and Training

structures/programmes in place*

US$ 0 US$ 0 US$ 0

4

Curricula to support holistic approach to

learning and personal development

strengthened

US$ 531,839 US$ 123,560 US$ 71,653

5

Evidence based policy making and

informed decision-making at all levels in

place (EMIS)

US$ 2,173,226 US$ 257,136 US$ 92,655

6 Effective educational governance system

at all levels in place US$ 0 US$ 0 US$ 0

TOTAL US$ 3,953,579 US$ 994,518 US$ 455,062

SDC fund (PQD06, PQD07 and PQ915)

GIZ fund (PQD14)

SDC (PQD09) and PRM-HRCRT (PQD68)

SDC (PQD08) and France (PQ954)

* SDC and GIZ have supported with technical expertise



Page 18 of 25

Strategy was developed in conjunction with the Department of Health. The Department of Education also works

closely with the Protection team, Relief and Social Services, and other departments towards the development of

an UNRWA Child Protection Framework, initiated by the Department of Education. The Department of Education

also led the UNICEF-funded project, ‘Mapping Child Protection Systems and Initiatives in UNRWA’, which is

managed by the Senior Protection Officer and the HRCRT Programme Coordinator of the Department of

Education.

There was close cooperation with the Department of Planning with regard to the development of the MTS and

Agency Strategic Response Plans, as well as the definition of Agency-wide education and protection indicators.

In addition, over the past year, the Department of Education led the development of a Psychosocial Support

Framework for Education which has required coordination with all programmes and the support of the

Department of Planning, who will now oversee and manage the development of the Agency-wide framework

for Mental Health and Psychosocial Support (MHPSS). Cooperation with the Safety and Security Division (SSD)

has been substantial over the past years as part of the EiE response, where SSD has led on school-based safety

and security training, including the evacuation drills elements of the Educate a Child and EU projects.

(ii) inter-linkages with external partners (UN agencies, host countries and regional bodies)

UNESCO

UNESCO’s support to UNRWA education over the past 64 years has been key to the Agency’s ability to provide

quality basic education to Palestine refugees, and most recently in the Education Reform. The Department of

Education led a review of the MoU between the two agencies. Through cooperation with the office of the

UNESCO Assistant Director General for Education (ADG), a new MoU was signed in March 2014. This formalised

UNESCO’s continued commitment to support the UNRWA Department of Education by providing the Director

(D2) of the department, and full financial contribution for the Deputy Director position (P5). The latter post had

not been funded for four years, but is now in place since October 2014. The technical cooperation between the

Department of Education and UNESCO has also gained momentum, with the Director of Education an active

member of UNESCO’s Senior Education Management team and thus contributing to the regional forum on the

post-2015 education agenda. The UNRWA Human Rights Education Programme has been part of a high-level

UNESCO technical group leading on the development of global guidelines for conflict sensitive education, and

has contributed twice to Global Citizenship Education Forums.

Norwegian Refugee Council (NRC)

A MoU was signed in 2012 with the Norwegian Refugee Council (NRC) and extended in 2013, highlighting

partnership in areas of the reform and EiE. There has been much collaboration to this effect in this reporting

period. Annual planning meetings are held to review progress and consider the operational priorities for the

coming year.

UNHCR, UNICEF, Save the Children, INEE, War Child



Page 19 of 25

In the area of EiE, UNRWA is playing an increasingly prominent regional role. UNRWA is a member of the Inter-

Agency Network for Education in Emergencies (INEE) Global Working Group and, together with UNESCO,

convened a regional INEE consultation event in May 2014. The regional INEE consultation event was part of a

global consultation process to develop a network-wide vision of EiE for post-2015. It also contributed to the INEE

global strategy and is a member of the working group. UNICEF, UNHCR and UNRWA are actively engaging

together at both strategic and operational levels.

Ministries of Education – Arab League

There is active, operational and strategic cooperation with the Ministries of Education in all fields of UNRWA

operation. During the last conflict in Gaza, substantive coordination took place with the Palestinian Authority

Ministry of Education and Higher Education (PA MOE) to ensure a common back-to-school approach at UNRWA

schools.

The Department of Education also participates in an annual meeting at the Arab League which brings together

regional ministerial representatives to review the status of education of Palestine refugees in the region.

World Bank

The Department of Education engaged with the recently published World Bank Report ‘Learning in the Face of

Adversity: The UNRWA Education Program for Palestine Refugees’ (published in November 2014). The report

concluded that Palestinian students attending UNRWA schools for refugees in the West Bank, Gaza and Jordan

are achieving higher-than-average results in international assessments, despite the challenging and adverse

circumstances they live under. The Director of Education participated in the panel of the launching event of the

report in Amman.

(iii) cross-cutting issues (gender, protection, disability, youth)

The Department of Education has been actively involved in the formulation of UNRWA’s Protection Frameworks

and played a lead role in the process of mapping child protection needs and practices, as well as in the

development of an Agency-wide Psychosocial Support Framework. The department is also working closely with

colleagues in the areas of disability and are represented on the Gender Task Force.



Page 20 of 25

Annex I: Education Reform implementation update table

Dimensions of Change

Area Deliverables & Status Indicators

Education Reform

Strategy

- Developed 2010

- Endorsed 2011

- Inclusive approaches mainstreamed in education practice (PS)

Inclusive Education

Policy

- Policy developed 2011-12, endorsed 2012

- Implementation started 2013 - Percentages of all children enrolled in UNRWA schools identified as having

a disability

HRCRT in Education

Policy - Policy endorsed 2012 - Prevalence of human rights culture and practices at school- level (PS)

- Number of qualified teachers

- Teachers professionally accredited (percentage) Teacher Policy

- Policy developed 2011-2013

- Implementation started 2014

- Teaching/learning practices aligned with the reform (PS)

Governance

Framework

- Education Governance Framework drafted 2013

and further consultations at field level on-going;

- ETIs reviewed at HQ-level and shared with fields

for final feedback

- Percentages of schools in compliance with governance system (PS)

Legislative/ Legislative/ Legislative/ Legislative/

Regulatory Regulatory Regulatory Regulatory

Framework (Policies)Framework (Policies)Framework (Policies)Framework (Policies)

Performance

Evaluation System for

teachers, head teachers

- Competency Framework for Teachers, Education

Specialists and School Principals developed

2010-11

- Percentage of head teachers/principals that meet or exceed rating at their

annual performance review (PS)

Structures/ Structures/ Structures/ Structures/

Strategies and Strategies and Strategies and Strategies and

Frameworks Frameworks Frameworks Frameworks

(System)(System)(System)(System)

Education

Management

Information System –

EMIS

- EMIS vision and specification developed 2011-

12;

- Review of Gaza Field Office (GFO)/Lebanon Field

- Percentage of schools implementing the school-based Agency-wide EMIS



Page 21 of 25



office (LFO) systems completed 2012;

- LoA between ED and GFO developed reflecting

Information Systems Division (ISD)/Enterprise

Resource Planning (ERP)/ Fields roles 2013;

- EMIS project manager hired 2014 and inception

plan completed, EMIS development on-going.

- Degree of stakeholder satisfaction with EMIS (PS)

Cumulative dropout rate, boys, elementary

Cumulative dropout rate, girls, elementary

Cumulative dropout rate, boys, preparatory

- Cumulative

dropout rate

Cumulative dropout rate, girls, preparatory

Boys - Pupil survival rate

for basic education Girls

Education Research

Strategy

- Research strategy developed (2011)

- Four education research briefs (2011-2013)

- School dropout study completed and published

(May 2013)

- Baseline Study of Classroom Practices in UNRWA

Elementary Schools (published June 2014)

- Teaching/learning practices aligned with the Reform (PS)

Curriculum and

Student Assessment

- Curriculum Framework finalized and produced

(2013)

- First phase of implementation at field level and

trainings of all educations specialists (2013)

- Second phase of implementation with training

of school principals and teachers started (2014)

- MLA survey developed 2012, piloted and,

implemented in 2013 testing 57,800 students of

Grade 4 and 8

- Final MLA analysis report published

- Number of textbooks reviewed using curriculum framework at field level



Page 22 of 25



Monitoring

Frameworks

- Common Monitoring Framework (2011)

- Reform Monitoring and Evaluation (M&E)

Framework (2013)

- Perceptional Framework & Survey developed

and conducted 2013 targeting 27,000 education

stakeholders in all fields. Analysis of results

completed (2014);

- Cost Efficiency Indicators (DFID) developed

2012/13 final report issued in April 2013

- Degree of compliance of reporting against the common monitoring

matrix for the education programme across the Agency

- Employer satisfaction UNRWA TVET graduates (PS)

TVET Strategy

- TVET Review (2011)

- TVET Strategy developed and endorsed (2014) - Percentage of VTC courses using competency-based training

methodologies

ICT in Education

(Strategy)

- ICT in Education Strategy under development –

to be endorsed by IMG in first quarter of 2015

- One Laptop per Child Initiative 2010

- MoU with Al Jazeera 2011

- MoU with ECDL 2012

- Open and Distance Learning Strategy 2011

- SMS messaging to support teacher training

- UNRWA TV and Interactive Learning Programme

Development

- E-library specifications designed 2011; piloted in

JFO 2012. E-library network in each field and

database established 2013, further capacity

development in all fields

- Usage of ICT tools for learning and teaching (PS)



Page 23 of 25




Inclusive Education

Strategy - Developed 2012 and endorsed 2013

- Percentages of all children enrolled in UNRWA schools identified as having

a disability


School Health Strategy

- Developed 2012 (Education and Health),

launched May 2013 with Department of Health – specific sub-indicators related to school health developed for MTS 2016-

12

Conceptual Framework

for Psychosocial

Support in UNRWA

Education

- First draft of framework developed to support

EiE (June 2013);

- GIZ partnership established 2014;

- Forum on Agency-wide Psychosocial Support

Framework with Department of Planning

(September 2014);

- Forum on the development of Conceptual

Framework for Psychosocial Support in UNRWA

Education (October 2014)

SBTD

- Full programme and materials developed for

teachers for Grades 1-6 (2011-12);

- First cohort of 2,906 teachers from all fields will

have graduated (2014);

- Second-cohort of 7,562 expected to graduate by

September 2015;

- Development of programme and materials for

teachers for Grades 7-12 on-going 2014-15

- # of areas where all teachers have been trained through the UNRWA-wide

SBTD programme

Capacity Development (Individual)

L4F

- Developed 2011/12 with West Bank Field Office

(WBFO) and LFO - percentage of areas where all head teachers/principals have been trained

through the L4F programme



Page 24 of 25



- Pretested in all fields 2012

- School principals registration and certification

developed (2013)

- 1st cohort of 350 school principals will complete

programme in December (2014)

- 2nd cohort will target 315 School Principals and

Deputy School Principals by end of 2015

HRCRT

- HRCRT Teacher toolkit: developed printed and

rolled out in all fields. So far 17,884 education

staff trained (teachers, school principals,

education specialists and counsellors);

- Toolkit video to supplement trainings finalized

and under distribution (2014);

- Implementation of HRCRT Policy at higher

grades (7-12), VTCs, Faculty of Educational

Sciences and Arts/Jordan (FESA/J) and the

Education Science Faculty/West Bank (ESF/WB):

consultations with fields on-going (February

2015);

- Advocacy: Fact sheets and other advocacy

materials developed and disseminated (2013); bi-

monthly HRCRT bulletin;

- Child Protection Mapping: Agency-wide

mapping of Child Protection (with-UNICEF

funding) in coordination with Protection Officer

(final report ready by end of 2014);

- School Parliaments: Elected school parliaments

active in all 703 schools and implementing

- percentage of areas where all teachers have been trained in the use of the

HRCRT teacher toolkit



Page 25 of 25



activities to spread HRCRT. “UNRWA School

Parliament: Good Practices” Booklet (under

development)

The mean score obtained by students from MLA

testing (Grade 4 – Maths) (percentage)


testing (Grade 4 – Arabic) (percentage)


testing (Grade 8 – Maths) (percentage)

Inclusive Education

- Advocacy: Inclusive Education Policy Briefs and

fact sheets disseminated to all education

installations 2013;

- IE Advocacy package and advocacy training

manuals for educators produced and

disseminated 2013

- Teacher Toolkit for Identifying and Responding

to Diverse Needs of Students: Toolkit finalized,

printed (9,000 copies) and distributed to all fields

except Gaza 2014

- Capacity development of Education staff (ES, SP,

AEO, counsellors) started in JFO, Syria Field Office

(SFO) and Lebanon. Gaza and West Bank to

follow in 2015

- School Health Strategy Awareness: Sessions held

in Lebanon and Jordan for school principals,

health tutors and education specialists

---- percentage of

students scoring below

30 per cent on the MLA

test


testing (Grade 8 – Arabic) (percentage)

TVET

- Training for Human Capacity Development

“Management of TVET Institutions at UNRWA”

(2014)

- Relevant and quality Technical Vocational Education and Training

structures/programmes in place

Documents

2014 Education Reform Report - UNRWA€¦ · secondary schools in Lebanon, providing free basic education for around half a million Palestine refugee children. In addition, vocational