TVSD Conference, Copenhagen, 24 February 2009 Eldrid K. Midttun, Senior Education Adviser, NRC.

TVSD Conference, Copenhagen, 24 February 2009

Eldrid K. Midttun, Senior Education Adviser, NRC

NRC is a Humanitarian NGOwhich provides

• Protection and Assistance to Refugees, Internally Displaced Persons (IDPs) and Returnees

• ”Hands on” support in 20 countries in phases of conflict and early post conflict; with a presence of 7 years on average

• Standby Rosters of Expert Professionals to strengthen UN capacity

NRC Education – TVSD Conference Feb 2009 >

Education, one of five core activities

Youth Education Pack -

a holistic concept for• Protection• Knowledge• Livelihood• Citizenship

Implemented in Africa:• Burundi, DR Congo, Ivory

Coast, Kenya/Dadaab, Liberia, Somalia, Sudan, Uganda

• 5000+ youth in programmes

NRC Education – TVSD Conference Feb 2009 >

Target groups

Conflict affected youth aged 14 to 18;

50/50 girls and boys:

• Refugees, IDPs, returnees with little or no basic

education or training

• Local youth in the same situation

• 20% formerly associated with fighting forces

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Literacy Life skillsSkills training

The YEP offers

One year with three equally important components:

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NRC Education – TVSD Conference Feb 2009 >

Objectives

NRC Education – TVSD Conference Feb 2009 >

That the young people

• Achieve functional literacy and numeracy

• Acquire practical skills for future income and self-

sufficiency

• Put civic and health related life-skills into practice,

gain self-

confidence and awareness of their role in helping to

rebuild their society and reducing violence

Who are they?

Conditions for joining the YEP

• Meet key criteria of vulnerability

• Have fair chance of attending classes and completing the full year

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25 Youth will spend a year together,work, discuss, cooperate, compete ...

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Enabling elements

Child care • for the babies of

young mothers allow them to attend and complete the year

Side benefits• Community mothers

hired as care givers• Are included in

training sessions

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Enabling elements

Hot meals each day• Enable youth to stay

for classes for a full day

Side benefits• Community members

are hired as cooks and are included in training sessions

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Planning a YEP – demanding task

• Agreements• Assessments• Funding• Recruitments• Training• Infrastructure• Logistics• Selections• Implementation• Follow-up

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Planning tool - YEP Resource Kit

• Introductory document – how to plan and establish a YEP programme

• Sample documents from ”YEP countries”

• CD-rom with YEP & Teacher Training Manuals and PP presentations

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Quality elements

Training of teachers• Literacy/numeracy• Life skills, culture, sports• Team teaching

Training of all staff• Good learning

environment• Non-use of violence• Participatory

methodology

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Quality elements

Pre skills selection: Assessments and checks on

• Product needs• Marketability• Young people’s

interests and wishes

Re-check before each new ”year”

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Ownership in community

Reference Group• Representatives of education authorities,

institutions, community leaders• Parents, learners

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Partnerships for Skills Training

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National & local education authorities

Local NGOs in established centres

Somaliland

Education & Training Centres

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NRC hands-on implementation

UgandaKenya; Dadaab Camp

Liberia

Boys’ choices & trades

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Girls’ choices & trades

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Joint possibilities

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Agriculture & Animal Husbandry

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Innovative crafts & skills

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Computer literacy

Audio-visual skills

Fuel-saving stoves

Importance of Certification

Literacy and life skills

National Adult Literacy Materialsin the local language

NRC Literacy and Life Skills Manuals in French

Start-up Kits

• In most cases the YEP youth would not be able to start making a living without some equipment and materials

• Loan schemes are not always available

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Cooperatives – joint efforts

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How will they manage?

How can they make a living – for all members?

Contract:

1500 sets of desks

and tables

Contract:

Rehab for next year’s YEP classes

Lessons learned

• Assessment of skills needed and marketable - and crafts teachers available

• Some follow-up needed, to identify problems and improve curriculum

• More business and money management skills needed than in first curriculum

Issues for discussion

• Sustainability – define within context

• Graduates work individually or in groups ?

• Start-up kits or loan schemes – or neither?

• Monitoring and support – for how long?

• How to reach more youth in need of same

NRC support toEducation in Emergencies

and hope for the future