ARdoc2009 2010 - Donate | UNRWA · PCGO Placement and Career Guidance Ofﬁce PCGA Placement and career guidance assistant PSP Psychosocial Programme RWTC Ramallah Women

2010

Abbreviations

AEO Area Education Office ARC Arab Resources collection ATC - Amman Training Centre AVM Audio Visual Material BWP Biennial Work Plans CFEP Chief, Field Education Programme CGED Chief, General Education Division CIE Chief, Institute of Education CTEVTD Chief, Technical and Vocational Education and Training Division CBT Competency based Training CCNP Cisco Certified Network Professional CIS Computer Information System D/CFEP Deputy Chief, Field Education Programme DTC Damascus Training Centre EDCs Education Development Centers EFA Education for All EMIS Education Management Information System EPMD Education Planning and Management Division EP Education Psychology ESFs Education Science Faculties ETIs Education Technical Instructions GFO Gaza Field Office GTC Gaza Training Centre H/EDC Head, Education Development Centers HOTS Higher order thinking skills ICT Information and Communication Technology IMMA Integrated Multi-Media Approach ICDL International Computer Driving Licensee IE Institute of Education ICRC International Committee of the Red Cross IDRC International Development Research Centre ICHR Independent Commission for Human Right JICA Japanese International Cooperation Agency

KRSF Karim Rida Said Foundation KTC Kalandia Training Centre MDP Management Development Programme MDG’s Millennium Development Goals MCSE Microsoft Certified System Engineer MLA Monitoring Learning Achievement OHCHR Office of High Commissioner for Human Rights PCHR Palestinian Center for Human Rights PCG Placement and Career Guidance PCGO Placement and Career Guidance Office PCGA Placement and career guidance assistant PSP Psychosocial Programme RWTC Ramallah Women Training Centre RMTC Ramallah Men Training Centre SDD School Development Division SDS School Development Specialists SEN Special educational needs SFD School as Focus for Development SHC Special Hardship Cases SSR Supported Self Review SRS Student Registration System SIDA Swedish International Development Cooperation Agency SAR Syrian Arab Republic SQR School Quality Review STC Siblin Training Centre TVET Technical and Vocational Education and Training TVETD Technical and Vocational Education and Training Division TIMSS Trends in Mathematics & Science Studies TOT Training the Trainers UNESCO United Nations Educational, Scientific and Cultural Organization VTCs Vocational Training Centers VTESs Vocational and Technical Education Specialists VTI Vocational Training for Instructors WLAR Word Link Arab Region WSTC Wadi Seer Training Centre

List of Tables Table 1 Number of Schools in the School Year 2009/2010

Table 2 Number of Elementary Schools by Field (2009/2010)

Table 3 UNRWA Elementary Schools by Type of Accommodation (2009/2010)

Table 4 Elementary Schools by Shift 2008/2009 and 2009/2010

Table 5 Average occupancy Rate Elementary Cycle - 2008/'09 and 2009/2010

Table 6 Pupils Enrollment in the Elementary Cycle by Field and Gender for the School Years 2008/2009 and 2009/2010

Table 7 Pass percentage of UNRWA Pupils at the end of the Elementary Cycle 2009/2010

Table 8 UNRWA Preparatory Schools by Type of Accommodation 2009/2010

Table 9 Preparatory Schools by Shift 2008/2009 & 2009/2010

Table 10 Pupils Enrollment in the Preparatory Cycle by Field and Gender School Years 2008/2009 and 2009/2010

Table 11 Average occupancy Rate 2009/'10 Compared with 2008/'09-Preparatory Cycle

Table 12 Examination Results of UNRWA schools - Preparatory Cycle – 2009/2010

Table 13 Results of UNRWA School Pupils in SAR and Lebanon as Compared with Government School Pupils for 2008/'09 and 2009/'10- Preparatory Cycle

Table 14 Results of UNRWA Students Baccalaureate II Official Examinations in Lebanon Field Compared with Government Students in the School Years 2008/2009and 2009/2010

Table 15 In-service Teacher Training Provided by UNESCO/UNRWA Institute of Education (2009/2010)

Table 16 In-service Teacher Training Provided by UNESCO/UNRWA Institute of Education (2006/2011)

Table 17 Training Places available at UNRWA VTCs’

Table 18 Actual Enrolment (December 2009) in UNRWA VTCs’

Table 19 Comprehensive Examination results – 2007/2008 – 2008/2009

Table 20 Employment Status of UNRWA Graduates’ for year 2009/2010

Table 21 Number of applications received Versus Enrolled in TVET Courses (2009/2010) Table 22 MLA Pilot Study - 2009 Total Sample Table 23 MLA Sample by field - Baseline study Table 24 Pilot study –Science and English Total Sample Table 25 Number of teacher questionnaires completed Table 26 Number of student questionnaires completed Table 27 BWP 14 Activities by Goal, Division/Section and Field Table 28 Education Programme Budget 2007-2009 Table 29 Number of Scholarships offered - 1997-2009 Table 30 University Graduates by Field Of Specialization benefited from Scholarships 1954/'55 –

2008/'09

List of Figures

Figure 1 Refugee Population of School Age Vs UNRWA School Population Distributed by Field

Figure 2 Field Wise Distribution of Eligible Refugee Population Vs UNRWA Schools Population – Elementary Cycle

Figure 3 Average Occupancy Rate for 2007/2008 and 2008/2009 - Elementary Cycle

Figure 4 Pupils Enrolment in the Years 2007/2008 and 2008/2009

Figure 5 Percentage Difference between Boys and Girls Enrolment – Elementary Cycle

Figure 6 Field Wise Distribution of Eligible Refugee Population Vs UNRWA Schools Population – Preparatory Cycle

Figure 7 UNRWA-Build Schools in Preparatory Cycle

Figure 8 Percentage of Rented Schools in Preparatory Cycle

Figure 9 Pupils Enrolment in the Years 2007/2008 & 2008/2009 per Field

Figure 10 Percentage Difference between Boys and Girls Enrolment – Preparatory Cycle

Figure 11 Average of Occupancy Rate 2007/2008 & 2008/2009 – Preparatory Cycle

Figure 12 Results of UNRWA Pupils in SAR and Lebanon fields in the State Examination Compared with Government Pupils’ Results in the School Year 2007/2008 & 2008/2009

Figure 13 In-service Teacher Training Provided by UNESCO/UNRWA Institute of Education (2009/2010)

Figure 14 Components of IMMA

Figure 15 Capacity of Vocational training centers

CONTENTS

Foreword List of Tables List of Figure Chapter 1: Education Programme 1.1. Introduction 1.2. UNRWA’s Education Programme 1.2.1. School Services 1.2.2. Teacher Training and Development 1.2.3. Technical and Vocational Education and Training (TVET) 1.2.4. Placement and Career Guidance 1.2.5. University Scholarships 1.3. Conflicts and Education Services 1.4. Sixty Years of UNRWA 1.5. Scholarships 1.6. Special initiatives 1.7. Conclusion Chapter 2: Schooling for all 2:1. Overview 2:2. Elementary Education 2:3. Preparatory Education 2:4. Secondary Education 2.5. School Development Division 2.5.1. Responsibilities of School Development Division 2.5.2. Major Events/Achievements of School Development Division 2.5.3. Special Initiatives in the Schools Chapter 3: Teacher Education and Training 3.1. Overview 3.2. Teacher Development 3.3. Enrolment 3.3.1. In-Service Training Courses 3.3.2. Pre-Service Teacher Training 3.4. Integrated Multi Media Training Approach

3.5. Major Events and Achievements in the Institute of Education Chapter 4: Technical and Vocational Education and Training (TVET) 4.1. Overview 4.2. Roles and Responsibilities of TVETD 4.3. Enrolments, Performance and Employability 4.3.1. Training Centers 4.3.2. Establishment of Nahr El Bared Training Centre (NLBTC) / Lebanon: 4.3.3. Training Places 4.3.4. Comprehensive Exam Results 4.4. Placement and Career Guidance Office (PCGO) 4.5. Restructuring of TVET Courses 4.5.1. Optimization Initiatives 4.5.2. Restructured Courses in Damascus Training Center (DTC), Syria 4.5.3. Implementing Phase-1 of the TVETD’s Restructuring Plan at DTC 4.5.4. Implementing Phase-2 of the TVETD’s Restructuring Plan at DTC 4.5.5. Restructuring of TVET Courses at UNRWA VTCs in West Bank 4.6. TVETD’s Performance and Achievements 4.6.1. Meeting Labor Market Needs 4.6.2. Training Workshops, Seminars and Sessions 4.6.3. Prepare Syllabi, Didactical Material and Study Programmes 4.6.4. Student Registration System (SRS) 4.6.5. Professional Development and Capacity Building 4.6.6. Computer and Information Technology Initiative 4.6.7. UNRWA TVETD’s Intranet Facility 4.6.8. Cooperation with Internal and External TVET Bodies and Industry 4.6.9. Support to the VTCs in the Fields 4.7. TVETD's Future Outlook Chapter 5 : Special Initiatives 5.1. Organizational assessment of the Education Programme 5.1.2 Quality of UNRWA Education

5.1.3 Organization and Management of UNRWA Education

5.1.4 Organizational Design of HQ 5.1.5 Partnerships 5.1.6 Programme Management and Processes 5.1.7 Gender

5.1.8 Human Resources

5.1.9 Evolving Nature of UNRWA Schools

5.1.10 Assessment of Teacher Education 5.1.11 Special Education Programming

5.2 Education Reform Strategy: UNRWA Education Programme Response to Universalia Review

5.2.1 Reform Overview 5.2.2 Reform Description Chapter 6 : Programme Management 6.1. Overview 6.2. Organizational Structure 6.3. Information Base for Decision Making 6.4. Facilitating Policy Formulation, Planning, Monitoring and Evaluation 6.5. Education Technical Instructions 6.6. Budget Administration and Monitoring 6.7. Administering scholarships and fellowships 6.7.1. Project/ Donor supported Scholarships 6.8. Employment and Career Guidance 6.9. Internal and External Relations 6.10. Preparing and publishing various reports Annexures Annexure I Different training COURCES/programmes AVAILABLE AT VTCs (2008 – 2009)Annexure II Training workshops, sessions and seminars arranged by VTESs for different target groups at UNRWA VTCs - (2008 – 2009) Annexure II I Syllabus, Instructional Materials, Enrichment Materials and Study Programmes prepared by TVETD's Specialists

Chapter 1 Education Programme

1.1. Introduction United Nations Relief and Works Agency for the Palestine Refugees in the Near East (UNRWA) established in 1949 is mandated with responding to the needs of the Palestine Refugees1 until a durable and just solution is arrived at the Palestine refugee issue. UNRWA’s mandate has evolved overtime. As the main provider of basic services to the Palestine refugee population, UNRWA has been a lifeline of support during major conflicts and times of crisis. UNRWA’s contributions to the human development and humanitarian needs of more than four generations of Palestine refugees, wielded a stabilizing influence among the Palestine refugee community and the host countries in which they live.

In the absence of a durable and just solution to the Palestine refugee issue and in response to the developments in the overall situation in the region UNRWA continues to provide basic education, primary health care, social safety-net, infrastructure improvement and microfinance and emergency assistance to approximately 4.822 million Palestine refugees registered with the Agency in Jordan, Lebanon, the Syrian Arab Republic, West Bank and the Gaza Strip.

1.2. UNRWA’s Education Programme

UNRWA’s work exemplifies an international commitment to the human development3 of Palestine refugees, helping them acquire knowledge and skills;

In the achievement of its multi-pronged strategic agenda of inclusive and sustainable development and in line with the UN declaration which says “Education is development. It creates choices and opportunities for people, reduces the twin burdens of poverty and diseases, and gives a stronger voice in society”5, UNRWA highlights its Education Programme as a key driver of change in the lives of Palestine refugees.

UNRWA’s education programme has a history spanning more than six decades. The vision of UNRWA’s education programme is to establish an education system which “develops the full potential of Palestine Refugees to enable them to be confident, innovative, questioning, thoughtful, tolerant and open minded, upholding human values and religious tolerance, proud of their Palestine identity and contributing positively to the development of their society and the global community”.

In achieving its vision, the Agency provides nine to ten years of free basic education to all Palestine refugees through the UNRWA schools in the five Fields of operation i.e. Jordan, Syria,

1 Palestine Refugees “are persons whose normal place of residence was Palestine during the period 1 June 1946 to 15 May 1948,and who lost both homes and means of livelihood as a result of the 1948 conflict.Palestine refugees, and descendants of Palestine

refugee males, including legally adopted children, are eligible to register for UNRWA services. The Agency accepts new applications from persons who wish to be registered as Palestine refugees. Persons registered with UNRWA are referred as Registered Palestine refugees.”The following additional groups are registered for receiving UNRWA services but are not counted as part of the official registered refugee population of the Agency:Jerusalem poor and Gaza Poor;Frontier villagers;Compromise cases, married to a non-refugee(MNR) family member;Non refugee wives;Kalafah children. - UNRWA (2006)Consolidated Eligibility and Registration Instructions, Department of Relief and Social Services, UNRWA-HQ(Amman)

2 Registration Statistical Bulletin (January 2011), Department of Relief and Social Services, UNRWA-HQ (Amman) . 3 Over the years definitions and understandings about human development have considerably changed. The UN now describes human development as “a process of enlarging people’s choices” and is assumed to be achieved by expanding human capabilities essential to have a decent standard of living and leading a healthy life. 4 UNRWA Medium Term Strategy : 2010-2015 5 United Nations. 2000. The UN Millennium Development Goals http://www.un.org/millenniumgoals/ (accessed March 2011).

West Bank, Gaza and Lebanon. In view of the difficult situations of Palestine Refugees in Lebanon UNRWA also provides secondary schooling in Lebanon. As of 2009/2010 the Agency operates 691 schools across the five Fields of operation, providing basic education to around 46% of eligible Palestine refugee children. UNRWA also provides support to out of school children and youth through regular and short term continuing education and skills training programmes offered in its ten Vocational Training Centres (VTCs). The higher education component of UNRWA is limited to the Semi-professional courses offered by the 10 VTCs and pre-service and in-service teacher training programmes through the three Education Science faculties(ESFs) and the Institute of Education (IE) at the Head Quarters. Working in most vulnerable and challenging socio-economic and political situations, and deficit resources, UNRWA has been doing its best to provide quality education services to the Palestine refugees. Beyond providing knowledge and skills, UNRWA also provides psychosocial support, integrated life-skills and support restoring safe play and learning areas. As the major provider of basic education to Palestine refugees, various initiatives of the education department underscore UNRWA’s fundamental commitment to meeting the human development aspirations of refugees with particular emphasis on the most vulnerable. With almost half a million children enrolled in UNRWA schools and around 18,972 teaching staff (almost all of them Palestine Refugees) engaged in operationalisation of the education programme across the five Fields of operation it is one of the largest single agency managed school systems in the Middle East. The education programme is also the largest of the UNRWA programmes both in terms of staff engaged and the budgetary allocation. In 2010 absorbing $336 million of $601 million6 core operational budget education UNRWA education expenditure is the highest among the UNRWA programmes. Partnerships with host governments is significant for UNRWA as the host government systems are potentially alternative providers of education to Palestine refugees, accommodate UNRWA students in the preparatory and secondary cycles and higher education and are sources of employment for students graduating from TVET and Teacher Education programmes. In view of these and other strong association of the Palestine refugees with the host governments, UNRWA education programme adopts the education structure and systems of the host governments especially in terms of teacher qualifications, recruitment and retentions, text books, curriculum and some of the exams of the host country.

Over the years UNRWA had provided an enabling environment to pursue the educational aspirations of Palestine refugees and those who availed these facilities have taken pride in the quality of education received. There are thousands of success stories of highly respected and successful women and men, worldwide, who are products of the Agency’s education system. The education system which was previously hallmark of the Agency had begun to fall short due to demographic growth of the refugees, rising international demands and standards, and funding problems. In a situation where almost 37.3% of Palestine refugees are children below the age of 187 52% of refugees are under the age of 25years and effected by high levels of unemployment extreme poverty and vulnerability education remains one of the clearest ways for improving the lives of refugees and making a lasting positive economic impact.

6 UNRWA Fact Sheets: Aquiring Knowledge and Skills 2010, http://unrwa.org/etemplate.php?id=318 7 Registration Statistical Bulletin (September 2009), Department of Relief and Social Services, UNRWA-HQ (Amman) .

To strengthen its capacity to deliver effectively on its mandate, during 2006 UNRWA introduced a three year process of “Organisational Development”8 which included an external review of the programmes. The external review of the education programme “Review and Forward looking Assessment of the Organisation and Management of UNRWA Education”9 concluded in 2009. The review highlighted the achievements, gaps in services as well as the areas that needed improvements and emphasized the need for the education programme to continuously improve its practices and ways of working. This necessitated the reform of the UNRWA education programme which was initiated in the first half of 2010, with a focus on improving teacher quality and classroom practices. Overall balancing the National, Regional and International conventions and standards UNRWA Education Programme has always turned the challenges to opportunities and set out a number of good practices which have been emulated by the host governments and many International agencies.

8Serving Palestine Refugees More Effectively: Strengthening the Management Capacity of UNRWA : UNRWA’s Organizational Development Plan 2006-2009.

9Review and Forward looking Assessment of the Organization and Management of UNRWA Education Universalia Report 2010, UNRWA Internal document

Chapter 2 Schooling for All

2.1. Overview The pivotal role of education programme of UNRWA arises out of the fact that almost 45.99% of the registered refugees are estimated to be in the school going age. The Agency's education programme provides elementary and preparatory education in all fields of operation i.e. Jordan, Lebanon, Gaza Strip, the Syrian Arab Republic, Lebanon and the West Bank. In Lebanon the provision is also extended to secondary education. In terms of single Agency managed system UNRWA, continues to be one of the largest school systems in the Middle East covering five countries. In the year 2009/2010 the Agency operated 691 schools - 285 elementary, 398 preparatory and 8 Secondary schools in its five Fields of operation. Provision for Secondary schooling continued to be available only at Lebanon. With 228 schools, UNRWA, Gaza Field operated highest number of schools. Almost 50% of the schools are located within the 58 recognised refugee camps in the five Filelds of UNRWA operations. At an average cost of US $35per student per month10UNRWA education provisions are estimated to be 40-60% less expensive than the host countries’ education systems.

As for UNRWA’s mandate all Palestine refugees registered with the Agency are eligible to avail the free basic education provided by UNRWA. Gender wise distribution of eligible school age refugee children in the five Fields is given at Figure 1below.

Figure 1

0

50,000

100,000

150,000

200,000

250,000

Gaza Lebanon Syria Jordan West Bank

Eligible school age population Distributed by Gender

Total Population Boys Total Population Girls

However not all refugee children enroll in UNRWA schools. The reasons are varied –distance from home; travel costs, military check posts, parent’s affordability to enroll in government and/or private schools etc.. As of the school year 2009/2010 with 482,920 children enrolled in its 691 schools, UNRWA accommodated less than 46% of the eligible refugee population. Figure 2 compares the eligible refugee children with those enrolled in UNRWA schools.

10 UNRWA Programme budget 2010-2011

Table 1

Number of Eligible School Population in the School Year 2009/2010 Distributed by Gender

Field Elementary Preparatory Secondary Boys Girls Boys Girls Boys Girls Total Gaza 96,700 91,690 41221 39688 - - 269,299 Lebanon 22,722 21,932 11200 10859 12339 11804 90,856 Syria 32,437 30,974 14577 13934 - - 91,922 Jordan 141,704 135,688 87778 84191 - - 449,361 West Bank 61,717 59,110 26553 25394 - - 172,774 Total 355,280 339,394 181,329 174,066 12,339 11,804 1,074,212

Table 2

Number of Students in the School Year 2009/2010 Distributed by Gender Elementary Preparatory Secondary

Field Boys Girls Boys Girls Boys Girls Total Gaza 75941 67264 31383 31526 - - 206114 Lebanon 9905 10191 4283 5102 1184 2227 32892 Syria 23383 22015 10374 10242 - - 66014 Jordan 36033 36137 26109 23942 - - 122221 West Bank 15561 21024 8109 10985 - - 55679 Total 160823 156631 80258 81797 1184 2227 482920

Figure 2

UNRWA had been a leader in terms of education to Palestine refugees in the region. UNRWA has constantly been attempting to maximize access to schooling to the Palestine refugee children. The growth trajectory has been showing progress (figure 3 below) .The number of schools increased from 639 in 2000/2001 to 691 in 2009/2010. There has been a sharp increase in the numbers especially in Gaza where the number of schools were increased from 168 to 228 over a period of 10 years.

0 20000 40000 60000 80000

100000 120000 140000 160000

Boys Girl Boys Girl Boys Girl Boys Girl Boys Girl Gaz Lebanon Syria Jordan West

Field Wise Distribution of Eligible School Age Refugee Population Vs UNRWA School Population Distributed by Field and Gender

Refugee Population UNRWA School Population

Figure 3

As a solution to provide maximum access to schooling to refugee children 80.35% of Elementary schools and 65.33% Preparatory schools operated on double shift basis housing two separate administrative schools in one building, working in morning and afternoon shifts( Figure 4). Almost 14.76% of the 691 schools operated from rented premises which are not purpose built and mostly residential units (Figure 5).

Figure 4

UNRWA Schools Distributed by Shift

0

50

100

150

200

250


Single Double

Figure 5

220

0 8

4131

3

99

11 8

128

45

0

82

1500

25

50

75

100

125

150

175

200

225


UNRWA Schools Distrbuted by Field and ownership

UNRWA-Built Rented Donated

From the table below it may be observed that the occupancy rate of rented schools is low at 27 students per class section where as that of the Agency built at 38 students per class section. UNRWA faces two major challenges in terms of rented premises – first the lower class size has resulted in an increased cost per child burdening the scarce resources and second not being purpose built they lack the required infrastructural facilities and spaces for extracurricular and co-curricular activities negatively impacting the quality of the education and holistic development of the children. UNRWA has been constantly striving to minimize the number of such schools. The number of rented schools in the elementary cycle reduced from 38 in the previous year to 33 and the preparatory schools from 70 to 68.

The achievement of MDG 3 with equal number of girls and boys enrolled in UNRWA elementary schools since 1960s and in preparatory schools since 1980s reflects the success of UNRWA in educating Palestine refugees. In 2009/2010 49. % of the enrolled students comprised of female pupils.

UNRWA operates three main types of schools in terms of gender i.e. Boys schools, Girls schools and Co-ed schools. Most of the co-ed schools have a high concentration of either gender and have been classified under the co-ed category so as to accommodate children from the local community and at times of UNRWA staff members who have no access to schools other than those provided by UNRWA (Table 3).

Table 3

Number of Schools in the School Year 2009/2010 Distributed by Gender Elementary Preparatory Secondary

Field Boys Girls COED Boys Girls COED Boys Girls COED Total

%

Gaza 45 10 78 55 34 6 - - - 228 Lebanon 4 4 15 11 11 22 - - 8 75 Syria 19 4 41 24 16 14 - - - 118 Jordan 24 10 6 61 63 9 - - - 172 West Bank 11 13 1 23 35 14 - - - 97 Total 103 41 141 174 159 65 0 0 8 691

UNRWA provides free of charge basic education to eligible Palestine refugees. Elementary education provision at UNRWA comprises of 6 years of schooling for all eligible Palestine refugee children who reach the age of 5 years and 8 months at the beginning of the school year in Jordan and Lebanon and 5 years and 7 months in West Bank, Gaza and the Syrian Arab Republic. In alignment with the host government policies, UNRWA considers preparatory education an integral part of the basic education cycle. On successful completion of the elementary cycle, UNRWA students are promoted to the preparatory cycle, which consists of three years in the West Bank, Gaza, the Syrian Arab Republic and Lebanon and four years in Jordan. Despite persistent requests from the Palestinian Authority (PA), UNRWA’s resource constraints limited the introduction of the fourth preparatory year to UNRWA schools in the West Bank and Gaza. However by adopting the host government curriculum and standards, UNRWA ensures smooth transition of students from UNRWA schools to the host government system.

To address the problem of restricted access for Palestine refugees to government schools, and the prohibitively high cost of private schools, in Lebanon UNRWA extended the education provisions up-to Secondary cycle. UNRWA operates eight secondary schools in Lebanon, catering for around 3,000 students. In other fields on completion of the 9th /10th grade, UNRWA school students move to the Government schools and participate at the end of the 12th grade in the national examinations. Though the basic education provision of UNRWA is mainly for Palestine refugee children, occasionally vulnerable children from other categories 11 are also enrolled. The percentage of students who are not registered refugees is around 8% and has been stable in the period from 2002 to today, UNRWA-wide. However, the situation varies from field to field, from under 5% of non-Palestine refugees in Lebanon and Gaza, to around 20% in West Bank (Table 4). The proportion of non registered refugees over the last ten years in Jordan, Syria, Lebanon, West Bank and Gaza is reflected in Figure 6.

11 Children of Registered Palestine Refugees / Children of registered Palestine Refugee women married to a non refugee / children of non registered Palestine refugees / Children of displaced Palestinians/ Children of other refugees like Iraqi refugees

Figure 6

% of non registered refugee students in UNRWA schools

Employing almost 22,178 Palestine refugees as education staff and absorbing $336 million of $601 million12 core operational budget, in terms of scale and size education programme remained to be the largest programmes of UNRWA. However the temporary status of the Agency and various other constraints such as limitations in terms of authority and resources to procure/purchase land to build schools, dependency on donors for various activities and funding, Political sensitivities and restrictions, chronic deficit budgets and many more constrained the agency’s attempt to expand and enhance the quality of its education programme. Despite several challenges the Agency continued its

12 UNRWA Fact Sheets: Aquiring Knowledge and Skills 2010, http://unrwa.org/etemplate.php?id=318

Table 4 Number of non –registered refugee beneficiaries at UNRWA schools for the year 2009/2010

(1) (2) (3) (4) (5)

(2)+(3) +

(4)+(5) %

Total Enrolment

Non-Palestinian Displaced

Non-Registered Palestinian

MNR

Jordan 1,22,221 1,558 6,817 2,264 2,589 13,228 10.82% SAR 66,014 534 0 1,996 3,506 6,036 9.14% Lebanon 32,892 165 134 325 580 1,204 3.66% WB 55,679 0 0 8,582 2,009 10,591 19.02% Gaza 2,06,114 16 0 266 5,558 5,840 2.83% Total 4,82,920 2,273 6,951 13,433 14,242 36,899 7.64% 0.5% 1.4% 2.8% 2.9% 7.64%

efforts to fulfill its obligation to provide education of high quality (content and delivery) in accordance with the international standards and good practices and embarked on a major reform during the year 2010.

In its continuous efforts to provide quality education to Palestine refugees UNRWA has partnered with various international agencies and governments. The most important and sustained partnerships include the agreement with UNESCO, and close collaborations with various host governments and donor agencies which not only facilitated smooth operation of the Education Programme but also ensured parity and equivalence of the education provisions enabling the free horizontal and vertical movement of the UNRWA school students to other education systems.

2.2. Elementary Education UNRWA provides elementary education consisting of six years of schooling. Though the provision is mainly for Palestine refugee children, occasionally vulnerable children from other categories 13 are also enrolled. The eligible age for enrolling in the 1st grade of elementary cycle varies from 5 years and 8 months in Jordan and Lebanon to 5 years and 7 months in West Bank (WB) , Gaza and Syrian Arab Republic(SAR). More than 70% of the eligible registered refugees in Gaza and Syria are enrolled in the UNRWA elementary education system (Figure 7). With 26.02% Jordan records the lowest number of eligible school age refugee population enrolled in the UNRWA system. The reasons for these are varied such as the geographic spread of the refugee population across Jordan; lack of coverage and provision of UNRWA schools in some of the areas; large number of schools operating in double shifts (90.17%) and the resultant increase number of working days and differing timings resulting in preference to Government schools which mostly operate on single shift. Overall 45.70% (Table 5) of the eligible registered school age Palestine refugee population are enrolled in elementary cycle at UNRWA schools.

Table 5

Eligible school age refugee children enrolled in UNRWA Elementary system by Field

( 2009/2010)

No. Field % of Registered refugee children in UNRWA Elementary Schools

1 Gaza 76.02

2 Lebanon 45.00

95.17 cilbupeR barA nairyS 3

4 Jordan 26.02

5 West Bank 30.28

Total 45.70

13 Children of Registered Palestine Refugees / Children of registered Palestine Refugee women married to a non refugee / children of non registered Palestine refugees / Children of displaced Palestinians/ Children of other refugees like Iraqi refugees

Figure 7

Field Wise Distribution of eligible Refugee Population Vs UNRWA Schools Population-Elementary Cycle

0

50000

100000

150000

200000

250000

300000

Gaza Lebano n Syria J o rdan Wes t Bank

Refugee Population UNRWA Schools Population

Table 7

Number of Elementary Schools by Field ( 2009/2010)

No. Field No. of UNRWA Elementary Schools

1 Gaza 133

2 Lebanon 23

46 cilbupeR barA nairyS 3

4 Jordan 40

5 West Bank 25

Total 285 School Premises Table (7) above depicts the number of elementary schools in the Agency’s five Fields of operation. Out of 285 UNRWA administrative elementary schools, 33 (11.58%) were functioning from rented premises. As most of these premises were not purpose built, they do not comply with required norms and standards in terms of infrastructural and instructional facilities such as classroom spaces, lighting, ventilation and facilities like libraries, playgrounds, etc. Table (8) below shows UNRWA elementary schools distributed by type of accommodation.

Table 8 UNRWA Elementary Schools by Type of Accommodation (2009/2010)

Field UNRWA Built Donated Rented Total

Gaza 128 5 0 133

Lebanon 9 2 12 23

Syria 54 5 5 64

Jordan 28 0 12 40

West Bank 21 0 4 25

Total 240 12 33 285 Double Shift 229 schools (80.35%) operated on double shift basis (housing two separate administrative schools in one building, working in morning and afternoon shifts), working six days a week. Table (9) below shows UNRWA elementary schools distributed by shift. It is a well know fact poor physical conditions negatively affect the quality of education and achievements of pupils. The obligation to study in double-shifts had to certain extant negatively impacted the overall performance of the students and teachers as it reduces the time available to cover the full study programme forcing teachers to use conventional teaching methods and rely on text books, cause major disturbances in the school as teachers, administration and pupils have to vacate the premises before the second shift starts and limited or no space for co-curricular and extracurricular activities. Also the double shift schools have an impact on the psyco-social well being of the children who live in camps and difficult situations experiencing various post conflict stress and trauma and most often have no opportunities to utilise the ample free time gained in the afternoon in the best possible ways. Aware of the various challenges and negative impacts for teachers, students and Parents engaged in double shift schools UNRWA has constantly attempted to reduce the number of double shift schools. As of 2009/2010 the number of double shift schools could be reduced from 240 to 229.

Table 9 Elementary Schools by Shift

2008/2009 Single Shift Double Shift Total Gaza 10 121 131 Lebanon 11 22 33 Syria 6 61 67 Jordan 5 36 41 West Bank 22 0 22 Total 54 240 294

2009/2010 Gaza 11 122 133 Lebanon 17 6 23 Syria 0 64 64 Jordan 3 37 40 West Bank 25 0 25 Total 56 229 285

Classroom occupancy rate The average classroom occupancy rate in the 8,602 class sections in the elementary cycle was 36.90 pupils per class section, which is a slight decrease (0.14) compared to the previous school year. Gaza had the highest classroom occupancy rate with 38.99 pupils/class section and Lebanon the lowest at 30.54 pupils per class section(Figure 8). Table (10) shows the occupancy rates (pupils per class section) in the elementary UNRWA schools in 2008/2009 and 2009/2010. Despite the reduced enrolments in most Fields, overcrowding within the Agency’s education system has been a challenge which could not be addressed due to financial constraints, both for employment of additional teachers required to achieve ideal teacher student ratios and/or construction of new schools and additional classrooms. Table 10

Average occupancy Rate Elementary Cycle - 2008/'09 and 2009/'10

Field 2008/'09 2009/'10 Gaza 38.47 38.99 Lebanon 35.96 30.54 Syria 31.06 38.21 Jordan 37.65 35.80 West Bank 35.16 34.29

09.63 67.63 latoT

Figure 8 Average occupancy Rate Elementary Cycle - 2008/'09 and

2009/'10

0

5

10

15

20

25

30

35

40

45

Gaza Lebanon Syria Jordan West Bank Total

2008/'09 2009/'10 Enrollment In the school year 2009/2010, the 285 UNRWA elementary schools in the Agency’s five Fields of operation accommodated 17,454 pupils. Female pupils comprised 49.34% of the total enrollment. The overall increase in enrolment of 1.6% in the elementary cycle (Table 11) is mainly due to the improved enrolments in the Gaza Field (5.01%). Jordan, Lebanon and West Bank registered negative growth with a decrease in enrolment by 1.63%, 4.40% and 0.90% per cent respectively. While Gaza had an increase by 5.01%, there was also a marginal increase by 0.99% in Syria ( Figure 9 ).

Figure 9

Pupils Enrollment in the School Years 2008/2009 and 2009/2010

0

50000

100000

150000

200000

250000

300000

350000

Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total


2008/2009 2009/2010

Table 11

Pupils Enrollment in the Elementary Cycle by Field and Gender for School Years 2008/2009 and 2009/2010

Change

2008/2009 2009/2010 Number % Boys 71811 75941 4130 5.75 Girls 64558 67264 2706 4.19 Gaza Total 136369 143205 6836 5.01 Boys 10369 9905 -464 -4.47 Girls 10469 10191 -278 -2.66 Lebanon Total 20838 20096 -916 -4.40 Boys 23237 23383 146 0.63 Girls 21717 22015 298 1.37 Syria Total 44954 45398 444 0.99 Boys 36551 36033 -518 -1.42 Girls 36815 36137 -678 -1.84 Jordan Total 73366 72170 -1196 -1.63 Boys 15773 15561 -212 -1.34 Girls 21146 21024 -122 -0.58 West Bank Total 36919 36585 -334 -0.90 Boys 157741 160823 3082 1.95 Girls 154705 156631 1926 1.24 Total Total 312446 317454 5008 1.60

Across fields except in Gaza there has been an overall decrease in the enrolment of both boys and girls. Gaza Field has recorded an overall increase in enrolment of both girls (4.19%) and boys (5.75%). The increased enrolments in Gaza presumably has been due the various initiatives of Gaza Field such as the school feeding programme, material support to the families of pupils enrolled in the schools and so on attracting more Palestine refugees to opt for UNRWRA schools. With exception of Jordan the decrease in enrolments in Lebanon and West Bank Table (11) are charecterised by an increased rate of decrease in boys enrolment (4.47 and 1.34 per cent respectively). Lebanon had the highest decrease of enrolment of both girls (2.66%) and boys ( %). West Bank had the lowest (0.58%) decrease in enrolment of girls and (1.34%) the

lowest decrease in enrolment of boys (Fig.10). Overall there has been an increase in the girl’s enrolment by 1.24% and an increase in the enrolment of boys by 1.95%.

Figure 10

Pupil-teacher ratio The year 2009/2010 witnessed a 2.18% increase in number of teachers at the Elementary cycle. The 317,454 pupils in the elementary cycle were served by 10,705 teachers, head teachers and assistant head teachers. With decrease in number of teachers (239) and an increase ( 1.6%) in school population, the Pupil/teacher ratio in the elementary cycle stood at 29.65. While the average Pupil/Teacher ratios are comparable with the Region and Host countries, there are schools in certain UNRWA Areas which continue to have a higher pupil/teacher ratio. Pass Rate Performance of students (from countries under UNRWA’s mandate) in national and international standardised tests and other studies on student achievement reveal that a large proportion of students who complete grade 4 still do not master the basic learning competencies for reading , writing and Math14. However the overall pass percentage of the students at the end of the elementary cycle examinations was above 9 . % level except in Lebanon where it was around 8 . %. Across Fields the pass percentage of Girls was higher than that of Boys. In general, the pass percentage of Girls and Boys has improved over the past academic years. An increase in the pass percentage of the pupils over the previous year by almost 3.63% has been an encouraging trend and attributed to the various initiatives by UNRWA such as remedial instruction and special attention to children with Special Education Needs and overaged. With around 0.50% drop-out rate at the elementary cycle it was more or less stable in comparison to the previous year.

14 Monitoring of Learning Achievement in UNRWA schools- Baseline survey 2009- Internal document of UNRWA department of education

Gender wise status of Enrolment status in comparison to previous years Elementary Cycle

-2000 -1000

0 1000 2000 3000 4000 5000 6000 7000 8000

Boys Girls Total Boys Girls Total Boys Girls Tota Boys Girls Total Boys Girls Tota

Boys Girls Total


Table 12 Pass percentage of UNRWA Pupils at the end of the Elementary Cycle

2009/2010

Field Gender Pupils Appeared in the Examinations

Pupils who passed the Examinations

Percentage of Pupils who qualified in the examinations

Boys 6488 6164 95.01% Girls 6170 5862 95.01% Jordan

Total 12658 12026 95.01% Boys 3798 3590 94.52% Girls 3507 3371 96.12% Syria

Total 7305 6961 95.29% Boys 1635 1315 80.43% Girls 1744 1513 86.75% Lebanon

Total 3379 2828 83.69% Boys 2681 2568 95.79% Girls 3575 3473 97.15% West Bank

Total 6256 6041 96.56% Boys 10491 9578 91.30% Girls 10034 9846 98.13% Gaza

Total 20525 19424 94.64%

2.3. Preparatory Education UNRWA, considers preparatory education to be an integral part of the basic education cycle. Thus like elementary education it is also compulsory, open to both genders and offered free of charge. Students from UNRWA schools who satisfactorily complete the elementary cycle are promoted to the preparatory cycle. Preparatory cycle in West Bank, Gaza and Syrian Arab Republic is limited to Grade 9 and in Lebanon and Jordan field it is extended to grade 10. Despite persistent requests by the Palestinian Authority, the 10th grade could not be introduced in UNRWA schools in West Bank and Gaza due to financial constraints.

As for the 1953 UNRWA/UNESCO resolution UNRWA implements, the school curricula, textbooks, examinations, regulations, etc. prescribed/issued by the Host Countries (Jordan, Lebanon and SAR) and the Palestinian Authority. This facilitated the smooth transition of the students qualifying from UNRWA preparatory schools to the host Government or private schools. In view of the difficulties of Palestine refugee children transition to host government or private secondary schools in Lebanon, UNRWA provides secondary education in Lebanon through its eight secondary schools.

Figure 11 Field Wise Distribution of eligible Refugee Population Vs

UNRWA Schools Population-Preparatory Cycle

0

20000

40000

60000

80000

100000

120000

140000

160000

180000

200000

Gaza Lebano n Syria J o rdan Wes t Bank

Refugee Population UNRWA Schools Population In the 2009/2010, 45.60% of the registered eligible refugee population enrolled in UNRWA preparatory schools. In terms of gender % of female and % male eligible registered refugees enrolled in UNRWA preparatory cycle. Syria recorded the highest percentage of eligible refugees enrolled in to UNRWA system.

School Premises

Out of 398 UNRWA administrative preparatory schools, 68 schools (17.09%) were accommodated in rented premises (Table 13). As reported earlier the rented premises are mostly residential units, and do not have adequate classroom space, proper lighting and ventilation and facilities such as libraries, laboratories, playgrounds, etc. This limits the teaching – learning to class room activities and the pupils are most often deprived of extracurricular activities.

Table 13 UNRWA Preparatory Schools by Type of Accommodation 20 /20

Field UNRWA-Build Rented Donated Total Gaza 92 0 3 95 Lebanon 25 18 1 44 Syria 45 6 3 54 Jordan 100 33 0 133 West Bank 61 11 0 72 Total 323 68 7 398

Figure 12 UNRWA-Bult Schools in Preparatory CycleWest Bank

19%

Jordan31%

Syria14%

Lebanon8%

Gaza28%

Figure 13

Percentage of Rented Shools in Preparatory Cycle

Syria9%

Lebanon26%

Gaza0%

West Bank16%

Jordan49%


Double Shift Schools 65.33% of Preparatory schools operated on double shift basis (housing two separate administrative schools in one building, working in morning and afternoon shifts), which though is said to have led to optimal use of facilities, resulted in reduced contact time and deprived pupils of co-curricular and extra-curricular activities impacting the quality of learning and the holistic development of the children. Table (14) shows UNRWA preparatory schools distributed by type of accommodation.

Table 14 Preparatory Schools by Shift

2008/2009

Single Shift Double Shift

Total

Gaza 16 74 90 Lebanon 22 17 39 Syria 4 48 52 Jordan 11 122 133 West Bank 71 1 72

Total 124 262 386 2009/2010

Gaza 17 78 95 Lebanon 32 12 44 Syria 4 50 54 Jordan 14 119 133 West Bank 71 1 72

Total 138 260 398

Enrolment In the 2009/2010 school year, UNRWA offered preparatory education to 162,055 children through its 398 schools in the Agency’s five Fields of operation. With 50.48% of enrolled students being females, the overall percentage of female pupils enrolled in the Preparatory Cycle was marginally higher than in the elementary cycle.

Table (15) below shows the enrollment in UNRWA preparatory cycle distributed by Field and gender for the school years 2008/2009 and 2009/2010. The overall enrollment decreased by 0.38%, (620 pupils) as compared to 2008/2009. Lebanon had a sharp decrease (2.68%) and Syria and Gaza marginal increase (0.44%, 0.67% respectively). The other two fields i.e. Jordan and West Bank had a decrease of 0.99%, 1.91% respectively. The decreased enrolments in Lebanon and West Bank could possibly be attributed to the conflicts and deteriorating socio-political reasons while the increase in Gaza due to the special initiatives at Gaza Field. Also, the socio-economic situation, the early marriage and the preference of Brevet students to the Vocational Training streams are some of the reasons attributing to the decrease especially in Lebanon.

Table 15

Pupils Enrollment in the Preparatory Cycle by Field and Gender -School Years 2008/2009 and 2009/2010

2008/2009 2009/2010 change

Gaza Boys 31577 31383 -194 -0.61% Girls 30914 31526 612 1.98% Total 62491 62491 418 0.67% Lebanon Boys 4390 4283 -107 -2.44% Girls 5253 5102 -151 -2.87% Total 9643 9643 -258 -2.68% Syria Boys 10250 10374 124 1.21% Girls 10275 10242 -33 -0.32% Total 20525 20525 91 0.44% Jordan Boys 26323 26109 -214 -0.81% Girls 24228 23942 -286 -1.18% Total 50551 50551 -500 -0.99% West Bank Boys 8293 8109 -184 -2.22% Girls 11172 10985 -187 -1.67% Total 19465 19465 -371 -1.91% Total Boys 80833 80258 -575 -0.71% Girls 81842 81797 -45 -0.05% Total 162675 162055 -620 -0.38%

The preparatory cycle enrolment trends in terms of gender, is more or less similar to that of the elementary cycle except in Gaza. The significant decrease in the enrolment of both boys and girls especially in Gaza, West Bank and Lebanon reflect the impact of conflicts and low socio economic situations on the education of the refugees. In contrast to the previous year there has been an increase in the enrolment of boys (1.21%) in Syria and a decrease in Jordan (Table 15). An increase in girls enrolment was observed in Gaza (1.98%). Reasons for decreasing enrolment despite stable socio-political situations in Jordan and Syria and overall lower enrolments in comparison to elementary cycle needs further study. Drop-out rate in the preparatory cycle in 2009/2010 stood at 3.03% for boys and 1.79% for girls. As reported by various media the increasing poverty levels, overcrowded classrooms, double shifts, time consumed at check points, long distances of travel and travel and related expenses may have impacted the enrolments especially in Gaza, West Bank and Lebanon.

Figure 14 Pupils Enrolment in the years 2008/2009 & 2009/2010 per Field

0

20000

40000

60000

80000

100000

120000

140000

160000

180000

Boys

Girls

Total

Boys

Girls

Total

Boys

Girls

Total

Boys

Girls

Total

Boys

Girls

Total

Boys

Girls

Total

Gaza Lebanon Syria Jordan West Bank Total2008/2009 2009/2010

Figure 15

Percent Difference in Boys and Girls Enrolment in Preparatory Cycle between the years 2008/2009 & 2009/2010

-4.00%

-3.00%

-2.00%

-1.00%

0.00%

1.00%

2.00%

3.00%Bo

ys

Girl

s

Tota

l

Boys

Girl

s

Tota

l

Boys

Girl

s

Tota

l

Boys

Girl

s

Tota

l

Boys

Girl

s

Tota

l

Boys

Girl

s


Occupancy Rate During the year 200 /20 , the preparatory cycle had class sections. With an average of

pupils per class section, there has been a decrease of pupils per class section as compared to the previous year. Syria had the highest number of pupils per class section (38.90) and Lebanon the lowest (29.89). Around 11.17% of the class sections have an occupancy rate of 45 pupils and more. Details on occupancy rates (pupils per class section) in the UNRWA preparatory schools, for the school years 2008/2009 and 2009/2010 is given at Table (16).

Table 16 Average occupancy Rate 200 /' Compared with 200 /'0 -Preparatory Cycle

Field 2008/'09 200 /' Gaza 35.35 35.05 Lebanon 30.52 29.89 Syria 38.95 38.90 Jordan 39.01 38.21 West Bank 37.58 36.30 Total 36.76 36.21

Figure 16 Average Occupancy Rate 2009/'10 Compared with

2008/'09-Preparatory Cycle

0

5

10

15

20

25

30

35

40

45


2008/'09 2009/'10

Pupil-teacher ratio The teaching-learning of 162,055 pupils in the preparatory cycle has been facilitated by 8005 teachers, assistant head teachers and head teachers. With a 5.43% (412) increase of teachers over the previous school year; the Pupil/teacher ratio in 2009/2010 school year in the preparatory cycle on an average stood at 20.24. Pass rate Except in the SAR and Lebanon Fields where end-of-cycle state examinations are conducted; UNRWA schools conduct their own examinations in the preparatory cycle. Table (17) below gives details on the examination results of the UNRWA schools at end of Preparatory cycle. With above 98.03% success rate across the fields UNRWA school pupils have been performing well at the preparatory level. Unlike in case of the elementary cycle, with no exception across the fields the pass percentage of girls has been higher than that of boys in the preparatory cycle.

Table 17

Examination Results of UNRWA schools - Preparatory Cycle – 2009/2010

Field Gender Pupils Appeared in the Examinations

Pupils who passed the Examinations

Percentage of Pupils who qualified in the examinations

Boys 5533 5256 94.99% Girls 4941 4694 95.00% Jordan

Total 10474 9950 95.00% Boys 2810 2423 86.23% Girls 2918 2770 94.93% Syria

Total 5728 5193 90.66% Boys 1102 1021 92.65% Girls 1492 1426 95.58% Lebanon

Total 2594 2447 94.33% Boys 2495 1872 75.03% Girls 3553 3463 97.47%

West Bank

Total 6048 5335 88.21% Boys 9868 9579 97.07% Girls 10793 10675 98.91% Gaza

Total 20661 20254 98.03%

Comparing the achievement of UNRWA schools in SAR and Lebanon Fields with those to Government schools, it is observed that the percentage of success of UNRWA pupils in SAR Field is consistently higher than the percentage of success of pupils’ form Government schools. As for Lebanon various initiatives by the Lebanon Field improved the percentage of success of UNRWA pupils over the previous year ( 50.41% in 2008/2009 to 57.92% in 2009/2010), which is above the government schools results by 1.4%(Figure 17).

Figures 17

R e s ults o f UN R WA S c ho o l P upils in S A R a nd Le ba no n a s C o m pa re d with Go v e rnm e nt S c ho o l P upils fo r 2 0 0 8 / '0 9 a nd 2 0 0 9 / '10 - P re pa ra to ry C yc le

0

10

20

30

40

50

60

70

80

90

100

UNRWA Scho o ls /SAR Go ve rnmentScho o ls /SAR

UNRWAScho o ls /Lebano n

Go vernmentScho o ls /Lebano n

2008/'09 2009/'10

2.4. Secondary Education

Various studies reflect that the decreasing enrolments and low achievement of students in Lebanon especially at the secondary level are attributed to various factors such as low socio economic status, increasing poverty among the refugees, restrictive labor laws, employment rights to extremely limited professions and lack of access to formal employment in the private sector. While access to government schools is extremely limited the majority of families cannot afford the high cost of private schools. In view of these special circumstances, UNRWA operates nine secondary schools in Lebanon. The learning of the 3,411 pupils enrolled in the nine secondary schools in Lebanon for the year 2009/2010 was facilitated by 262 teachers. The pass percentage of students appearing in official general secondary examination was 89.21 %. There has been a decrease in the overall results as compared to the previous year when it was 93%.

2.5. Special Initiatives in the Schools Some of the key initiatives of UNRWA focus on promoting human rights, tolerance, non-violence and conflict resolution among the children of the Palestine Refugees. Various activities have been undertaken to integrate the issues of tolerance, human rights, non-violence and conflict resolution into the school activities. Human rights, conflict resolution and tolerance programme continues to be a focus area in UNRWA's education programme. In Gaza, UNRWA continued to teach a stand-alone human rights curriculum, based on the “Universal Declaration of Human Rights”(UDHR) and identified and trained over 200 human rights teachers. UNRWA engaged the ICRC, OHCHR and local

human rights organization in the development of the curriculum and ongoing reviews. School parliaments continue to function in all schools. Started in 2008, Safe and Stimulating Schools (SSS) initiative was aimed at ensuring and comprehensively addressing issues of school discipline, child protection, safety in schools and community engagement. During 2009/2010, UNRWA extended the SSS initiative in all its fields of operation with the involvement of community, parents, students, education staff, NGOs, civil society representatives and other UN agencies. In addition, UNRWA launched the “Violence free Schools” initiative specially designed to address the issues of deteriorating discipline among the school children which often resulted in violence - physical fights between students and issues of corporal punishment. Implementation of this initiative is in progress in all UNRWA Fields. The main components of the initiative include: • Signing of a Code of Conduct document which defines the responsibilities of students,

parents, and teachers demonstrating their commitment to improving the learning environment within the schools.

• The “Values Fund”, an incentive programme which rewards good student behavior in the classrooms and school.

• Bolstering of participatory structures to deal with student issues in an appropriate, consistent and transparent manner including: class councils (consisting of 4-5 students from the class); student parliament (school wide with 1 or 2 reps from each class); school councils (4 parents, 2 students, 5 teachers, and principal), and disciplinary council (principal or deputy, 1 student, 1 parent, and 3-4 teachers).

• Improve the physical school environment in a variety of ways including through the Summer Games, mural paintings and so on.

Quality Assurance With regard to the quality assurance, UNRWA though has no systematic mechanism or tools in place there are instances when UNRWA has attempted to evaluate the quality of its provisions. UNRWA conducted Monitoring Achievement Tests in 1993, 1998, 2002, and 2006 to measures the achievement of pupils of grades 5, 6 and 7 in English, Arabic, Mathematics and Science. As these tests provided only a snapshot of the situation at a particular point of time, than trends in educational achievements, in 2009, the Department initiated the Monitoring Learning Achievement (MLA) programme, which is a multi-year, cross national student assessment survey. It expected that the MLA will enable the Education Programme to benchmark achievement levels and measure changes in student performance over time. In 2009, a comprehensive baseline survey focusing on Mathematics and Arabic was conducted in all UNRWA schools offering Grades 4 and 8, with over 60000 students participating. This Agency-wide initiative supplements and complements achievement surveys conducted on the initiative of individual fields. The results of the MLA survey released recently reveal that despite contextual differences, performance is similar across Fields, that there is no relationship between the results obtained and double or single-shift schools, that girl consistently outperform boys and that pperformance at Grade 4 varies between schools in Fields. With approximately 1/3 rd of students scoring between 0-30% on the tests overall performance levels are observed to be generally low. Some comparison of the student learning with host countries , particularly in Syria and Lebanon where UNRWA students sit for national examinations reveal that while in Syria, UNRWA students outperform students coming from Government schools, pass rate of UNRWA students in national exams is lower than the Lebanese students. In the West Bank, Gaza and Jordan examinations in UNRWA schools are set and marked by the schools themselves. There is wide spread concern that in such a system students are tested against what has been taught in practice

rather than against what should have been taught according to the curriculum. In Jordan, some of the UNRWA schools are selected for participating in the quality control tests conducted by the government. Although these tests cannot be considered as an external comparator, the results show that UNRWA students perform better results than Government school students. The Host Countries are also involved in some international testing exercises, such as the TIMMS test. UNRWA schools in the oPt and Jordan are included in the exercise. While it is reported that UNRWA schools perform better than government schools in these tests no detailed analysis had been done. As students by end of Secondary cycle have been in Government schools for two-three years, a study on the results of the Tawhiji, disaggregated by refugee and non-refugee students availing host government education, could provide some additional comparison on performance of UNRWA students.

Examining learning outcomes of the UNWRA schools measured in the IEA’s Trends in Mathematics and Science Study (TIMSS) reveal that despite the challenges faced by UNWRA schools, UNWRA students perform better in TIMSS than students at public schools, For example, in mathematics both girls and boys at UNWRA schools outperform their public school peers by more than 0.2 of a standard deviation. For example in Jordan, UNRWA students scored 494 and 541 points in math and science, compared to 427 and 482 points by public school students. In other words, UNRWA students scored more than 2/3 of a standard deviation higher than public school students in math and science. With the achievement of Jordan’s UNRWA students just below the international mean in math and well above the international mean in science suggest that UNWRA school systems despite the contexts and situations of fragility and poor socio-economic backgrounds of students could provide quality education. Preliminary evidence gathered through the MENA Regional Network for Education Research suggests that the UNWRA schools’ pedagogical approach, training, hiring and supervisions of teachers, and parental involvement could explain part of the success, though this would need to be substantiated. Despite the current financial difficulties, the Edu cation Programme considers the issue of quality of education as an inescapable responsibility of the programme. The various initiatives by UNRWA Fields for improving the performance of the students include teachers, parents and students perception surveys, a quality improvement initiative such as the “Schools of Excellence” initiative, “Education Recovery Plan”, reforms in school governance, active engagement with parents and the community and independent monitoring and evaluation.

Though there is an annual population growth of 3% and an increasing bulge of school age population in the refugee community, enrolments in UNRWA schools have been decreasing. The reasons for this have been varied and interrelated – scarce resources competing several service delivery priorities, double shift and rented schools, teacher quality, crowded classrooms, declining socio-economic conditions and many more. In addition the recent times have seen growing signs of UNRWA falling behind the system in the region in terms of both quantity and quality of education. This perception of declining standards in the Agency’s education system necessitates UNRWA to review its systems and structures and be part of the regional development and engage in constant dialogue with the host countries. The recent external review of the education programme and subsequent Reform initiative aim at improving the quality of education and when operationalised are expected to improve the quality of the education provisions by bringing professionalism into the teaching and improving classroom practices.

Chapter 3 Teacher Education and Training

3.1. Overview

With funding from the Swiss government, UNESCO/ UNRWA established the Institute of Education (IE). The Institute’s main objective was to train and accredit UNRWA teachers and other key members of the education staff. Since its establishment in l964 , the Institute of Education has played a pioneering role in training and developing capacities of thousands of teachers, head teachers and supervisors in the Agency’s five areas of operation - Jordan, West Bank, Gaza, Syrian Arab Republic and Lebanon. In its efforts to meet the growing demand for qualified teachers, the IE diversified its training programmes. It provided pre-service teacher education programmes; in -service teacher training; basic training programmes as well as long-term and short term professional development training programmes for teachers. In addition to providing this training, the Institute produces up-to-date training materials and organizes workshops for teaching staff. The audio-visual sub-unit also produces a wide variety of audio visual tools including video grams, power point presentations and posters to meet the demands of the fields. The Institute also publishes the Student/Teacher Journal. The Institute of Education is one of the four major divisions within the Education Department. The Institute of Education is led by a Chief who reports to the Director of Education at UNRWA Headquarters in Amman. He/she is assisted by the heads of two sub-units, Head Training Materials Unit (HTMU) and Head Training Program Unit (HTPU). The division also includes a team of specialists who facilitate courses in Teachers Training and Qualification; Educational and School Leadership; specialized training in school support; Continued Professional Development.

Overall the IE managed to respond effectively to growing demands and changing needs not only by adapting the programme contents to the learner needs, but also by following a well developed methodology of training that responds effectively to diverse stakeholder requirements.

3.2. Teacher Development The philosophy on which the Institute of Education has based its services is two-dimensional: consolidating the national and cultural identity of the Palestine refugees and developing professionally qualified instructional and managerial staff to lead the education of the refugee children. Key features of the IE training programmes include clear objectives, close links between training and work requirements, continued efforts in research, development and monitoring in accordance with the most recent and fruitful educational trends that can enrich the experiences of the Palestinian educators . Thus, the training philosophy of the Institute of Education has been centered on the following pillars:

• Organizing teacher training programs that would enable them to carry out their

teaching/learning tasks in conjunction with their job description and technical assignments.

• Determining training objectives based on the actual needs of the education staff.

• Responding to host country curricula changes. • Preparing comprehensive and integrated training programs that cover all aspects

and competencies needed for trainees in leadership supporting courses. • Continuous training reflecting the latest developmental needs. • Adopting training techniques and procedures that are congruent with the objectives

and contents of training as well as the characteristics of the target groups. • Effectively linking theory and practice in training sessions.

The design and preparation of training programs in the Institute of Education is tailored to address the needs of the participants while meeting the overall objectives of the program. The following steps are taken to develop a training program that meets the needs of the participants:

1. Identification of the target groups for training and acknowledgment of their

academic and educational levels in addition to their characteristics and their work positions (school supervisors, head teachers, assistant head teachers, vocational technical instructors, teachers, stage and specializations).

2. Identification of the training needs for the trainees to be enrolled in the program.

3. Identifying the training objectives derived from the needs and formulating them as specific learning outcomes.

4. Selecting the content of the training program in the light of the set objectives and realizing this through training activities.

5. Identifying the appropriate training materials (print, visual and auditory). 6. Identifying the appropriate training methods and procedures (seminars,

symposia, workshops, educational experiences, practical presentations, field trips, role-play and brainstorming).

7. Determining appropriate evaluation methods and tools for each training program and for each unit (periodic tests).

8. Reviewing and auditing the program by a specialized committee (training programs committee) before producing it in its provisional form.

9. Sending the program to the Fields for experimentation, and to provide the Institute of Education with developmental feedback.

10. Preparing a program implementation plan consisting of the subjects, the training schedules and the activity leaders, and reporting on the ongoing subjects using special evaluation forms for the training activities.

3.3. Enrolment 3.3.1. In-Service Training Courses UNRWA’s teacher education programme aims at maintaining and improving the quality of education provided to children of Palestine Refugees in the Agency schools. For this, it provides the required in-service and pre-service training programmes and works to upgrade the professional qualifications of the teaching staff to enable them to adapt to curriculum changes, improve their teaching methods, and develop their educational, managerial, leadership and supervisory skills. This is achieved through regular in-service training programmes organized by the Institute of Education at UNRWA Head Quarters, Amman and implemented by the Education Development Centers in the fields.

Annually, on an average 900-1000, staff receives in-service training. During the academic year 2009/2010, the teacher training programmes of the Agency catered to in-service training to 743 staff covering various content and skill areas (Table 18).

Figure 18

Table 18 In-service Teacher Training Provided by UNESCO/UNRWA Institute of Education

(2006/2007-2009/2010)

Type - 1 (Teachers Training and Qualification Course)

2 9002/8002 8002/7002 7002/6002 dleiF esruoc raey-1 009/2010 Total EP JOR 120 151 195 230 696 EP WB 18 55 50 0 123 EP GAZA 53 0 0 0 53 EP SAR 104 98 115 73 390

302 0 36 701 33 BEL .ceS/PE & PE Total 328 411 423 303 1465

02/8002 8002/7002 7002/6002 dleiF esruoc sraey 3 -1 09 2009/2010 Total VTI JOR 2 31 0 12 45 WB 0 0 9 0 9 GAZA 18 23 21 0 62 SAR 0 0 0 12 12 LEB 0 15 6 3 24 Total 20 69 36 27 152

9002/8002 8002/7002 7002/6002 dleiF esruoC sraeY-2 2009/2010 Total PHC GAZA 0 36 36 0 72

In - Service Teacher Training Provided by UNESCO / UNRWA Institute of Education ( 2009/2010)

6%

1%

0%

26% 67%


P/AE GAZA 25 0 22 21 68 P/PE LEB 33 30 0 0 63

Total 58 66 58 21 203 Type 2 (Educational and School Leader Ship Courses)

2 9002/8002 8002/7002 7002/6002 dleiF esruoC raeY-1 009/2010 Total HT JOR 63 33 29 29 154 HT WB 0 39 0 0 39 HT GAZA 50 25 29 76 180 HT SAR 23 19 0 20 62 HT LEB 0 0 32 0 32

Total 136 116 90 125 467 2 9002/8002 8002/7002 7002/6002 dleiF esruoC raeY-1 009/2010 Total

SS JOR 24 0 21 0 45 SS WB 0 0 0 0 0 SS GAZA 0 26 0 0 26 SS SAR 0 0 0 0 0 SS LEB 0 0 10 0 10

Total 24 26 31 0 81 Type-3 (School Supporting Specialized Training Courses)

toT 0102/9002 9002/8002 8002/7002 7002/6002 dleiF al GCT JOR 0 27 0 0 27 GCT WB 0 0 0 0 0 GCT GAZA 38 42 30 39 149 GCT SAR 26 0 0 0 26 GCT LEB 0 0 29 0 29

Total 64 69 59 39 231 Field 2006/2007 2007/2008 2008/2009 2009/2010 Total

TL JOR 0 0 0 0 0 TL WB 0 0 0 0 0 TL GAZA 0 26 0 22 48 TL SAR 0 0 0 0 0 TL LEB 20 0 29 0 49


HET JOR 0 20 0 0 20 HET WB 20 20 17 13 70 HET GAZA 0 25 0 26 51 HET SAR 21 0 21 0 42 HET LEB 0 0 22 0 22


HR JOR 0 0 0 0 0 HR WB 0 0 0 0 0 HR GAZA 0 29 0 30 59 HR SAR 0 19 0 0 19 HR LEB 0 0 0 0 0


SET JOR 0 16 0 0 16 SET WB 0 0 0 0 0 SET GAZA 0 0 0 0 0 SET SAR 0 0 0 0 0 SET LEB 0 0 0 0 0

Total 0 16 0 0 16

Type-4 (Continued Professional Development Courses) Field 2006/2007 2007/2008 2008/2009 2009/2010 Total JOR 0 0 0 0 0 WB 45 18 0 53 116 GAZA 119 97 164 77 457 SAR 0 0 0 0 0 LEB 0 0 0 0 0 Total 164 115 164 130 573

3.3.2. Pre-Service Teacher Training Teacher training at the pre-service level also seeks to ensure that sufficient qualified teachers are available to staff UNRWA school system and other school systems in the region. The two-year pre-service teacher education programme, which has been offered in Jordan and the West Bank for the past four decades, was upgraded in 1993 to a four-year university level teacher education programme leading to a first university degree. Since then, the programme has been offered at the three UNRWA Faculty of Educational Sciences (FES) in Amman (Jordan) and the two Educational Science Faculties (ESFs) in Ramallah (West Bank). In addition, the FES in Jordan has offered, since 1993, an in-service three-year teacher education programme to help teaching staff upgrade their qualifications from a two-year diploma to a first u niversity degree to meet new standards set by the Government of Jordan and the Palestinian Authority. In 2009/2010 the three FES/ESFs accommodated 1,512 students. To overcome the difficulty faced by UNRWA / Lebanon in recruiting qualified teachers a two-year diploma level pre-service teacher-training programme with an intake of 50 was introduced in September 1997. In September 1998, this programme was further expanded, doubling the intake. In the year 2009/2010, 89 students were enrolled to this programme. The students in this programme are provided training specially to teach the first three grades of the Elementary Cycle. 3.4. Integrated Multi Media Training Approach The Institute of Education has been a pioneer in launching and developing distance education through the functional use of its "Integrated Multi Media Approach" (IMMA). More than 16 Arab countries have benefited from this approach apart from a number of UNRWA education staff who received in-service teacher training through this approach which combines direct and indirect forms of training. Over the years, there have been some developments and modifications in the various techniques used by the Institute of Education, especially with the introduction and advancement of information technology. As shown in the Figure below, the Institute uses, within this approach, direct and indirect methods. The figure also illustrates the functional inter-relationships between the different components of the Integrated Multi-Media Approach adopted by the Institute.

Figure19: IMMA's components

Classroom Based Instruction

Distance Education

• Weekly seminars and

workshops • Classroom observation, • Analysis and discussions • Tutorial, individual and group • guidance & practical training

guided action research studies & developmental projects

• Summer courses.

• Self-instructional materials, work

assignments, modules and training packages.

• Self-guided study of instructional materials.

• Periodic tests, written examinations, self -evaluation tools and related feedback to trainees

• Libraries, resource centres and built -in references

• Student Teacher Journal • AVM & CCTV programmes

(used by trainees)

EFFECTIVE UTILIZATION OF AVM/CCTV SLAIRETAM EMMARGORP

3.5. Major Events and Achievements in the Institute of Education

For over 45 years, UNRWA's in-service teacher training has achieved substantial outcomes that have been appreciated by generations of Palestine refugee communities and staff in the Agency's area of operations. The training programmes have been characterized by diversity and development, in which the most recent training and professional methods are used. In addition, there has been a strong connection between theory and practice, making sure that all requirements of each course are successfully met by trainees. To keep abreast with new trends, ideas and innovations world-wide, the institute continuously updates training materials, organizes training of trainers workshops and actively participates in analyzing the teacher training needs in the Fields. The success of the IE programmes is reflected in keen interest of many Arab countries in seeking the expert services of the Agency's education staff and their recruitment.

The major activities undertaken by the IE during the reporting period include the following: • IE staff prepared 18 long term in-service training programs for different categories

of trainees to be implemented in all the five Fields of operation. • IE prepared 31 new training materials and 20 educational video grams on a range of

innovative topics such as: Special Education Needs, Human Rights, Leadership, Supported Remedial Plans, Performance management, Discipline,etc.

• IE staff also conducted educational researches on a range of topics such as Dominant cognitive styles of public university students in the North district, The predictive ability of students average on the General Secondary Certificate exam , The Impact of the University cumulative Grading on the performance of University Achievement exam , Strategies for Practical Education Students, Utilizing active learning strategies, The effectiveness of EP in-service training program, UNRWA leadership educational needs and so on.

• IE staff also facilitated and supported the following activities:

• Provided training to the participants enrolled in various Institute of Education courses.

• Participated in monitoring and evaluating the impact of in-service training on the performance of the trainees.

• Prepared tests for the trainees enrolled in the in-service courses and participated in preparing reports on the quality of training based on the results obtained.

• Participated in preparing written exam papers for the appointment of new head teachers, assistant head teachers and school supervisors.

• Supervised the preparation of video grams prepared by all specialists at HQ (A) in coordination and cooperation with the Fields.

• Undertook 8 of research studies that are published in the S/T journal and local educational journals.

• Evaluated the research work conducted in the Fields by the staff members of ESFs’.

• The Institute continued to regularly publish the refereed Student-Teacher Journal

which presents useful and stimulating professional and academic topics to complement study assignments, research papers and other materials on general education as well as teacher education. The Journal has provided a platform for the educators in the region to publish their research articles and share experiences. The journal is widely distributed to trainees, UNRWA schools, SEFs and vocational centres, in addition to Jordanian and Arab universities and cultural institutions and has received applauds.

Chapter 4 Technical and Vocational Education and Training (TVET)

4.1. Overview UNRWA launched the Technical and Vocational Education and Training (TVET) sub-program in 1953. Its vision is to provide technical and vocational education and training to Palestine refugees to enable them tap the employment opportunities in the local and regional labor markets and contribute to a decent standard of living.

The mission of preparing and implementing specialized and diversified technical and vocational education and training programs to meet the needs of local and regional markets and providing the Palestine refugee youth with the desired knowledge, skills, and attitudes to secure suitable employment is achieved through the ten training centers in the five Fields of operation. The training centers offer two-year trade (post preparatory) vocational training coerces, two-year semi-professional (post–secondary) technical training courses and certificate courses. In addition, recognizing the importance of demand specific skills training short–term vocational training programmes are also offered since the early 1990s.

The main role of the Technical and Vocational Education and Training Division (TVETD) is to provide professional guidance and assume overall technical responsibility for the planning, designing, supervising, organizing and developing the Agency’s technical and vocational education and training program in UNRWA’s five fiel ds of operations. During the reporting year the Ten Vocational training centers had 6,684 Vocational training places. 39.25% of females were enrolled in these centers. Apart from the ten VTC’s, the Agency also operates three Educational science faculties (ESFs) which provide in-service training and support to various levels of TVET staff.

4.2. Roles and Responsibilities of TVETD The TVET sub-programme is mainly responsible for vocational and career guidance to students joining the Agency’s VTCs, and their placements. The various functions of the TVET are carried out under the guidance and leadership of the Chief of the Division (CTVETD) supported by 14 Vocational and Technical Education Specialists (VTESs). Under the supervision of CTVETD, TVET Specialists focus on:

• Technical supervision and support to instructors and senior instructors at all UNRWA VTCs, and ensure that the implementation of training is in accordance with the prescribed standards and approved plans.

• Prepare new syllabi and/or update existing ones, develop instructional materials, schemes of work, guide and train instructors, assist in improving the training facilities and monitor and evaluate the progress of the courses.

• Identify professional and technical training needs of instructional staff, conduct and implement training as for the identified needs and evaluate the training outcomes.

• Monitor and evaluate the educational and training processes to ensure the achievement of the educational training objectives.

• Introduce, develop, revise and update study programs, curricula, syllabi and instructional materials (manuals, schemes of work, case studies, and assignments) for existing and newly introduced courses.

• Develop, review and update lists of major and minor equipment and consumable supplies required for quality TVET provisions and participate in the procurement process of equipment and training supplies.

• Identify the requirements and prepare plans to develop, redesign, expand and/or update the workshops and laboratories.

• Keep up to date with the modern trends, techniques, approaches, competencies, skills and future projections in TVET and maintain close relation with industry as well as other training providers and educational institutions.

• Develop, review and update educational technical instructions and guidelines for comprehensive management of vocational training centers.

• Develop training materials for in-service training in coordination with the other divisions in the Department of Education.

• Provide training and material support to instructors in adopting ICT for training.

• Conduct market surveys, feasibility and follow up studies to assess and evaluate effectiveness of the TVET program to identify needs and make future projections.

• Plan, prepare, supervise and provide feedback on Biennial work Plan of UNRWA’s Education Department (needs identification, strategies, staff development and curriculum enrichment).

• Participate in the recruitment process of the Technical staff at UNRWA VTCs.

4.3. Enrolments, Performance and Employability 4.3.1. Training Centers From 1953 to 1971 UNRWA established eight vocational training centers. The first centre to be established was Kalandia vocational training centre (KTC) in 1953, followed by Gaza vocational training centre (GTC) which was also inaugurated in 1953. Other centers were constructed subsequently over the years, Ramallah Men training centre (RMTC) and Wadi Seer training centre (WSTC) in 1960, Damascus training centre (DTC) and Siblin training centre (STC) in the year 1961. Ramallah Women training centre (RWTC) in 1962, and Amman training centre (ATC) in 1971.In 2007-2008, Khan Younis training centre was established in Gaza and the North Lebanon Training Centre in Lebanon Field started functioning from 2008-2009 academic year.

4.3.2. Establishment of North Lebanon Training Centre , Lebanon Funded by German Government as a three-year project, the North Vocational Training Center (NVTC) is the second VTC of UNRWA in Lebanon. NVTC is located in North Lebanon, few kilometers from Nahr el-Bared camp and about one kilometer from the coastal road that connects Lebanon with Syria. The Center started functioning in October 2008, offering nine courses as below:

• Refrigeration and Air Conditioning

• Plumbing and Central Heating

• General Electrical Installation

• Diesel and Construction Equipment Machines

• Architecture Engineering

• Civil Engineering

• Land Surveying

• Business and Office Management

• Welding and Pipe Fabrication The intake capacity of various training centers is depicted in figure (20) and the details of trades and training offered at various centers in Annexure (1).

Figure 20

709810

1182

850

484

248478

1252

295 376

0

200

400

600

800

1000

1200

1400

ATC

WST

C

DTC

STC

KTC

RM

TC

RW

TC

GTC

KYTC

NVT

C

Capacity of Training Centers 2009/2010

4.3.3. Training Places The total number of available training places in the ten UNRWA vocational and technical training centers has increased from 6395 in 2008/09 to 6684 in 2009/2010. Table (19) and Figure (20) illustrate available training places and actual enrollment for each center for the period 2003/2004 – 2009/2010. Two major factors resulted in the increase in the number of the available training places in UNRWA training centers(Table (19 ), first introducing new courses to meet the demand and the adapting the competency based training approach and the second is establishing two new training centers i.e. KYTC and NVTC. The decrease in the number of training places in WSTC,RMTC and RWTC refers to the cancellation of some of the courses which are outdated and has no market relevance.

Table (19)

Actual Enrolment (December 2009) in UNRWA VTCs’ VTC 2003/2004 2004/2005 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 ATC 454 500 518 518 495 479 479

WSTC 863 856 875 906 923 926 895 DTC 935 965 966 955 1032 1203 1226 STC 692 716 745 769 807 885 929 KTC 464 471 474 465 444 488 471

RMTC 253 242 215 229 243 253 238 RWTC 570 568 541 554 534 546 536 GTC 852 843 1024 1239 1235 1146 1120

KYTC 0 0 0 0 89 179 161 NVTC 0 0 0 0 0 173 355

Total 5083 5161 5358 5635 5802 6278 6410

4.3.4. Comprehensive Exam Results The Agency awards, diplomas to successful trainees in Gaza, SAR and Lebanon Fields as the centres in these fields conduct their own examinations according to technical instructions issued by the Department of Education. In other Fields the host governments systems are adopted. The on-the-job training provided for at least eight weeks and extra hours over and above the Community College study plans provided by most of the VTCs enrich the technical instruction and ensure that graduates acquire higher technical skills as compared to their counterparts in other colleges operated in the host countries. The special efforts of the VTCs yielded fruits as reflected in the performance of the graduates from the 10 UNRWA VTCs in the final examinations which has been consistently higher than those from other private and public community colleges in the host countries. Table (20) provides the performance of the VTCs in terms of the percentage of students graduating and Figure (21) shows the results of trainees of UNRWA VTCs’ in the comprehensive exams for the last three years 2007/2008, 1008/2009 and 2009/2010 compared to the national results.

Table 20

Graduated Trainees Sept.2009 - Sept.2010

Field Pass Ref. Drop/Fail Total Total % Pass

1 Jordan 280 41 7 328 85% 2 W.B 132 15 13 160 83% 3 Gaza 495 21 15 531 93% 4 Sar 177 47 17 241 73% 5 LEB 217 15 12 244 89% Total 1301 139 64 1504 87% Total % 87% 9% 4%

Figure 21

Comprehensive Exams Results2007/'08, 2008/'09 & 2009/'10

0.00%

10.00%

20.00%30.00%

40.00%

50.00%

60.00%

70.00%80.00%

90.00%

100.00%

2007/2008 2008/2009 2009/2010

2007/2008 87.00% 100.00% 87.00% 100.00% 87.00% 93.00% 64.30% 100.00% 64.30% 90.50%

2008/2009 99.20% 81.20% 99.30% 81.20% 0.00% 81.20% 99.00% 66.00% 97.00% 66.00%

2009/2010 84.10% 100.00% 89.40% 99.60% 82.70% 73.00% 76.00% 99.50% 76.00% 98.00%

National UNRWA National UNRWA National UNRWA National UNRWA National UNRWA

GTC RWTC RMTC ATC WSTC

4.5. Restructuring of TVET Courses 4.5.1. Optimization Initiatives In order to secure better job opportunities for UNRWA VTCs’ graduates, TVET has adopted various approaches to meet the market needs such as introduction of new and cancellation of outdated courses, upgrade the existing training facilities, continuous development of available human resources and so on. The Agency’s current financial deficits has been a major hurdle in enhancing the TVET provisions especially in increasing the number of training places, recruiting instructors, providing technical and vocational knowledge and skills for professional development of staff and the implementation/adoption of new developments in technology , pedagogic and technical innovations. Though TVETD has attempted to implement a few initiatives to cope with the economical and demographical changes taking place especially, within the Palestine refugee communities, much more need to be done in terms of improving the efficiency of TVET. The number of training places available at UNRWA VTCs is not commensurate with the number of students graduating from the school system and also in terms of applications received. Table (21) shows enrolment status in UNRWA TVET programme during 2008-2009 compared to the number of applications received in UNRWA five field s of operations.

Table (21) Number of applications received Versus Enrolled in TVET Courses

(2009/2010)

VTC Applications Received Enrollment ATC 816 709

WSTC 1350 810 KTC 680 484

RMTC 492 248 RWTC 660 478 GTC 3200 1252

KYTC 272 295 DTC 1520 1182 STC 1468 850

NVTC 308 376 Total 10,743 6684

To bridge the gap between the number of training places available and the demand for these places in UNRWA VTCs, the Agency aims at maximizing the use of the existing resources. Optimization of resources at UNRWA VTCs aims at achieving the following overall objectives: - More effective and efficient management of resources through better planning and trained

managers and educators. - Increasing the number of training places available to the refugee youth population, thereby

increasing their opportunity to economic independence - Utilise the workshops, laboratories, classes and other premises all through the week and for

maximum time (24/7) by starting and/or enrolling additional trainees in various courses at minimal cost.

- Increase the employment opportunity for the VTCs’ graduates by responding to the requirements of the industry and labour market.

In an attempt to improve the quality of training provided during the scholastic year 2009/2010, apart from extending the CBT approach to several courses, instructors at UNRWA VTCs incorporated innovative strategies of active learning into their lessons. For example, instructors used brainstorming, open lectures, modeling and demonstrations, role playing, simulation, student debate, and mock-job interviews. Also Trainees at training centers were encouraged to use active learning methods and engaged in maintenance and other services needed at the centers including installing toilets and connecting electrical circuits in new computer workshops etc. which have helped them in providing more hands-on experience.

4.5.2. Restructured Courses in Damascus Training Center (DTC), Syria In response to a request from SAR Field, the TVETD assisted Damascus Training Center (DTC) in converting the two year training program to a one year program. This change was necessitated to use the scarce resources in the most efficient way and increase the number of available training places at UNRWA VTCs. Following consultations with TVET Specialists, TVETD prepared two action plans. The phase-1 was concerned with restructuring seven pilot courses and training of trainers at DTC effective the scholastic year 2008/09. The phase-2 involved assessing the courses that were likely to undergo restructuring during the year 2009/10. It was expected that these two plans would eventually result

in the restructuring of all the existing training courses at DTC through adopting the Competency-Based Training (CBT) approach. The restructuring of TVET courses at DTC was also expected to prepare the students to be competent youth who master the skills required by the labor market, not only for one training Level but for the following 4 training levels recognized internationally( adopted by Arab League in 2008 through the Standardized Classification and Description Guide of Vocations (www.alolabor.org/nArabLabor):

• Technician (Semi-Professional 2-year courses after successfully completing the secondary cycle).

• Craftsman (2-year Trade course after successfully completing the preparatory cycle). • Skilled Laborer (1-year trade course after completing the 9th grade of preparatory cycle -

recently introduced at UNRWA VTCs). • Limited Skilled Labor Level (Short-Term Courses).

The restructuring plan fulfills the following aims: • Reducing the gap between the number of training places available at VTCs and the demand

for these places. • Giving more chances for young Palestine refugees from vulnerable groups to study at

UNRWA VTCs through introducing new categories of training programs (Skilled Labor). • Increasing the employment opportunity for the VTCs’ graduates. • Developing the TVET programs to be more responsive to the local and regional labour

markets demands. • Optimizing the premises, resources and major equipment available at VTCs. This will

enable VTCs to expand the rendered services considerably by increasing the number of training places much needed for the industry and labor market.

• As the proposed program is focused on promoting economic independence, maximizing employment opportunities for young refugees and developing entrepreneurial skills it is focused on equipping the Palestine refugee trainees who undergo the 2-year courses (Technician & Craftsman) with the knowledge and skills that will enable them to participate fully in the labor market. Adopting the CBT approach will enable trainees to complete their training programs much faster.

• Refining UNRWA’s TVET program in line with international best practice. • Increasing employment opportunities for UNRWA VTCs' graduates through meeting the

requirements of the industry and labor market. • Developing the skills of teaching staff through training and exposure to the implementation

of international best practice of CBT. 4.5.3. Implementing Phase-1 of the TVETD’s Restructuring Plan at DTC The following activities related to Phase-1 were implemented under direct supervision of TVETD: 1. Adoption of new structure for the CBT specializations, taking into consideration the

integration of Science, Maths and English subjects into the Trade Theory subject, and to cancel the Arabic and National subjects. Adjusting the training load of all the CBT specializations to 35 periods/week instead of 42 periods/week and the number of training weeks/year to 36 weeks plus 12 weeks for the On-The-Job Training.

2. Conversion of some of the two-year traditional program into one year programme adopting the

CBT approach. In the school year 2008/09, Skilled Labor training level (one year) was introduced and seven new specializations (one year) Piloted at DTC.

3. As a result of the new restructuring, the total number of the additional places in the school year

2009-2010 at DTC is expected to increase by 166 training places.

4. The introduction of CBT and capacity development of staff resulted in aligning the DTC programmes with the labor market needs. The capacity development of staff and their deployment to new roles resulted in optimizing the staff costs and creation of three new posts without additional cost.

5. Further the restructuring resulted in a decrease of the teaching load allocated to the Senior

Instructors (SIs) in charge of the specialization groups. This enabled them to spend six periods/week (without any additional cost) visiting private sectors and labor market so as to establish contact with the industry and employers and respond to the local labor market and industry needs.

6. To meet the requirements of the new training approach seven new syllabi for the pilot specializations were prepared.

7. The above-mentioned CBT syllabi were validated by the labor market. As a result of this, some

new competencies were added to the draft syllabi in order to meet the actual needs of the labor market. It was also found that instructors need some training on these new competencies and additional minor equipment, training media and hand tools have to be procured to implement the syllabi.

8. A list of Equipment, Training Media and Tools required for each new CBT specializations was

prepared and dispatched to DTC for procuring the same. 8. New Study Programs for the seven new specializations were prepared by the VTESs in

coordination with the concerned instructors at DTC. These study programs were integrated into SRS and sent to DTC for implementation.

9. The Consumable Supply Lists (CSLs) required for implementing the practical exercises

incorporated in the new syllabi for the seven pilot Specializations was drawn up. 10. A plan to train the instructors of the seven pilot specializations on the new technical

competencies was designed. This plan enables trainers to concentrate on the actual needs of the instructors, and on completion the training courses will enable them to report to DTC on the progress of each instructors through filling in the questionnaire submitted to DTC.

11. DTC started implementing the training plan based on agreement with the companies and/or

industries or institutes. This was necessary to check the competency and suitability of the instructors to deliver the required training at DTC .

12. Instructional materials and other required presentations related to CBT were prepared and

several Training Workshops conducted for the Instructors of the seven Pilot Courses. The workshops covered the following topics:

• Analyzing the Job Description.

• Preparation of Instructional Materials based on CBT.

• Measurement and evaluation based on CBT

• Integrating the Applied English language into the Theory Subject.

• Requirements of the Graduation Project which will enable the CBT instructors to finalize their Project in the best manner.

4.5.4 Implementing Phase-2 of the TVETD’s Restructuring Plan at DTC The following activities related to phase-2 were also initiated : 1. A committee was constituted at DTC to take over the responsibility of CBT starting the school

year 2009/2010. This committee was provided with all related documents and Guidelines on the CBT Project. The committee gradually started taking over the responsibility of CBT at DTC.

2. Training the members of the committee on all the elements of CBT Approach such as:

• Concept of CBT • Tailor job descriptions based on the Arab Standardized Classification and Description

Guide of Vacations adopted by the Arab league. • Analyzing the duties of the adopted Jobs description into their tasks. • Analyzing the tasks of the Jobs Description into their skills. • Deriving the competencies from the skills. • Forming the Bands of Competency. • Forming the training Units of the CBT Training Programs. • Structuring the content of the CBT programs. • Preparing performance standards for each competency.

4.5.5 Restructuring of TVET Courses at UNRWA VTCs in West Bank The Education Programme at West Bank while going ahead with its restructuring reducing the duration of training period, requested the VTESs to propose modalities for adopting CBT without disturbing the proposed time allocation. Some of the courses in WB, restructured based on CBT include: - Hairdressing – one year CBT course – skilled laborer level – RWTC - Fashion design and clothing production – one year CBT – skilled laborer level – RWTC 4.5.6 Introduction of New courses. Introduction and cancellation of semiprofessional and trade courses at UNRWA Training Centers refers to the market needs. The introduction of new course at VTCs copes with local market relevance and requirement. The training operation which commenced on 13 September observed the introduction of the following new courses funded by GF: 1. Physiotherapy (semi-professional course) 2. Fashion Design & Dressmaking (vocational course for girls) 3. Mechanical Engineering Technologist (semi-professional course) 4. Aluminum Fabricator (trade course) 5. Diesel and Agricultural Machinery (KTC) 6. Implementation of the photography course in cooperation with GIZ & ILO (RWTC)

7. Marketing Management (DTC) 8. Executive Secretary (DTC) 4.6 TVETD’s Performance and Achievements In the light of the strategy of continuous development of the training programs curricula in accordance with the local market needs, quality of training, development of the Human Resource, professional growth and compliance with the host country accreditation requirements, UNRWA VTCs such as DTC, GTC, KTC and WSTC introduced a restructuring/reforming plan for the training programs based upon CBT approach taking into consideration gender equal access to vocational training and to support decent life for Palestine refugees families. In order to secure better job opportunities for the VTCs’ graduates, Education Department constantly updates the TVET provisions and undertakes the following:

• All UNRWA VTCs organized and implemented the Open Day successfully; the local employers were invited to the center to see the achievement of the trainees in the workshops and laboratory. During the Open Day many curricula and co curricula activates were implemented.. VTCs also singe ethical contact with the employers to facilitate the recruitment of UNRWA courses trainees.

• Conducting research on local market needs, focusing on the current and potential future specializations.

• Approaching donors to secure required funding for upgrading equipment, tools, training media, and workshop machines to meet the local market needs.

• Introducing new IT courses to keep up with the developments of computer technologies in the host countries.

• Developing the use of e-learning in semi professional courses and introducing computer training into the syllabi of all trade courses.

• Developing partnerships with all stakeholders involved in training provision, by allowing employers to be more active in the definition of curricula, the management of VTCs and the provision of enterprise-based training.

• Redesigning curricula to be more learner-centered and more flexible so as to be applied to short-term training courses or to enterprise-based training schemes enabling better utilization of the available resources.

• Adopting a new structure for VTCs, covering all functions of TVET institutions to allow greater flexibility in training delivery and diversification of training services.

• Introducing a new model of funding based on the outcomes and performance of VTCs. • Decreasing the gap between the number of training places and the demand for these places.

The Agency is seeking to maximize the use of existing resources in an attempt to increase the intake.

• Responding to the demands and frequently-changing needs of the labour market as well as to innovations in the field of training and technology.

• Regarding to KYTC since of 3 years of routine procedure with Ministry of Education the college is not accredited yet. Knowing that the college completed all requirements to gain this accreditation.

• A consolidated on-the-job training plan to cover supervision and evaluation of trainees during the OJT period was prepared and implemented. The plan covered all trainees on the OJT. Concerned instructors during the OJT period paid at least 2 visits to each trainee. The first visit is supervisory and the second one is evaluative. Moreover, the instructors got valuable

feedback from employers on the performance of trainees and needs of local market which will reflect on the employment of STC graduates and the development of curricula. Student Registration System (SRS) A new classification and coding system for the trade courses, semi-professional courses and certificate programmes was introduced at UNRWA training centres. The new coding takes into consideration the international/ local codes of classification. The study programmes are also entered into the system. The data is managed electronically and made available to all VTCS. The system is flexible enough to accommodate diverse study programmes developed considering the individual needs from the Field and input and feedback from industries and employers. Professional Development and Capacity Building To improve the competencies and skills of UNRWA TVET staff, various training workshops have been conducted for TVET Specialists. Theses training sessions have been offered by UNRWA, the German Capacity Building International (InWEnt), UNESCO, the European Council, LEAD International and Optimiza Academy. Computer and Information Technology Initiative The Computer and Information Technology initiative at UNRWA’s Education Department has upgraded the technical training and management practices at the ten vocational training centers, contributing greatly to the improvement of curricula through the introduction of new market-relevant IT courses and the introduction of international certification programmes in the field of IT in addition to CISCO and International Computer Driving Licensee (ICDL) such as Cisco IT Essentials, Cisco Fundamentals of Wireless LANs and Cisco Network Security. During the reporting period, 20 instructors from UNRWA VTC’s were certified as Cisco IT Essential instructors; 10 instructors certified as Cisco Fundamentals of Wireless LANs instructors and 25 instructors certified as Cisco Network Security instructors. UNRWA TVETD’s Intranet Facility UNRWA’s Intranet was developed under the Organizational Development plan with the intention to enhance the Agency’s knowledge management capabilities in terms of organizing, retrieving, analyzing, sharing and enabling staff to act on information that is available to the Agency. As a main part of UNRWA’s Intranet, the TVETD’s Intranet facility has been developed. The TVETD’s Intranet facility is developed to share information and documents on the TVETD and VTCs in the Fields. The material available on the intranet includes the mission, the vision, objectives, plans, structure, projects, syllabi, instructional materials, study programmes, curricula, training courses, consumable supplies, results of labour market surveys, reports, news and latest developments in TVET. Cooperation with Internal and External TVET Bodies and Industry Industry links and employer involvement in TVET education and training has benefited the students, the industry and the VTCs in terms of quality provisions and improved employability and awareness. TVETD has established good links with the following external and international bodies to cooperate in matters related to capacity building, on-the-job-training for VTCs’ trainees, accreditation and monitoring and evaluation: InWent – Capacity Building International, Germany;

Japanese International Cooperation Agency (JICA); the Swedish International Development Cooperation Agency (SIDA); UNESCO/UNEVOC; European Training Foundation (ETF); UNDP/MoHE (Jordan), FESTO, National Centre for Human Resources Development (NCHRD – Jordan); MEDIA-ETE; Jordan Nursing Council; University of Jordan; Jordan University of Science and Technology; Ministry of Health (Jordan) and Al Balqa Applied University (Jordan). Support to the VTCs in the Fields TVET specialists provide continuous support to VTCs in the five Fields. Examples include:

• Developed training materials for the in-service training, produced electronic training material and supported instructors in utilizing ICT in training.

• Provided technical training to the instructors enrolled in the IE courses such as VTI and EP.

• Participated in the evaluation visits for the instructors of those courses and prepared tests for them.

• Prepared practical and theoretical tests for the newly-recruited instructors at VTCs in the five Fields.

• Participated in the recruitment process of the technical staff at VTCs in the Jordan Field. • Provided training, syllabi and didactical material for the new training approach at DTC in

the Syria Field where new one year courses were introduced to meet the demands of the local labour market.

• Conducted market surveys, feasibility and follow up studies, in coordination with the Fields, to evaluate the effectiveness of the TVET programme and to identify needs and future projections for the demands of industry.

• Reviewed VTCs’ plans and provided relevant feedback. • Introduced, developed, revised and updated study programmes, curricula, syllabi and

instructional materials (manuals, schemes of work, case studies, and assignments) for existing and newly introduced courses.

• Developed lists of requirements for classrooms, laboratories and workshops, regarding major and minor equipment as well as consumable supplies at VTCs in the five Fields.

4.7. TVETD's Future Outlook Increasing the number of training places and courses for vulnerable groups is one of the strategic priorities for TVETD. Therefore, TVETD looks forward to:

• Ensuring optimum use of the existing resources and maximizing the training capacity. This will enable the VTCs to expand the its current services considerably with minimal or no additional investment..

• Introducing new courses in response to labour market demand and expanding access to existing courses of demand.

• Restructuring courses based on CBT and tailored to specific market needs. • Restructuring curricula to consider the possibility of adopting modular approaches,

multipoint, credit transfer and accumulation to suit accreditation requirements. • Facilitating opportunities for female trainees by introducing courses that are attractive and

suitable to female target group. • Using innovative training techniques including e-learning to increase cost-effectiveness. • Strengthening the career guidance and placement arrangements.

TTVVEETT CChhaalllleennggeess:: TVET programme in UNRWA Training Center facing many challenges summarized as

follows: Unavailability of technical support after the restructuring of the TVET unit, no

technical and support visit from HQ (A) to provide a technical support for instructors. Due to the restructuring in UNRWA training centers new course were introduced to

meet the increasing number of applicants, Limited number of administrative and technical staff to match the increasing growth of the centre.

Lack of funds to cover the center’s development needs. ETI’s do not match the changes/developments; it needs revision to cope with the new

changes. The unavailability of a Recreation Officer for female trainees. Sewage system at some VTCs is dilapidated and need to be replaced and the water

system is dilapidated and need to be replaced. Continuous changes in the market needs which nictitates continuous updating of the

curricula 4.4. Placement and Career Guidance Office (PCGO) In an attempt to promote relations with local and foreign institutions from both public and private sectors, the PCG unit established mechanisms for the regular exchange of information with the Embassies of the Gulf States, institutions and ministries such as- Ministry of Labor, Ministry of Social Development, Jordan Vocational Training Corporation and the Civil Service Bureau.

The Placement and Career Guidance Office has been instrumental in finding job opportunities for VTC graduates and a large spectrum of Palestinian job seekers and graduates from universities and other non-UNRWA vocational and technical education (VTE) institutions. It has, for long, been a focal point, for both employers and jobseekers. PCGO in Jordan usually succeeds in securing employment for around 350 Palestine refugees in various Gulf States each year. Table (22) below shows Employment Status of UNRWA Graduates’ for the year 2009/2010.

Table (22) Employment Status of UNRWA Graduates’ for year 2009/2010

Field Name Gender No of Graduates Working

Not

Working

Not Related Working

Refuse to Work

Un-reachable Continue

Impl. Military

Employment Percent *

Gaza F 121 35 47 1 0 22 16 0 42.68%

M 392 93 166 60 0 53 20 0 35.91%

Sub Total : 513 128 213 61 0 75 36 0 37.54% Lebanon F 131 32 31 1 4 36 27 0 50.79%

M 303 169 44 19 1 49 21 0 79.34%

Sub Total : 434 201 75 20 5 85 48 0 72.83% Syria F 181 98 17 10 45 5 6 0 85.22%

M 474 310 37 40 2 5 51 29 89.34%

Sub Total : 655 408 54 50 47 10 57 29 88.31% Jordan F 345 196 27 7 50 24 41 0 87.89%

M 423 262 46 15 2 15 83 0 85.06%

Sub Total : 768 458 73 22 52 39 124 0 86.25% West Bank F 358 229 41 13 38 32 5 0 84.81%

M 350 245 54 37 0 10 4 0 81.94%

Sub Total : 708 474 95 50 38 42 9 0 83.30% Total Female: 1136 590 163 32 137 119 95 0 78.35%

Male: 1942 1079 347 171 5 132 179 29 75.67%

Grand 3078 1669 510 203 142 251 174 29 76.59%

*The results reflect the No. of students graduated during 2007/2008 employed within one year of graduation

UNRWA TVETD developed a unified and systematic approach for graduates’ follow-up to track UNRWA TVET graduates in order to identify and address employment status, records, employment rate, job related, mismatches between former learner’s job requirements and the training received etc. 77.12% of the 2910 trainees who graduated from UNRWA training centers in the year 2007/2008, are employed (after one year of graduation).

At the level of UNRWA training centers career guidance was conducted on specializations available at the Centre to secondary students at UNRWA schools. In addition to that a Career guidance and counseling was conducted for trainees at the Centre

6.9. Employment and Career Guidance

Vocational Training:

All processes had been done to absorb the new students for school year 2010/2011.

• On 18.8.2010, P/GTC received a delegation of Economic Security –ICRC to discuss the role of TVET in improving the youth economical situation in Gaza and how could they assist the graduates. They were briefed on TVET at GTC and developments.

• On 25.8.2010, P/GTC participated with CFEP & D/CFEP in a meeting with school principals, AEO to orient them on the OASVTI status and the start point of 1st. cycle courses in GTC & KYTC. Moreover, they oriented with procedural actions for completion student registration and how we could help who did not attend the interview

UNRWA LFO’s VTCs began a systematic process of updating its curricula to more accurately equip trainees with skills demanded by the labour market. In 2010, both VTCs began transforming their curricula. Siblin Training Centre (STC) revised and updated a total of 10 curricula, or 35% of courses offered.15 Northern Vocational Training Centre (NVTC) implemented CBT curricula for all first-year trade courses. In order to improve the skills of second-year trainees who were not exposed to the CBT syllabi during their first-year of training, two intensive remedial plans were fully implemented for improving competencies of these trainees. STC and NVTC established good relations with employers in the local market to improve employability and strengthen contacts, and also to furnish trainees with the opportunity to complete their required on-the-job training (OJT). A comprehensive database was created of recognized institutions operating in Lebanon and affording soon-to-be VTC graduates OJT opportunities. By the end of July 2010, 93% of STC graduates completed their required OJT. During 2010, instructors at both VTCs incorporated innovative strategies of active learning into their lessons. For example, instructors used brainstorming, open lectures, modelling and demonstrations, role playing, simulation, student debate, and mock-job interviews. At NVTC, trainees used active learning methods to perform maintenance and other services needed at the centre, which included installing toilets and connecting electrical circuits in new computer workshops. By the end of 2010, an employability tracer study was conducted of all STC graduates from 2005 until 2009. This in-depth survey’s purpose served to gauge not only the number of graduates presently employed, but also other factors including job security, length of time spent looking for a job, and overall impression of the relevance of their training. The early results of this study were received at the end of 2010. A similar study is planned for NVTC graduates and will begin in 2011.

An analysis was completed regarding the popularity of all courses at both VTCs since 2005. This will help in future planning of which courses to offer and which to discontinue, since courses offered at VTCs need to not only offer job-potential after graduation, but they also need to attract applicants initially.

To better match the demands of the local market with the skills taught at VTCs, STC expanded its classes to include three brand new courses that were judged by market research to be in-demand, yet were not offered. Two semi-professional classes (Mechanical Engineering; Marketing and Sales Management) and one trade course (Aluminium Fabrication) were introduced at the start of the 2010/2011 academic year. During the reporting period, a review was completed that compared VTC training methods with the Lebanese TVET system. This report developed a working road map in order to begin the process of gaining VTC accreditation by Lebanese educational authority. Further to this process of accreditation, continued discussions were held between UNRWA and Lebanese Ministry of Education officials. This meeting served as a starting point to explore common interests and increased cooperation on areas such as drop out, teaching methodology, in-service training, curriculum, health education, and learning support.

Chapter 5 Special Initiatives

5.1 Organizational assessment of the Education Programme In 2009, UNRWA conducted an organizational assessment of the Education Programme. The assessment took place within the context of the Organizational Development Plan, and was to be used as a basis to inform the next phase of development in UNRWA’s education sector, which sought to align with UNRWA-wide reforms and limited resources. In February 2009, through the assistance of CIDA, a scoping mission to define the parameters of a full organizational assessment was conducted. The Review prepared six technical studies:

1. Moving forward after 60 Years: Synthesis of the Assessment of UNRWA’s Education Programme;

2. The Quality of UNRWA Education;

3. The Organization and Management of UNRWA Education;

4. The Evolving Nature of UNRWA’s Schools (with an Annex on Observations on Human Rights Education Programming;

5. Review and Forward-Looking Assessment of UNRWA Teacher Education

6. Special Education Programming in UNRWA

Overall the review concluded that UNRWA has a major challenge in providing quality outcomes for large numbers of Palestine refugees in its five fields. However, it highlighted that despite a positive reputation historically, stakeholders perceive that quality has declined in all fields. Academic achievement is comparable to host country levels in Jordan and Syria, but is below host government norms in the other fields. Throughout the system, relatively large numbers of children are not remaining in school for the nine years of basic education that UNRWA attempts to provide, so the observed achievement test results exclude some students. Furthermore, UNRWA is only beginning to provide education services for children with special learning needs. The challenge is to serve a greater proportion of eligible refugees and to ensure that all students learn continuously.

5.1.2 Quality of UNRWA Education

The review team expressed their awareness of the dedication of Palestinian parents and teachers to the education of their children and students. It states how it is thus their concerns about the quality of education being provided to Palestinian refugee children that have driven the review, which is based around key factors identified by parents and teachers as affecting the quality of teaching and learning in UNRWA schools, and thus having an impact on the lives of students, teachers and families.

The review describes one of the main challenges the program is facing as being the maintenance of quality with a growing refugee population and the consequent increase in enrolments, which have led to overcrowded classrooms, higher pupil: teacher ratios than that of host countries, and77% of schools running on a double shift system. It points out that this is happening at a time when UNRWA’s financial resources are diminishing, making it difficult for UNRWA to keep pace with the educational reforms occurring, in some host countries. Similarly the review notes a deterioration in school infrastructure and an increase in the number of schools operating in rented facilities, which means that classrooms are often

too small, poorly lit or overly hot or cold. Further, the review makes reference to the lack of teaching and learning materials, describing much of the furniture and equipment as outdated and in need of repair.

The issue of defining and providing quality education is discussed, as is the unusual nature of UNRWA as both a organization providing direct services in response to emergency and development contexts and as a UN agency, working to build sustainable education capacities in Palestine refugee communities. As a service provider UNRWA operates within the MENA region, following the host country curriculum, and sometimes the examination system. The Review highlights some of the limitations of alignment with host country standards and makes reference to other frameworks such as the Inter-Agency Network for Education in Emergencies (INEE) which provides minimum basic standards for emergency contexts, and which the review describes as emphasizing themes and underpinning principles that are highly applicable to UNRWA. It discusses how the development and application of UNRWA wide standards can help frame policies on quality education whilst allowing for contextualisation.

Two approaches to improving quality are outlined by the review as follows; (i) to do more of what is already being done with more resources; or (ii) to do more with the resources at hand. Referring to the former, apart from resource constraints, the review suggests that the system has not sufficiently evolved to current education best practices. Regarding the latter, the need to consider all the possibilities of change is raised as is the need to focus not only on the outcomes of quality education but also on how to achieve those outcomes.

With reference to dong more of what is already being done with more resources (high or medium costs but essential) the review highlights the need to look at:

• school infrastructure (safety, health, configurations to support modern pedagogy)

• specialized services like SEN*

• qualified and professional teachers as it relates to ESFs (however, ODL)

• school leadership and culture and ethos

• teacher–centred models versus student-centred (? Is this what you mean to say?) models

It looks then at quality improvements, that is to do more with the resources at hand (low cost), namely to:

• Generate transparent data on expenditure per pupil

• Reach international standards on instruction time

• Improve pupil attendance and timeliness

• Increase access to current resources

• Facilitate continuous school improvement (SQR)

• Increase monitoring data in key areas like parent surveys, survival rates, unified tests, host government exams and TIMMS raw data

• Carry out cohesive evaluation and analysis of student learning and programmes, pilots and solution dissemination

• Reduce heavy course content which requires dialogue with host countries

In the overall pursuit of quality education the review discussed the need to focus on basic values related to access, inclusion and equity and suggests that other aspects of quality, such as improving academic achievement, can be addressed through the attainment of access, inclusion and equity. In focusing on basic values we would add that focus on these aspects will also impact on the breadth and depth of the value of education for a child’s personal, social and individual development.

The review draws upon an inputs and outputs framework in discussing classifying indicators of quality. This framework comprises four components a) Context; b) Inputs; c) Processes; d) Outputs & Outcomes. It suggests that for a deeper understanding of performance a more analytical framework will be required.

Priority issues effecting quality education are identified within the aforementioned four components and the requirements and relative cost of addressing the issues effecting quality is also discussed in the report (with reference to Exhibit 5.2).

The review, the MLA test and anecdotal evidence all suggest that the current system emphasises rote learning and memorisation, rather than the acquisition of skills and the development of understanding in terms of higher order cognitive abilities and their application. The review therefore talks to the need to consider research which links classroom processes to acquisition of higher order cognitive skills. The review describes the difficulty of education often being subject to “fads” in curriculum, many of which are unproven in their relationship to outcomes. We would like to take this observation further and suggest that the rhetoric of terms such as ‘child centred’ and ‘active learning’ are seemingly not reflected in an understanding of what this means for day to day classroom practices, teaching style and methodology and what the implications for systemic support are, that is from the school to the policy development level. The challenge that UNRWA will face in implementing a reform which is based on practices that the key implementers, i.e. teachers and educational staff, have not experienced themselves should not be underestimated. Later in the description of the reform this challenge is linked directly to the rationale for using open and distance learning to train and professionally develop teachers.

A further difficulty in applying practices which encourage children to talk, question, think, hypothesise, investigate and evaluate, is that teachers feel burdened by what is generally perceived as an excessive amount of content. Again in discussing qualitative reform a curriculum can be tackled in a different way, i.e. not only through the direct transfer of information, but by the emphasis on skills development and understanding in teaching time and coverage of content to be memorised as home work.

The review discussion of quality education and reference to international definitions in determining and measuring quality education is reflected in the UNRWA Reform strategy. Here the broader definition of quality is adopted, learning is seen as more than memorisation of knowledge, teaching more than transfer of content, schools as more than a place where this

knowledge transfer takes place. Quality education is thus defined more in line with the Capability Approach (see section 5.5.4 for more detail).

The emphasis here is on the development of a child’s potential in the broadest sense of human development, and leads the classroom to be seen as a place to question, challenge, experiment and collaborate and the school as a safe and stimulating centre of excellence and community participation.

The review cites fields seeking to address identified learning problems by ‘doing more of what is not working’ as one consequence of a lack of active learning models. It cites that this is the case even in fields where there is a strong willingness to try new things, and describes how these ‘more of the same’ approaches, ‘involve more traditional teaching to students who have not succeeded with that model’ (Quality in education, p33).The review emphasises that quick fixes may solve an immediate problem, but may complicate the quest for long-term quality at large.


This section of the Review begins by discussing the influence of external political, economic, social and cultural factors as related to education and the role of the Agency. It also discusses issues relating to:

• physical safety, which negatively affects the performance of students and teachers;

• restrictions on mobility, which have a direct impact on the provision of resources and accessibility of educational institutions;

• high levels of unemployment in the region, which have significant consequences with regard to any restructuring scenarios;

• inability to set curriculum and political criticism of its content;

• the high value placed on education by Palestinians;

• UNRWA’s obligation as a UN agency to ascribe to international objectives;

• challenges relating structures within UNRWA as related to OD and differences between international and local staff in the education programme and;

• non-systematic reporting of the monitoring of the education programme in medium term plans and the role of the ED

5.1.4 Organizational Design of HQ The review identifies the key role that the Education Department at HQ has to play, but notes multiple competing demands from internal stakeholders and mixed impressions of the performance of the Department. The latter, it suggests, is based to a large extent on the number of staff in the department rather than their productivity, and cites how none of the critiques drew on a comparator or any criteria related to efficiency (relating to inputs and outcomes/outputs).

One central problem which the review highlights in relation to roles, responsibilities and the strategic role of the Education Department is the lack of analysis driving policy choices, with decisions made having negative impacts on resource efficiency. Similarly, it talks of a lack of a process for analysing the effectiveness and efficiency of education initiatives. Both areas are identified as having implications for a key role of the ED, particularly in the context of ‘shrinking resources and a desire for the highest quality results’.

At the heart of the discussion around the organisation and management of the education programme lies the relatively recent decentralisation of service delivery. The review highlights how the assumption made in the OD is that decentralizing education to the fields will improve the effectiveness and efficiency of the Education Programme. Decentralization seeks to “redistribute authority, responsibility, and financial resources for providing public services among different levels of organization.” It suggests that for this to be so, significant changes and capacity building will be required throughout the whole education system. In the short and medium-term, the review points out that capacity building is expensive. The need for capacity development in decentralisation is more widely acknowledged: without strong initial input into systematic capacity development the process of decentralization can, as the review points out, actually lead to results opposite to those planned. In the case of education this would mean increasing inequity and decreasing quality of provision, with a loss of overall agency coherence and policy frameworks, leading to fragmentation and low achievement. As the review indicates, decentralized systems rely less on command and more on collaboration, but here it is important to note that for effective collaboration roles and responsibilities must be clearly defined, with all actors striving towards a shared vision, balancing the strategic with the contextual. In this regard, the shared vision should clearly relate to what is meant by quality education for Palestine refugees. Yet the review sees both the ED and the fields as having a relatively limited view of “a quality education, rather than one which will facilitate the acquisition of knowledge, skills, attitudes and values that will allow them (children) to function effectively in society.”

Following the development of a shared vision of quality education, a strategic direction must be determined towards its achievement. The review cites the monitoring of this strategy as perhaps one of the most important aspects of the strategic change process that UNRWA is embarking upon. It describes how monitoring attempts to assess the alignment between what is planned for and what is being achieved. When properly thought through, it provides appropriate information to managers to work towards intended results. As the review notes ‘management for results’ is a term used in the UN generally, and UNRWA more specifically, to highlight the importance managers place on attempting to understand how their plans are transformed into results. Using monitoring data to determine the extent to which fields and the ED are progressing towards meeting their strategic objective is necessary for engaging in strategic leadership and influencing change.

Strategic direction based on a shared vision then needs to be supported by strong overall frameworks and substantiated by policies and plans. The review notes that the current education governance framework does not clearly articulate the authority various actors have in making necessary decisions to guide components of the education system. It highlights how there is no visibly coherent framework that orders these directives and describes how typically, policy frameworks would include guidance on school operations, finance-budgets, school calendars, curriculum, student behaviour, teacher entry, evaluations, and so forth. The UNRWA education programme operates within the broader frameworks of the UN practices and ethics, as well as the UNRWA interpretation of this at operational levels, with regard to Human Resource Management, Procurement, etc. For education, as the review describes, there is a set of directives that touch on some of these areas but which are not complete, and

no one holds a complete picture of the formal written governing documents. As a result, a great deal of the system governance occurs through the personal channels used by individual actors in the system. This has proved particularly challenging since decentralisation, amongst confusion as to who does what. A reliance on HQ for more administrative tasks, such as the setting and marking of tests for recruitment, can be seen, although these administrative tasks are clearly more meaningfully carried out at field level, with the HQ focusing on ensuring that standards and norms, policies and frameworks are in place and monitoring adherence to them.

5.1.5 Partnerships The review discusses partnerships as contributing to organizational operations and effectiveness. UNRWA is currently developing an agency wide Partnership Policy. The value of partnerships is widely accepted, both as a key development tool, focusing on harmonisation, shared frameworks and responsibilities, and, at institutional or organisational level increasing the effectiveness of daily operations. More broadly, partnership working proffers a range of benefits, including exchanging approaches, keeping up with advances in related fields, gaining access to resources such as knowledge and expertise, and supporting joint work and collaboration. The review discusses how partnerships can take many forms and may be formal (for example, contractual agreements or MOUs) or informal. Partnering organizations might include institutions, organizations, groups or networks, collegial bodies, key constituents, and others. It highlights the cooperation and coordination links established over the years with a variety of bodies such as the ministries of education in the host countries and the Palestinian Authority, UNESCO, UNDP, UNICEF, WHO, and the League of Arab States. In addition, the Education Department works with local and international non-governmental organizations (NGOs) and Community Based Organizations (CBOs) within the five fields. The review acknowledges the partnerships between the fields and other organizations but emphasizes a need to strengthen and formalize these relationships. The Partnership Policy seeks to do precisely that, developing frameworks and structures to ensure partnership is beneficial to partners but ultimately and above all to the beneficiaries, the Palestine refugees. As part of the structural changes of the Education HQ the department has established a Partnerships Unit, which is discussed in more detail in Chapter 5.

The review places particular emphasis on the need to strengthen partnerships with host countries, seeing this as key to ensuring all Palestine refugee children obtain the basic knowledge and skills they need to have a high quality of life. The review notes that these key relationships are not strategically articulated in either the FIPs or the HIP, and that the Education Department does not seem to play a role in building these critical partnerships. Rather relationships are field based, with varying degrees of collaboration. The review concludes by emphasizing that it is in the interest of the education programme to strengthen these relationships and suggests that HQ Education Department should focus on strategic engagements and, together with fields, build stronger partnerships with all host country Ministries within which UNRWA schools operate.

Partnership is not only with the host countries and external agencies. Central to UNRWA’s success as a service provider is the partnership between the fields and the HQ as discussed, but also between departments at the HQ. UNRWA is striving towards working more collaboratively as one agency and education must develop proactive and reactive relationships with all other departments, most specifically other programmatic departments, Human Resources, PCSU, Finance, Administration and External Relations and Public Information.

The importance of partnership in the delivery of a quality, efficient, and effective UNRWA education programme is reflected by the emphasis placed on it within the education reform. Here Partnership, Communication and Advocacy is one of the eight core reform programmes, strengthened, as highlighted above, by the establishment of a Unit at HQ with partnership as its mandate. This is further discussed in Chapter 5.

5.1.6 Programme Management and Processes A discussion of the current EMIS suggests that the data is robust in some areas and deficient in others. The fact that two universal education indicators, GER and NER and survival rates are not addressed is highlighted. The review also discusses the limited analysis which appears to take place in relation to the kind of statistics which are required by managers in order to analyse policy and improve the quality of education. The importance of relevant data, which is duly analysed and forms the basis of policy and decision making was further emphasised by a research consultant, funded by Irish Aid, who undertook a short visit in September. He highlighted how too much data is collected yet not enough is analysed.

5.1.6 Programme Management and Processes 5.1.7 Gender Gender mainstreaming is an Agency priority and the review suggests that whilst initial analysis showed that some progress has been made, many outputs have not yet been achieved. With regard to the number of women teachers, opportunities for women in the teaching profession; however, there is a need to achieve gender balance within the ED and Faculties and at management level.

5.1.8 Human Resources Human resource management is substantively discussed and the review notes a lack of human resource planning with regard to the education labour force. It talks of the importance of performance management and the role of incentives in motivating staff to do their best work in a challenging environment. For education this highlights the need to develop core competencies and performance expectations for all cadres. The review describes how these should relate to three broad areas of responsibility: professional, educational and management. More broadly with regard to human resources the review specifies the need to :

• Restructure HQ education department;

• Clarify the division of roles and responsibilities between HQ and fields to reflect HQ’s responsibility for strategy, policy, planning, standards, system performance, technical advising, external relations and Field’s responsibility for planning, implementing and monitoring the quality of education, teachers and schools, and collaborating with HQ and other fields;

• Re-structure the Education Programme in fields into a decentralized structure

5.1.9 Evolving Nature of UNRWA Schools

In this section of the review the focus is on three elements of UNRWA schools:

1. The physical environment;

2. Teaching and learning; and

3. The student environment and student support systems.

The review discusses each of these domains. With regard to the Physical Environment, the review highlights school infrastructure, overcrowded classrooms and double shift systems, and describing the negative impact they like have on both the quality of the teaching and learning and student well being. In discussing Teaching and Learning the review emphasises the importance of student-centred, activity based learning, but talks of how its achievement is constrained by an emphasis on traditional ‘high-stakes’ examinations and the links to host-country curriculum which focus on factual content and memorization. UNRWA’s current examination system is seen to reflect the examination cultures of the host countries and the MENA area, yet the review states that as such it is not best serving the UNRWA students. Rather, it is ‘driving instruction in ways that ignore the learning needs of students, and it is creating unnecessary stress for students and families’. The review further notes that in addition to the aforementioned constraints, the current exam system is also based on the premise that the tests and the testing are valid. The review here suggests that even within what would be considered an educationally limited model of testing, the current approach is of questionable validity; this is a key area for research that UNRWA should explore. The review stresses the obligation to meet the learning needs of students must be greater than the “obligation” to follow the host country curricula. It advocates for increased focus on numeracy and literacy skills, particularly in early grades, with an overall emphasis on child-centered, activity-based learning at all grades and across all subjects.

The concerns outlined above notwithstanding, the review also recognises that although those working to deliver UNRWA’s Education Programme refer to multiple dimensions of education quality, ‘the pre-eminent concern of UNRWA and many of its Palestine refugee stakeholders is academic achievement, narrowly defined in terms of results on high stakes examinations, and benchmarked against available host government pass rates on state examinations’. As the review states, the high value many Palestinians place on more traditional measures of high achievement influences UNRWA’s struggle to deal with quality education.

The review also highlights the difference adopting a generalist class teacher model beyond lower elementary grades would make, both in terms of overall classroom ethos, and in terms of class size, this latter being significantly reduced.. It describes how UNRWA schools have a wealth of specialist teachers, but suggests that the specialist teacher model results in much larger average class sizes than would be the case with generalist class teachers. Changing from a specialist to generalist model from classes 4-6 would also pave the way for greater interaction between pupils, teachers and parents and would support ongoing formative assessment of children, in order to provide them with additional support as and when required. The review is also critical of grade repetition, referring to research that indicates that repeating a grade does not necessarily lead to academic improvement, and can create significant social and behavioural problems.

With reference to the third domain ‘The student environment and student support systems’, the importance of employing a holistic approach to education, particularly when many Palestinian Refugee children living in conditions of immense stress, is discussed. Children living in such contexts need a school where they can express themselves, enjoy learning, learn social and life skills, and feel safe. A narrowly focused education system may, the review suggests, be conducive to violence in schools, such as bullying, fighting and harassment. The review notes that human rights education is implemented across the Agency, although not necessarily consistently between schools and within classrooms.

5.1.10 Assessment of Teacher Education

The Reviews looks substantively at the provision of teacher education within UNRWA. The outstanding efforts and dedication of UNRWA teachers of the last 60 years is, as the Review reports, widely acknowledged. Similarly, the achievement led by the Institute of Education (IE) in terms of laying the infrastructure for providing pre-and-in-service training has been a driving force in delivering teacher education which, over the years, has been adaptive and responsive to change. In the 1960s a joint Institute of Education was set up by UNRWA and UNESCO to train untrained teachers for the Palestine refugees. The programme was mainly what would be described today as correspondence courses, covering academic subject matter, and teacher methods. Teachers completed written assignments and there were weekly seminars. As the review reports, it is important at this stage to note that the current methodology of the IE is described as cascade model of training which

a) emphasizes quantity over quality; b) is inefficient because of the separation between Headquarters and the fields; c) loses efficiency because of the specialist focus of teachers; d) is costly in time and human resources relative to its quality.

The review describes how the majority of UNRWA teachers begin their professional role without adequate pre-service preparation. It further observes that new teachers rely on ‘an obsolete training model which does not provide sufficient development and support, locking them into a teaching style reflecting how they (i.e., the teachers) were taught in school’ as opposed to offering a more ‘holistic view of children’s active learning or preparing them for the role they should undertake as a member of a school team working together to achieve school improvement’. It is further critical of the fact that there is no effective centralized monitoring and evaluation function within the IE, adding that there is neither a ‘framework with objectives, indicators of success, nor any coherent means of monitoring the performance of the in-service training system across fields’.

With regards to the number of teachers trained the review highlights how the demand for teachers in UNRWA is approximately 1,500 per year, yet the supply of those who have had full training before entering the profession by UNRWA (from the Education Science Faculties) is around 380. As the review points out, not all 380 will be able or want to pursue employment with UNRWA and the review acknowledges that UNRWA itself does not give these graduates preference. Rather, the review describes how UNRWA ‘invests in a process to select the best of available candidates willing to work. This manifests itself in an elaborate screening process driven by examinations and a series of interviews. There is an oversupply in some areas but the undersupply in some key areas has adverse impacts in the quality of teachers available to deliver quality education’.

The review similarly highlights the need to provide ongoing professional support to teachers from the newly qualified stage, through their careers to become head teachers, or other support cadres. Here the review suggests that UNRWA lacks an overall vision for teacher education, noting that in-service training has not changed in over 60 years and that the training of large numbers from scratch has largely passed.

The review references a World Bank study on education in the Arab World (2008) which links successful future reform to incentives and public accountability. One limitation of the UNRWA in-service training programme, highlighted by the review, is that teacher education is not linked to career progression incentives as in UNRWA there is only one level of teacher. It describes how the current IE system focuses on new roles rather than accepted international concepts which see professional development taking place throughout a teacher’s career.

Alternatively it describes how the focus is on the provision of technical training of individual staff for the specialist roles that have traditionally formed the basis of UNRWA’s current establishment. This training is unlikely to be ongoing and is of shorter duration than suggested in international norms.

Overall, the review emphasises that current course content that makes little use of competency approaches which focus on professionalisation, teamwork and peer learning. Further, it states that the traditional approach does not incorporate best practice international standards to effect positive change in schools. It suggests that current training is not geared to supporting the new requirements of the Organizational Development process, or priorities of Field Implement Plans (FIPs), such as support for school improvement, schools of excellence, or career-long professional development.

To achieve the UNRWA vision, as implied in the OD process, the review describes how there is an implicit demand for in-service training to move away from functional specialisation to focusing on soft skills such as problem solving, teamwork, change management and communication. However there is no explicit articulated demand for these types of schools. This lack of demand is not surprising, and neither are review findings showing a level of trainee satisfaction with the IE programme, although this varies between levels and across fields. Teachers are likely to appreciate professional development of any sort, and there is no question that those delivering training have subject and professional expertise. However, teachers and their trainers may not know of the options or alternatives in order to fully evaluate the relative merits of what they are currently being offered.

The review reports the lessons highlighted by World Bank studies from developed countries, noting that “policy experience of OECD countries on teacher education highlights the following lessons, including a need to: a) shift to focus from individual abilities to communities of practice and to development of teacher capacities; b) recognize school culture as an asset not an obstacle; c) link teacher development with leadership development and d) treat teacher education as a career long development process”.

Highlights of review recommendations include:

• New role for Headquarters in teacher education

• New role for IE which is less operational and more strategic/framework oriented

• Field offices exploring relationships with host country institutions and shared use of ESFs

The review recommends modern approaches to training, improved quality of support materials, greater networking of teachers and teacher educators, and training located closer to the schools.


The review’s report on Special Education references the UNESCO EFA Global Monitoring Report for 2008 and the estimate that, worldwide, 3% of primary age children have intellectual, physical, hearing or visual impairments. The review sees the development of comprehensive SEN programming, with access for all special needs children to appropriate,

quality education, as a major undertaking for UNRWA. The endeavour will require strong leadership at the headquarters, field, area and school levels to create an environment of acceptance of, and respect for, SEN children, and to encourage collaboration, support and accountability across the system. A summary of the recommendations made by the review reports is included below::

• Special Education Needs Taskforce to be established with representation from FOs, HQ (including Health and RSS Departments) and other stakeholders;

• SEN policy, framework and M&E to be developed

• SEN partnerships with a range of organizations and host countries to be established

• Policy development to be supported with outside technical expertise. A range of pre and in-service teacher training programmes to be developed

5.2. Education Reform Strategy : UNRWA Education Programme Response to Universalia Review

UNRWA’s work exemplifies an international commitment to the human development16 of Palestine refugees, helping them acquire knowledge and skills; lead long and healthy lives; achieve decent standards of living and enjoy human rights to the fullest possible extent17. In the achievement of its multi-pronged strategic agenda of inclusive and sustainable development and in line with the UN declaration “Education is development. It creates choices and opportunities for people, reduces the twin burdens of poverty and diseases, and gives a stronger voice in society”18, UNRWA highlights its Education Programme as a key driver of change in the lives of Palestine refugees. The realisation of the future hopes, aspirations and identity of Palestine refugees depends on the type of education and training they receive. In a situation where almost 41% of Palestine refugees are children below the age of 18 and living in extreme poverty and vulnerability education remains one of the clearest ways for improving their lives and making a lasting positive economic impact. Over the years UNRWA had provided an enabling environment to pursue the educational aspirations of Palestine refugees and those who availed these facilities have taken pride in the quality of education received. There are thousands of success stories of highly respected and successful women and men, worldwide, who are products of the Agency’s education system.

To strengthen its capacity to deliver effectively on its mandate during 2006 UNRWA introduced a three year process of “Organisational Development”19 which included an external review of the programmes. The external review of the education programme (2009) “Review and Forward looking Assessment of the Organization and Management of UNRWA

16 Over the years definitions and understandings about human development have considerably changed. The UN now describes human development as “a process of enlarging people’s choices” and is assumed to be achieved by expanding human capabilities essential to have a decent standard of living and leading a healthy life. 17 UNRWA Medium Term Strategy : 2010-2015

18 United Nations. 2000. The UN Millennium Development Goals http://www.un.org/millenniumgoals/ (accessed March 2011). 19Serving Palestine Refugees More Effectively: Strengthening the Management Capacity of UNRWA : UNRWA’s Organizational Development Plan 2006-2009.

Education”20 highlighted the achievements, gaps in services as well as the areas that needed improvements. As highlighted in the review if UNRWA is to continue with its mandate of educating and preparing Palestine refugee children to be confident, competent and peace-keeping Palestinian citizens it is important for the Education Programme to continuously improve its practices and ways of working. This necessitated the reform of the UNRWA education programme. Beginning 2010 the Education Programme initiated the development of a “Reform Strategy” with focus on improving the quality of education through enhanced teacher quality and improved classroom practices.

5.2.1 Reform Overview

Driven by perceptions of the decline in UNRWA’s education system and the results of the Monitoring and Learning Achievements (MLA) tests a comprehensive review of the programme was undertaken by an external consultancy company (Universalia) in 2009 and published in 2010. This review highlights the need for strategic coherence pace and in response to the contextual challenges as well as to UNRWA’s Organizational Development (OD) and Sustaining Change initiatives, The main aims of the reform are to ensure continued access for Palestine refugees to quality education and technical and vocational training and to promote the quality and effectiveness of UNRWA education programme. The development of the education reform strategy, an inclusive Agency wide process led by the HQ Education, sought to establish a clear strategic framework for transformative educational practices and structures. The Strategy thus reflects the knowledge and understanding of the UNRWA education staff and other officers, the findings and recommendations of the Universalia Review, an analysis of global and regional trends, the field priorities, the vision of OD, and knowledge of best practices in educational reform and transformation. By the end of 2010, the Draft Education Reform Strategy was distributed ensuring that the Education Planning Guidance for the 2012-13 biennium is aligned with this Strategy, providing implementation prioritized outcomes/outputs for the biennium.

5.2.2 Reform Description

UNRWA education programme operates within changing global, regional, and national contexts. It has provided education for Palestine refugees for over 60 years and this education has been recognised as being equal to, if not better, than that of host countries. The partnership between UNESCO and UNRWA enabled UNRWA to spearhead many quality educational practices across the region. For example in the 1960s, through the use of distance learning, the percentage of UNRWA untrained teachers dropped from 90% to 9%. Although proud of the strengths and achievements of the UNRWA education system there has been a growing recognition within, and beyond the Agency, of the need for Reform. This is in line with the overall Reform agenda of the Agency as a whole and, with regard to education, reflects perceptions of declining quality, the results of Agency wide Monitoring Learning Achievements (MLA) tests and the evolving demands of an education system for the 21st century.

20Review and Forward looking Assessment of the Organization and Management of UNRWA Education Universalia Report 2010, UNRWA Internal document

Following the UNRWA Organisational Development (OD) process, which addressed the enabling environment of the Agency Human Resources, Administration, Finances - evaluations and reviews of the programmes were commissioned. To this effect a comprehensive Review of the UNRWA education programme was undertaken by an external organisation, Universalia. This was completed in February 2010 and provided the foundation for dialogue and decision making in the development of the UNRWA Education Reform Strategy. More recently the Agency has embarked on the development of a “Sustaining Change” strategy to give coherence to this second phase of UNRWA reform, a reform which will consolidate and build upon the achievements of the initial phase and will focus specifically on the reform of UNRWA programmatic areas, of which education is one. The UNRWA education Reform must therefore be aligned to, and placed within, UNRWAís strategic frameworks. These are most specifically the Medium Term Strategy (MTS), a six year framework from January 2010, the decentralisation process as reflected in the Organisational Development Plan (ODP) of 2006. The ODP describes the relative roles and responsibilities of Headquarters and Fields, but there is a need to clarify this through the implementation of the Reform. Lessons learned through the decentralised planning processes HIP and FIPs - will also be reflected in future Agency wide planning processes and this will support greater coherence. Between February and September, 2010 the Education Department led a process to develop an Agency wide Education Reform Strategy. A number of workshops and retreats took place to identify, prepare and develop a Reform Strategy, one which would serve to enhance the effectiveness, efficiency, and quality of education provision for the 500,000 Palestine refugees students enrolled in the 691 schools, 10 VTCs and three Education Science Faculties across the five Fields of UNRWAís operation. At the heart of the Reform Strategy is the classroom and the teaching and learning pedagogy, that is the way in which teachers interact with their students. To change the ethos of the schools and their classrooms will require establishing an enabling, supportive environment at all levels. As educational experience indicates, and the Universalia Review emphasises, quality education is unlikely to be achieved through focusing on single strands or dimensions of education practices, such as teacher training alone. Transformational change towards enhanced quality education in UNRWA will therefore depend upon a holistic, coherent and interrelated approach. To this effect the Education Reform draws upon the analysis of the whole UNRWA education system in order to determine action to be taken to improve overall quality. The Reform Strategy thus comprises eight (8) key dimensions, all of which interact and interrelate with each other. For example, to enhance teacher performance teachers undoubtedly need to be effectively trained, but they also need to be well-selected, professionally developed and supported and motivated through both extrinsic and intrinsic means.

Of the eight identified education reform focus areas, there are those which are substantive, that is programme focused, and those which are essential in ensuring that reform is successfully and sustainability implemented. Substantive programmes relating directly to service delivery are: Teacher Education, Inclusive Education, Curriculum and Student Assessment and Technical and Vocational Education and Training. These foci reflect what is known about the determinants of quality education, the Universalia education review findings and recommendations, the priorities for education reform in host countries, and the remit for UNRWA’s educational provision.

Programme activities then reflect three core principles; (a) collaboration between field offices and headquarters with either taking the lead, (b) harnessing external expertise, and (c) emphasising partnerships with host governments and other stakeholders. The modalities of

the reform will be policies, frameworks and generic tools to assess students’ needs, and high quality generic ODL teacher, and other educational cadre, training and professional development materials. The four core reform programmes:

• Teacher development and School Empowerment,

• Inclusive Education,

• Technical and Vocational Training and Youth

• Curriculum, and student assessment,

These core areas are supported by the following support areas:

• Research, Development and EMIS

• Governance;

• Strategic Planning & Management, and;

• Advocacy, Partnerships and ICT;

Each of the reform programmes was developed using a Logical Framework approach. A focus on changing the way teachers teach will similarly align with a greater emphasis on Inclusive Education. Quality education must be accessible for all UNRWA students and to this effect the importance of an Inclusive Education approach, supported by a Policy, and the development of diagnostic and learning tools to identify, and support children, with Special Education Needs (SEN) ñ whether they are children who are highly able, or those with learning needs or physical disabilities is key. Curriculum support and provision of enrichment materials will complement the teacher development approaches. Curriculum Frameworks will support conceptual sequencing, the instilling of values, ethics and principles of equity and neutrality. Enrichment material will be produced for the UNRWA Human Rights Conflict and Tolerance programme and complemented by targeted teacher training. Ongoing formative student assessment by the teacher will be encouraged to ensure that appropriate and timely intervention and support is given to learners. Technical Vocational Education and Training is of increasing importance for UNRWA in a region which is striving to further enhance human development and regional efficiency and productivity, whilst having a high proportion of youth and increasing levels of unemployment. TVET needs to focus on providing relevant technical and professional courses to a growing number of students, particularly those from vulnerable groups. TVET programmes must therefore be market orientated in the immediate, short term and make long term projections, for example with regards to issues such as natural resource management. Underpinning all interventions towards effective, quality, relevant and efficient education system is knowledge and understanding of challenges, opportunities and programmatic impact. To this effect the Education Reform places strong emphasis on building the capacity of the UNRWA education cadre to understand the implications of existing research in terms of their work in the education programme. Further to have the ability to

identify where UNRWA specific research is required, have the capacity to manage such research, and to be able to reflect the findings in their programmatic planning. Each Reform dimension must be aligned with the overall Governance and policy frameworks. The UNRWA Reform will ensure that a clear, coherent Education Governance Framework with corresponding Education Technical Instructions (ETIs) is in place. This Framework will similarly align with Agencyñwide Frameworks and Policies. The interrelationship of the eight dimensions of the Reform is therefore fundamental to its rationale, design and implementation model. The substantive areas of reform (teacher development, curriculum and student assessment, inclusive education and TVET) are supported by enabling frameworks, evidence based policies, capacity development, governance structures, effective communication and advocacy practices, partnerships and ongoing monitoring and evaluation.

Chapter 6 PROGRAMME MANAGEMENT

6.1. Overview

Education is UNRWA's largest area of activity. Over 21,000 people are employed in the education programme, the majority of them are teachers. Over 95% of UNRWA staff, including those in the education programme, are locally-recruited Palestinians who are themselves Palestine refugees. In an attempt to provide quality education to Palestine refugees, in the year 1951, UNRWA signed an agreement with the United Nations Educational, Scientific and Cultural Organization (UNESCO) to provide technical support to the Education Programme . As for the agreement UNESCO continues to provide technical assistance through secondment of technical and managerial staff to UNRWA Education Programme on a non-reimbursable loan basis.

Apart from the agreement with UNESCO, UNRWA also collaborates with various host governments and donor agencies to ensure parity and equivalence enabling the free horizontal and vertical movement of the UNRWA school students to other education systems .In 1953 UNRWA/ UNESCO and the representatives of the Arab host countries agreed that UNRWA will follow the curriculum and education structure of the host countries.

External Review

Education Reform

The Education Programme at UNRWA is managed by the Educational Planning and Management Division. This division carries out a variety of functions including:

• Developing and maintaining an information base to support effective planning and decision making;

• Facilitating policy formulation, biennial planning, implementation and monitoring and evaluation of education programme;

• Preparation and monitoring of the budget; • Providing administrative support to programme activities at Headquarters; • Administrating scholarship and fellowship sub-programme; • Implementing of placement and career guidance sub-programme; • Preparing annual reports, statistical handbooks and other publicity materials; and • Promoting and maintaining internal and external linkages 6.2. Organizational Structure The Department of Education at Headquarters in Amman is headed by a Director and a Deputy Director. The Deputy Director, also serves as Chief, Education Planning and Management Division. The senior staff at the Headquarters includes the Chiefs of the (i) School Development Division (SDD) (ii) Institute of Education (IE) and (iii) Technical and Vocational Education and Training Division (TEVTD). The Director of Education reports to UNRWA Commissioner General for Administrative and Policy Matters and to the Assistant Director General of UNESCO on service matters. The education programme in each of the five fields of the Agency’s operations is headed by a Chief, Field Education Programme (CFEP) who reports directly to the Field Director for administrative matters and to the Director of Education at Head Quarters on Technical issues. The Chief, Field Education Programme is assisted by a Deputy Chief in each Field. The programme in

the field has Vocational Training Centre\s (headed by a Principal), Area Education Office (headed by Area Education Officer), Education Development Centres (Headed by Head, EDC) and Faculty of Education Sciences (headed by a Dean). All schools of an area come under the supervision of the Area Education Officer. Various divisions of the Education Programme at Headquarters provide technical support to these four offices. Technical support is also available from specialists within the division. Technical advice and direction for various components of the Education Programme is provided through Education Technical Instructions (ETIs) and supportive guidelines provided by the office of the Education Programme at Headquarters from time to time . Based on the conceptual changes, operational modalities and best practices in the sector the ETIs are periodically reviewed, revised and updated. The ETIs are implemented through activities planned and agreed in the Biennial Work Plans (BWP) and monitored through monthly activity reports sent by the Fields. 6.3. Information Base for Decision Making A critical function for effective programme management is the continuous collection, processing and maintenance of information. The department continued its efforts in the collection, compilation and analysis of the statistical data on the education programme and in making projections for the following years. The priority areas of analysis included school population, teaching staff, school premises, budget, and supplies. This information has been useful in ensuring the provision of educational services to Palestine refugee children and youth at an acceptable standard. The Education Planning and Management Division (EP&MD) developed the Education Management Information System (EMIS) in full coordination and cooperation with the Information Systems Division of UNRWA. EMIS which is an on-line relational database has been designed to accommodate the following:

• School Education; • Education Premises; • Student Registration System (for VTCs and ESFs); and • Placement and Career Guidance.

EMIS has enabled planners and decision makers to efficiently use and analyze the statistical information collected and compiled on the education programme for decision making regarding the educational services. 6.4. Facilitating Policy Formulation, Planning, Monitoring and Evaluation Planning of programme activities is done through the Biennial Work Plan (BWP). This process helps in identifying the essential activities to pursue the mission, goals and components of the education programme. The implementation of these activities is monitored against the norms and standards of attaining outputs and outcomes. This involves a systematic process of participation of the programme personnel in the fields and headquarters in the preparation, implementation, evaluation, feed-back and follow-up of the BWP. With the aim of achieving higher standards and introducing innovations in the programme the BWP is based on the actual professional needs of the pupils, trainees and the teaching staff. The 14th consolidated ED/BWP covers the period 1st January 2007 - 31 December 2008 and consists of a number of activities envisaged. It presents systematic and integrated educational activities aiming at improving the educational standards at all levels of the UNRWA/ UNESCO

education programme. It also provides a logical and practical framework for the preparation, implementation, evaluation and feedback of the activities contained therein. The activities of the ED/BWP-14 are distributed over three main areas viz. school education, pre-service teacher education and technical and vocational education and training. Curriculum and Learning Resources and Teaching Workforce are two other components that are also included in the BWP. Table (26) below provides the details on the 14th BWP activities broken down by Goal, area/component and field of operation.

Table 26

BWP 14 Activities by Goal, Division/Section and Field

Field Division / Section No. of activities

Technical & Vocational Education & Training Division 30

School Development Division 31

Institute of Education 24

HQ (A)

Placement and Career Guidance 14

Education Development Centre (EDC) 197

Education Science Faculty (ESF) 57

Amman Training Centre (ATC) 103 Jordan

Wadi Seer Training Centre (WSTC) 193

Education Development Centre (EDC) 127 Syria

Damascus Training Centre (DTC) 178


Siblin Training Centre (STC) 73 Lebanon

Teacher Training Siblin Training Centre 7


Education Science Faculty (ESF) 62

Ramallah Men Training Centre (RMTC) 52

Ramallah Women Training Centre (RWTC) 103

West Bank

Kalandia Training Centre (KTC) 98


Gaza Training Centre (GTC) 170 Gaza 1975

The impact of ED/BWP-14 activities is monitored by the Evaluation Committee at Headquarters. Covering the implementation period the activities are assessed through a process of continuous monitoring through regular reports on a format developed for the purpose as well as internal evaluations conducted by Evaluation Committee at Programme Headquarters. This has helped in validating the achievement of intended outputs/outcomes of activities planned against acceptable quantitative and qualitative standards. The process facilitated determining the quantitative and

qualitative indicators and benchmarks and in providing appropriate recommendations for improvement of future BWPs. 6.5. Education Technical Instructions As a UN organization UNRWA is committed to upholding all the UN declarations and conventions protecting Human rights, particularly the Convention on the rights of the Child, which enshrines the right to children to receive education and which also, prohibits the use of corporal punishment in schools. In 2008 the department launched a comprehensive policy on discipline in schools. A wide range of stakeholders, including professional teachers, head teachers, education administrators, parents and unions, were consulted in the development of the approach and an ETI was developed. The ETI No.1/08 reflects UNRWA’s efforts to provide a clear sense of direction on how to receive the twin aims of ensuring discipline in schools, while avoiding the use of violence to achieve this. 6.6. Preparing and publishing various reports The Education Planning and Management Division (EP & MD) is responsible for reporting the various programme management details and functions, achievements and challenges of various operations. In addition to reporting on the Biennial Work Plan, the division publishes the annual Statistics Handbook, the ETIs, the Annual Reports of the Programme units/divisions and a variety of short booklets , reports and advocacy materials. 6.7. Budget Administration and Monitoring Budget preparation and administration is carried out as part of the programme management function of the EPM Division. The approved budget allotment of the Education Programme for the 2007 and 2008 was US$311,379,466million. Table (27) shows the approved budget allotment for Education Programme.

Table 27

Education Programme Budget 2007-2009 - Regular Budget –GF

Location 2007* 2008-

allotments** 2008-

actual** 2009-

allotments** 2009-

Actual** HQ (A) 2,873,000 2,145,245 2,231,856 2,199,290 2,191,414 Gaza 95,928,000 68,143,376 77,753,368 114,250,863 108,206,490 Lebanon 39,268,000 24,737,105 23,211,384 36,145,282 33,238,108 SAR 17,675,000 16,293,116 17,091,779 24,817,749 25,057,852 Jordan 72,704,000 47,272,584 47,699,212 74,280,708 66,838,260 WB 48,765,000 30,633,660 30,344,531 44,493,827 40,918,118 Total 277,213,000 189,225,086 198,332,130 296,187,719 276,450,242

Budget -Agency Wide

505,673,000 320,411,043 351,305,911 438,376,524 437,320,931

Education Percentage 54.82% 59.06% 56.46% 67.56% 63.21%

Source : * Programme Budget 2006/2007 , ** Finance Management System (FMS)

This budget covers all operational costs within the Education Programme in the five fields and at HQ. The budget for each sub-programme covers the following:

Staff costs including salaries and allowances, Operating costs including travel, office, scholastic and laboratory supplies, utilities and

contractual services; and Capital costs equipment, furniture, computer hardware and software and construction

The actual budget expenditure on educational services for the year 2009 was US$ 276,450,242.

6.8. Administering Scholarships and Fellowships In addition to providing free basic education in all five fields and secondary education in Lebanon , UNRWA also offers post-secondary level vocational and technical education and training through its vocational training centers. With the exception of its courses in teacher training, UNRWA does not offer university level classes. However, in order to support and facilitate the creation of academic and intellectual leadership in the refugee community in all subjects and professional areas, UNRWA grants scholarships for education. Scholarships are awarded according to academic merit and renewed annually for those who demonstrate academic success in their studies. Scholarships have been generally offered until the student obtains their first university degree. Since its initiation the scholarship programme has benefited several students with high academic achievement and merit. The discontinuation of scholarships provision from General funds has impacted the education of the community in two ways- one the reduced numbers of scholarship dependent on the availability of project funding and liberal donor contributions limited the number of beneficiaries to pursue a university degree and increased pressure on TVET and UNRWA services.

6.8.1. Project/ Donor supported Scholarships

In Lebanon, 68 female university students received scholarships through the International Development Research Centre ( IDRC ) scholarship project. Till date 177 female students obtained their university degrees with support from the IDRC scholarship project. Also in Lebanon, 12 scholarships were awarded to Palestinian refugee students at the Arab Open University, 169 by the European Union and 26 by Japan Government. Under the new scholarship project funded by Japan, 57 students (Jordan 12, Lebanon 6, Syria 18, West Bank 10, and Gaza 20) were selected for receiving scholarships. In addition, scholarships were awarded to 34 special hardship cases (SHCs) in the Jordan field by individual donors and 8 by the European Union under the Jarash project. Through a new scholarship project funded by Karim Rida Said Foundation (KRSF) 79 talented students (17 in Jordan, 6 in Lebanon, 20 in Syria, 15 in West Bank and 21 in Gaza) were selected for the scholarships. Table (28) below illustrates the number of scholarships made available by donor agencies from 1997 to 2010. The figures are cumulative as the reporting provides information on the students receiving scholarships ranging from 4-6 years depending on the area of study to end of the receipt year. The number of scholarships given during 1997-98 to 2001-02 also contains a number of scholarships committed under the old scheme of UNRWA (Discontinued since 1997). It can be seen that the number of scholarships offered decreased substantially after the UNRWA scholarship scheme ( General Fund) was discontinued from 1997-98 and the commitments under the scheme ended in 2001-02. From the year 2002-2003, the scheme is operated by funds received by the Donor agencies or through specific projects. A total of 391 scholars benefited from this financial support (project based) during 2009/2010.

Table 28

Number of Scholarships offered - 1997-2010

1997-'98 1055 1998-'99 866 1999-'00 673 2000-'01 522 2001-'02 330 2002-'03 222 2003-'04 197 2004-'05 250 2005-'06 271 2006-‘07 264 2007-‘08 371 2008-‘09 348 2009-‘10 391

It is evident that there is a need to mobilize more support from donor agencies to increase the number of scholarship substantially at-least to the 1997-98 level.. On the whole, the scholarships have made it possible for 5545 students in 44 different specializations to obtain university degrees during the period from 1955 to 2010 as presented in Table 29. The major areas in which the students received scholarships were given for Engineering, Medicine, and Arts and Sciences, Agriculture, Business Administration and Pharmacy. 6.9. Employment and Career Guidance In the 1960s, the Department of Education opened an employment placement office to assist graduates of the Agency’s training centers and other educational institutions in securing suitable jobs. In the 1980s, services of the employment placement office were expanded to include career guidance and counseling and officially renamed as the Placement and Career Guidance Office (PCGO). The main office of the PCGO is located at UNRWA HQ. To perform the Placement and Career Guidance Office tasks at field level, each f ield maintains a small single staff office with placement and career guidance assistants (PCGA) appointed to coordinate the activities. The PCGO established a Career Guidance Quality Wheel Committee and sub-committee in each field. These committees aim at improving attitudes towards vocational training and manual work and acts to encourage school graduates to apply for vocational training center courses. Additionally, the committees provide preparatory school students with information on admission requirements to VTCs, syllabi, course objectives, and employment prospects. At the VTC level, the committee provides advice to trainees on skills needed for job hunting such as filling out application forms, writing a persuasive curriculum vita and performing well in interviews. The PCGO also coordinates the preparation of an annual work plan with schoolteachers, supervisors and counselors. The PCG Office, in coordination and cooperation with PCG Assistants in the five fields and vocational & technical education specialists (VTES) at HQ (Amman), conducts necessary studies, market surveys & tracer studies on the labor market needs and follow-up studies on the vocational training centers graduates. The finding and outcomes are used for revising vocational and technical

education courses syllabi and deleting some existing courses with limited employability and introducing new courses at the training centers. To promote relations with local and foreign institutions from both public and private sectors, the PCG office has started to establish regular mechanisms for the exchange of information with the embassies of the Gulf States and with local ministries and institutions. These include the Ministry of Labor, the Ministry of Social Development, Jordan’s Vocational Training Corporation and the Civil Service Bureau. The PCGO has proved to be instrumental in finding job opportunities for vocational training centers graduates of various trades and professions and for a large spectrum of Palestinian job seekers and graduates from universities and other non-UNRWA vocational and technical education (VTE) institutions. It has succeeded in establishing good contacts with various major governmental and non-governmental employers in the Arab World, and particularly in the Gulf States. Accordingly, it has, for a long time, been acting as a focal point, which can be approached by both employers and job hunters. Since, 1954, nearly 77,394 Palestine refugee men and women have graduated from UNRWA's vocational and technical training centers, and many have gone to make substantial contributions to the economic and social development of Arab countries. In 2007/2008, the PCGO succeeded in securing employment for around 300 Palestine refugee graduates in various Gulf States. 6.10. Internal and External Relations Over the years, the Department of Education has established cooperation and coordination links with the different bodies within the Agency as well as with external entities including ministries of education in the host countries and the Palestinian Authority, European Union , UNESCO, UNDP, UNICEF, WHO,JICA, various donor governments , and the League of Arab States. Also the Department of Education benefited from cooperation and coordination with local and international non-governmental organizations (NGOs) in the five Fields. At UNRWA, the Departments of Education and Health have collaborated on a variety of projects and issues. The two departments have coordinated their efforts on issues pertaining to students with special needs, the implementation of an anti-smoking programme and the preparation of educational self study materials targeting health and hygiene for school girls. UNRWA's Education Programme has been made possible with the financial and technical support of the United Nations Educational, Scientific and Cultural Organization (UNESCO) since 1951. UNESCO currently funds two senior international staff members at UNRWA, including the Director of the Department of Education, and four senior area staff positions. UNRWA’s policy for basic education programme is to abide by the curriculum of the host authority in each field of operation. Often changes in host authority education programmes have considerable implications for the Agency. The most significant issue in that regard was the extension of the basic education cycle in the West Bank and Gaza Strip from 9 to 10 years, which the Agency remained unable to carry out owing to financial constraints. In the absence of Agency funds and in the context of repeated requests by the Palestinian Authority, the PA continued to accommodate tenth-grade pupils in its schools. There is a high degree of cooperation between UNRWA and host authorities in regards to the implementation of curricular changes in national school systems. In all five Fields of operation, UNRWA’s basic education programme continues to be carried out in accordance with host authority education systems. Senior Agency staff participates in educational development activities of host authorities, particularly in areas dealing with policies that might affect the Agency’s education programme. Most recently, the staff participated in the development of the

new Palestinian curriculum, the preparation of new vocational training courses and in the development of the Palestinian Authority vocational training system. The 18th annual joint meeting between UNRWA and the Arab League Council on Education for the Children of Palestine was held in Cairo in December 2008. The meeting reviewed education services offered to Palestine refugees in the host countries and the issues faced by the UNRWA education programme in delivering those education services. As a result, a number of technical recommendations were made for the enhancement of UNRWA education services. The Agency’s efforts to provide education services at acceptable standards to Palestine refugees were commended by the representatives of the host countries, the Palestinian Authority, and the League of Arab States who participated in the meeting.

Annexure I Semi-professional, Certificate programme and Trade courses offered at the VTCs in the five fields

NO. Course Category ID Trade (Vocational) Courses ATC

WST

C

KTC

RM

TC

RW

TC

GTC

KY

TC

DTC

STC

1401 1 Building Construction Craftsmanship ⊗ ⊗ ⊗ 2401 2 Building Finishing & Decoration ⊗ ⊗ 3401 3 Carpentry & Furniture Making ⊗ ⊗ ⊗ ⊗ ⊗

4

04: Building

1044 Concrete Construction Foreman ⊗ 1601 5 Plumbing & Central Heating ⊗ ⊗ ⊗ ⊗ ⊗

6 06: Climatization and

Sanitation 1062 Refrigeration & Air Conditioning ⊗ ⊗ ⊗ ⊗ ⊗ 7 08: Electrical 1081 General Electrical Installations ⊗ ⊗ ⊗ ⊗ ⊗ 8 1082 Auto Electrical Systems ⊗ ⊗ ⊗ ⊗ ⊗

1901 9 Office Equipment and computer Maintenance ⊗ ⊗ ⊗ ⊗ ⊗

2901 01 PC Maintenance and Network Installation ⊗

11

09: Electronics

1093 Audio and Video Equipment Maintenance ⊗ ⊗ ⊗ ⊗ ⊗

12 Information & communication 2033 Computer Typing& Data Processing. ⊗

1111 31 Diesel & Construction Equipment Mechanics ⊗ ⊗ ⊗ ⊗

2111 41 Auto Mechanics ⊗ ⊗ ⊗ ⊗ ⊗ 3111 51 Diesel & Agricultural Machinery

Mechanics ⊗ 16

11: Mechanical: Automotive

1114 Auto Body Repair ⊗ ⊗ ⊗ ⊗ 1211 71 Smithery Welding & Aluminum

Fabrication ⊗ ⊗ ⊗ ⊗ 2211 81 Sheet metal & Aluminum Fabrication ⊗ ⊗ 3211 91 Welding & Pipe Fabrications (one year) ⊗ 4211 02 Machining/Welding & Aluminum

Fabrication ⊗ ⊗ ⊗ ⊗ Machine Maintenance 5211 12(one year) ⊗

22

12: Mechanical: Metal Works

1126 Machining and Industrial Mechanic ⊗ 23

1141 Fashion Design and Clothing Production ⊗

24 Services 1142 Hair Dressing & Beauty Culture ⊗ ⊗ ⊗ 41 41 1 41 1 0 41 61 1 LATOT

NO. Course Category ID Certificate Programme Courses

ATC

WST

C

KTC

RM

TC

RW

TC

GTC

KY

TC

DTC

STC

1102 1 Ceramics ⊗ 2102 2 Jewelry Making and Design ⊗

3

01: Applied Arts

2013 Fashion Design and Clothing Production ⊗

TOTAL 0 0 0 0 3 0 0 0 0

NO. Course Category ID Semiprofessional Degree Courses

ATC

WST

C

KTC

RM

TC

RW

TC

GTC

KY

TC

DTC

STC

1103 1 Graphic Design ⊗ ⊗ 2 01: Applied Arts 3012 Fashion Design and Garment Production ⊗

1203 3 Assistant Architecture ⊗ 2203 4 Architectural Engineering ⊗ ⊗ ⊗ ⊗

5 02: Architecture

3024 Assistant Interior Design Engineer ⊗ 0303 6 Accounting ⊗ 1303 7 Business Administration ⊗ ⊗ ⊗ 11303 8 Banking & Financial Science

2303 9 Business & Office Management ⊗ 3303 01 Management & Office Automation ⊗ 4303 11 Secretarial & Office Works ⊗ 5303 21 Banking & Financial Management ⊗ ⊗ ⊗ 6303 31 Business & Office Practice ⊗ ⊗ ⊗ 7303 41 Marketing & Financial Management ⊗ 8303 51 Executive Secretary ⊗

16

03: Administrative and Financial Sciences

3039 Commerce & Trade ⊗ 1503 71 Assistant Civil Engineer ⊗ 2503 81 Civil Engineering ⊗ ⊗ ⊗ ⊗

19 05: Civil Engineering

3054 Land surveying ⊗ ⊗ 20 3055 Quantity Surveying ⊗

1703 12 Pre-School (KG)Education ⊗ 22

07: Education and Social 3072 Social Worker ⊗

1903 32 Industrial Electronics & Computer Technology ⊗ ⊗

11903 42 Computer Technology ⊗ 2903 52 Industrial Electronics ⊗ 3903 62 Telecommunications ⊗ ⊗ 4903 72 Electronics & Computer Technology ⊗ 5903 82 Auto-tronics ⊗ ⊗ 6903 92 Electro Mechanic (Mechatronics) ⊗ ⊗

30

09: Electronics

3097 Computer in Technology ⊗ 1013 13 Programming & Database ⊗ ⊗ ⊗ 2013 23 Information Technology ⊗

33

10: Information and Communication Technology (ICT) 3103 Computer Information System ⊗ ⊗

34 3104 E-Business Technology ⊗ 35 11: Mechanical:

Automotive 3111 Marine Engineering

⊗ 1313 63 Assistant pharmacist ⊗ ⊗ 2313 73 Medical Lab Technician ⊗ ⊗ ⊗ 3313 83 Nursing ⊗ 4313 93 Dental Hygiene ⊗ 5313 04 Secretarial & Medical Records ⊗ 6313 14 Assistant Physiotherapy ⊗ ⊗ 7313 24 Assistant Speech Therapy ⊗ 8313 34 Safety & Hygiene ⊗ 9313 44 Associate Nursing ⊗ 11313 54 Medical Records ⊗ 21313 64 Pharmacy ⊗

47

13: Para-Medical

31313 Medical Laboratory ⊗ 51313 84 Emergency Nursing ⊗

2413 94 Hotel Management ⊗ 50 14: Services 3143 Food Processing Technology ⊗ TOTAL 9 5 0 9 14 17 4 10 10

Documents

ARdoc2009 2010 - Donate | UNRWA · PCGO Placement and Career Guidance Ofﬁce PCGA Placement and career guidance assistant PSP Psychosocial Programme RWTC Ramallah Women