The Rapid Joint 3 Key informant This assessment is usually UASC Percentage of children separated from Education questionnaire, carried out at the earliest Patterns of separation from usual their caregivers Needs Direct during the 3rd phase. caregivers of boys and girls Adapted registration forms, SOPs, Assessment observation, The tools used for education Types of care arrangements for information, referral (RJENA) Limited Focus NAs are contextualized for separated and unaccompanied and case-management systems (to Group each emergency. However all children and existing gaps prevent and respond to family Discussion / assessments aim to assess all Capacities and mechanisms in the separation) in place Purposive components of a quality community to respond to child Percentage of registered UASC in sampling education: access & learning separation appropriate and environment; teaching & protective care arrangements learning; teachers & other Physical violence and other harmful Percentage/number of reported incidence education personnel; practices of intentional physical violence and other education policy; community Types and levels of violence towards harmful practices [broken down by victim] participation & coordination. girls and boys in the community Number and percentage of assessed Additionally, nine key thematic Causes and level of risk of death formal and informal learning issues are assessed: and/or severe injury to children environments that are considered safe for Gender resulting from violence and/or boys and girls of different ages Psychosocial distress harmful practices Existence of a case management system ECD Youth Dangers and injuries Percentage of surveyed teachers and Inclusive education Nature and extent of any hazards for other education personnel who indicate Rights children in the environment children exhibit behavioral changes that HIV and AIDS relate to symptoms of distress since the Conflict mitigation & Sexual violence emergency resolution Specific risks of sexual violence for Percentage of surveyed learning Disaster risk reduction girls and boys environments who offer psychosocial Availability and accessibility of support to children and youth and to essential sexual violence response teachers and other education personnel services for children (especially health and psychosocial services) Percentage of surveyed learning Common harmful practices environments who note the recruitment of children into armed forces and/or Psychosocial distress and mental groups
The Rapid Joint Education Needs Assessment (RJENA) 3 Key informant questionnaire, Direct observation, Limited Focus Group Discussion / Purposive sampling This assessment is usually carried out at the earliest during the 3rd phase. The tools used for education NAs are contextualized for each emergency. However all assessments aim to assess all components of a quality education: access & learning environment; teaching & learning; teachers & other education personnel; education policy; community participation & coordination. Additionally, nine key thematic issues are assessed: Gender Psychosocial distress ECD Youth Inclusive education Rights HIV and AIDS Conflict mitigation & resolution Disaster risk reduction UASC Patterns of separation from usual caregivers of boys and girls Types of care arrangements for separated and unaccompanied children and existing gaps Capacities and mechanisms in the community to respond to child separation Physical violence and other harmful practices Types and levels of violence towards girls and boys in the community Causes and level of risk of death and/or severe injury to children resulting from violence and/or harmful practices Dangers and injuries Nature and extent of any hazards for children in the environment Sexual violence Specific risks of sexual violence for girls and boys Availability and accessibility of essential sexual violence response services for children (especially health and psychosocial services) Common harmful practices Psychosocial distress and mental Percentage of children separated from their caregivers Adapted registration forms, SOPs, information, referral and case-management systems (to prevent and respond to family separation) in place Percentage of registered UASC in appropriate and protective care arrangements Percentage/number of reported incidence of intentional physical violence and other harmful practices [broken down by victim] Number and percentage of assessed formal and informal learning environments that are considered safe for boys and girls of different ages Existence of a case management system Percentage of surveyed teachers and other education personnel who indicate children exhibit behavioral changes that relate to symptoms of distress since the emergency Percentage of surveyed learning environments who offer psychosocial support to children and youth and to teachers and other education personnel Percentage of surveyed learning environments who note the recruitment of children into armed forces and/or groups
Guidelines-on-Integration-of-CP-into-Multi-sectorial-Assessments_03-2015.docx