Regional Consultation Meeting on Education

and Resilience4 – 7 November 2014,

Manila

© UNICEF Laos

A Self-Monitoring Tool on Education Policies and Plans for Conflict and

Disaster Risk Reduction

Leonora MacEwen, UNESCO-IIEP

Session 3C: Monitoring and Evaluation of C/DRR: Tools and Strategies

Presentation outline

1. Steps of the planning process and explain the importance of monitoring C/DRR

2. Objectives of the self-monitoring questionnaire

3. Key findings of the analysis of the completed self-monitoring questionnaires

4. Strengths and weakness of the self-monitoring questionnaire

The five steps in the planning process

Sector diagnosis

Where are we now?

Policy formulation

Where do we want to be?

Selection of objectives and

priority programmes

How do we get there?

Cost and financing

How much will it cost and who will

pay?

Monitoring and evaluation

How do we know we have reached

there?

C/DRR in the education planning process

Phases of the planning cycle

Education Sector Diagnosis

Policy formulation

Objectives and programmes

M&E framework

Cost & financing framework

Conflict and disasters aspects: examples

Conflict and disaster risk analysis (security, political, economic, social) – conflict and disaster impacts on education and vice versa

Policies on e.g.: Schools as safe and child-friendly spaces (zones of peace); equity policies; curriculum policy; etc.

Priority programmes: Curriculum review; teacher training; school-based emergency preparedness plans; relocate, retrofit schools; etc.

Conflict and disaster indicators integrated into data collection; maps; EMIS review; e.g. attacks on schools

Ensuring adequate financing, including from humanitarian sources and government budgets.

Objectives of the self-monitoring questionnaire

Assess MoEs current status in terms of integrating C/DRR into education policies and plans at the national level, and to a limited extent at school level;

Identify key areas where C/DRR can be included in education policy and planning documents and processes;

Help MoEs determine what actions are needed to make C/DRR an integral element of education sector planning.

Sections of the self-monitoring questionnaire

I. Conflict and Disaster Risk Assessment

II. Policies for Risk Reduction

III a. Education Sector Plans for Risk Reduction

III b. Implementation of priority C/DRR programmes

III c. Teaching and Learning

IV. Organizational Arrangements and Coordination

V. Costing and Financing

VI. Monitoring & Evaluation

VII. Capacity development

Methodology

Each section of the questionnaire requires inputs from different government officials in each country

A list of suggested relevant personnel to complete each section was provided to those completing the questionnaire

It was recommended that a focal person in-country be responsible for administrating and explaining the questionnaire to MoE staff

Country Use of the self-monitoring questionnaire

Bangladesh Completed

Bhutan Completed

Lao PDR Completed

Myanmar Completed

Nepal Completed

Philippines Completed

Sri Lanka Completed

Uzbekistan Considered that data collected through the questionnaire was politically sensitive

Vietnam Language issue and considered that data collected through the questionnaire was politically sensitive

Phase II of UNESCO Bangkok “Education in Emergencies for Sustainable Development”

Project

Key findings from analysis

1. National policy frameworks for C/DRR exist in all participating countries

2. Integration of C/DRR in education sector plans is on track but needs to be further operationalized at all levels

3. Organizational arrangements and coordination efforts need strengthening

4. Monitoring systems need to be developed and implemented, including C/DRR data collection and integration with EMIS

5. Further C/DRR capacity development is needed

6. Consideration of conflict risk reduction may also be appropriate

Methodological concerns

Different ways of completing the questionnaire:• By different persons (Bangladesh, Lao PDR, Nepal)• By one single person (Bhutan, Philippines, Sri Lanka)

Data collected through the questionnaires highly depend on the quality of the information delivered by each respondent

The self-monitoring questionnaire should not be used as a stand-alone tool • Important to gather complementary information

How can the self-monitoring questionnaire be improved? Ensure that the most relevant person completes each specific section Use it as an interview guide to obtain more qualitative comments, and

further details and examples (e.g. indicators; timeframe; etc.) Compare information collected with other sources of information

(interviews, working sessions, etc.) Translate the questionnaire into local languages to facilitate its use

and dissemination Adapt the questionnaire to politically sensitive contexts