2015
Education Sector Emergency Preparedness Plan
Liberia
November 2015
1
CONTENTS
Contents ..................................................................................................................................... 2
Annexes ...................................................................................................................................... 3
Introduction ............................................................................................................................... 5
Development of the Education Sector Emergency Preparedness Plan .................................5
Objectives .................................................................................................................................. 5
Lessons Learnt............................................................................................................................ 6
Guiding principles ...................................................................................................................... 7
Risk analysis ............................................................................................................................... 9
Health Hazards .......................................................................................................................9
Influx of Refugees ..................................................................................................................9
Conflict .................................................................................................................................11
Meteorological Hazards .......................................................................................................12
Tropical storm ..................................................................................................................12
Erosion, particularly Sea Erosion .....................................................................................12
Flooding............................................................................................................................13
Droughts...........................................................................................................................14
Coordination structures ........................................................................................................... 15
Education partners present in the 15 counties in 2015 ..................................................16
School Data .............................................................................................................................. 17
Education Sector Emergency Response ................................................................................... 17
Standard Operating Procedures .............................................................................................. 18
Communication ........................................................................................................................ 20
Social mobilization strategy ..................................................................................................... 20
Emergency Response Matrix ................................................................................................... 22
Minimum Preparedness Activities ........................................................................................... 24
Strategic Recovery Plan ........................................................................................................... 26
Strategic recovery plan activities .....................................................................................26
2
ANNEXES
Annex 1: Lessons Learnt from the Ebola Response in the Education Sector
Annex 2: Standard Operating Procedures for Education Response to EVD hotspots & Key documents
Annex 3: Education Sector Preparedness Plan for potential Refugee Influx from Guinea and Ivory Coast
& Key documents
Annex 4: Humanitarian Contingency Plan: Possible influx of Ivorian Refugees, Liberian Returnees and
Third Country Nationals from Cote d’ Ivoire into Liberia
Annex 5: Humanitarian Contingency Plan: Possible influx of Guinean Refugees, Liberian Returnees
and Third Country Nationals from Guinea into Liberia
Annex 6: Terms of Reference and Contact list for the EiE TWG
Annex 7: County Preparedness Plans
Annex 8: WinS Steering Committee TOR
Annex 9: Protocols for Safe School Environment during the EVD outbreak in Liberia
Annex 10: Safe Schools Committee TOR
Annex 11: Safe Schools Committee Contact list
Annex 12: Education Partner contact list
Annex 13: ‘All Schools matrix’
Annex 14: Conflict Mitigation training Module
Annex 15: PSS Training Module
Annex 16: Short Guide in Rapid Joint Education Needs Assessment
Annex 17: Flash Appeal Dashboard template
Annex 18: Guidelines on requesting activation of the Education Cluster
Annex 19: ToRs for Education Cluster Coordinator and Information Manager
Annex 20: List of trained PSS personnel
Annex 21: Curriculum Framework for Conflict Resolution Radio lessons
Annex 22: WASH in School 3W matrix
Annex 23: Strategic Recovery Plan
3
Annex 24: Strategic Recovery Plan 3W matrix
Annex 25: Stock and Assets template
Annex 26: Content of kits
4
INTRODUCTION
Liberia experienced a devastating civil war from 1989 to 2003, which resulted in the collapse of the
majority of its institutions and infrastructure. The long running civil led to the death of over 250,000
persons, the displacement of nearly one million persons and the wiping out of most of the country’s
infrastructure including health and education system.
The long term effects of the long running civil war was the exponential increased in poverty and
illiteracy. The civil war caused many Liberians to lose out on the opportunity of acquiring quality
education. This acute lack of infrastructure, high rate of poverty and low capacity make Liberia more
prone to disasters and leave most Liberians vulnerable and unable to cope with any shock. These
explain why any hazard, regardless of size, frequency and geographical coverage, will always have
great impact on the country.
The inability of the country to cope with disasters and the severe impact disasters can have on Liberia
was exemplified by the Ebola Virus Disease (EVD). The EVD nearly brought the country to a halt and
collapse of the economy of the country. The EVD so much overwhelmed the government that the
intervention and support of many actors from the international community was required to adequately
respond to it.
The crisis caused by the EVD led to the closure of all academic institutions in the country for nearly an
academic year thus disrupting the education of all school-going persons. Yet, it is internationally
accepted that education is a fundamental right that should be protected at all times, even during
emergency. To ensure that the right to education for all persons at all times is always protected by the
state, necessitates an Education Sector Emergency Preparedness Plan.
DEVELOPMENT OF THE EDUCATION SECTOR EMERGENCY PREPAREDNESS
PLAN
The Education Sector Emergency Preparedness Plan has been developed through a consultative
process with Education Cluster partners, the Education Sector Development Committee (ESDC), and
the MOE Department of Planning.
The plan has been presented to MOE and partners and input has been provided to the final draft. The
plan has been indorsed by the ESDC during the November 2015 meeting.
The majority of the documents referred to in the plan have been developed and/or used during the
EVD crisis in Liberia 2014-15. A few additional documents have been developed specifically for the
purpose of this plan incl. the Annex 25 Stock and Assets template.
OBJECTIVES
Overall Objective:
To ensure that the right to education is protected at all times including during emergency.
5
To ensure minimal disruption to education services for all learners and teachers in disaster affected
areas by promoting access to quality primary education for all
Specific Objective:
To ensure that the right to education is protected at all times including during emergency.
To ensure minimal disruption to education services for all learners and teachers in disaster affected
areas by promoting access to quality primary education for all
Specific Objective:
i.
ii.
iii.
iv.
To embark on disaster risk reduction activities that can prevent a crisis that could lead to
depriving persons of the right to education;
To prepare for the timely, consistently and coordinated interventions to minimize or
mitigate the effects of disasters on the education sector;
To provide alternative modes of education or temporary learning centres during an
emergency
To ensure that students return to formal education as soon as possible after an emergency
LESSONS LEARNT
West Africa has faced an outbreak of the Ebola Virus Disease (Ebola) since March of 2014. While Ebola
has been declared an international public health emergency, it is clear that Ebola had implications far
beyond the health sector. Following the response in the Education sector a survey was conducted to
collect lessons learnt and recommendations from partners involved in the response. MOE, partners
and UN agencies at national and county levels provided their input and across the board all
recommended to 1) develop a national contingency plan/preparedness plan, 2) develop a social
mobilization strategy, and 3) ensure prepositioning of supplies.
This Education Sector Emergency Preparedness Plan takes into account the recommendations made
and includes a social mobilization strategy and an easy overview of what supplies need to be procured
in case of an emergency. As much as prepositioning of supplies is desirable it is not feasible to maintain
larger amount of supplies in stock in the context of Liberia. The risk and costs associated with storing
supplies for a potential emergency exceed the inconvenience and delay in a potential response which
procurement of supplies will entail.
During the Ebola response a very successful coordination structure was used to roll out the response.
This structure has been replicated in this preparedness plan. The MOE bears the full responsibility for
any emergency response at national and sub-national levels. Education partners will support the MOE.
In order to ensure as efficient and effective a response as possible County Lead Agencies were
identified for each county to support the CEOs in coordinating and implementing response plans in
counties1.
1
See Annex 1 for the full report on Lessons Learnt from the Ebola Response in the Education Sector
6
Priority
National level MOE
County level
Organizations & Agencies
1
GOL financed contingency
plan with trained Ministerial
staff on emergency
response, including
coordination & improved
communication of partners
Social mobilization
strategy
Stockpiling of emergency
supplies (e.g. IPC kits)
2
Social mobilization strategy
Contingency plan
Financial and human
resources for emergency
response
3
Information/Data
management (Updated
EMIS)
Pre-positioning
Coordination and
communication with other
Education Cluster partners
4
Pre-positioning
GUIDING PRINCIPLES
Activation of EiE TWG and the preparedness plan: The EiE TWG will convene and activate the
preparedness plan based on any or a combination of the following trigger mechanisms: 1) the
Government of Liberia declares a state of national emergency; 2) the UN humanitarian coordinator
assembles all clusters to be prepared to respond.
Education in Emergencies: Education's life-sustaining and life-saving role has been recognized and
inclusion of education within humanitarian responses is considered critical now. Education in
emergency comprises learning and provides new skills opportunities for all ages. It encompasses early
childhood development, primary, secondary, non-formal, technical, vocational, higher and adult
education. In emergency situations through to recovery, quality education provides physical,
psychological and cognitive protection that can sustain and save lives. In addition, essential activities
in emergency like water, sanitation, nutrition, health etc. should be integrated and coordinated with
education. Psychosocial support and increased protection from various impacts of emergency will be
carried out in collaboration with protection sector partners involved in emergencies. Child-friendly
teaching and learning materials and school supplies should be provided. Similarly, extra-curricular
materials will be supplied to adolescent boys and girls. Engagement of this age group in some activity
is vital.
Impartiality: Any assistance must be provided according to the principle of impartiality, which
requires that it be provided solely on the basis of need and in proportion to need2.
2
Sphere standards
7
Non-discrimination: No one should be discriminated against on any grounds of status, including age,
gender, race, colour, ethnicity, sexual orientation, language, religion, disability, health status, political
or other opinion, national or social origin3
Do no harm: Although aid can become part of the dynamics of the conflict and may even prolong it,
humanitarian organizations must strive to “do no harm” or to minimize the harm they may be
inadvertently doing simply by being present and providing assistance. Humanitarian actors need to be
aware of this and take steps to minimize the harm when, for example, aid is used as an instrument of
war by denying access or attacking convoys; aid is an indirect part of the dynamics of the conflict
because it creates jobs, gives incomes in form of taxes, leaves no or little responsibility on the state
for social welfare, etc.; or aid exacerbates the root causes of the conflict by securing rebel activities.
To minimize possible longer term harm, humanitarian organizations should provide assistance in ways
that are supportive of recovery and long-term development.
Community engagement: Community prioritizes education in times of emergencies. Participation of
people affected and host communities should be ensured. Displaced and affected teachers, older
children or adolescents with leadership qualities and basic teaching capabilities should lead response
activity. Priority will be given to most vulnerable and affected people, areas and schools in terms of
distribution of educational resources. School and children from host community should be supported
to ensure there is no tension between host and displaced people. This support will include teaching
and learning materials, additional teachers, and school furniture.
Conflict mitigation: Any provision of materials, food and recreational activities should take into
account both host and refugee/IDP students. The host communities are already stretched and only
catering for refugee/IDP students might fuel tensions between host communities and refugees. In
addition training in conflict mitigation should be included in any provision of training of teachers and
PTA members4
Accountability to Affected Population: Feedback and complaint mechanisms should form part of any
response plan to ensure the affected population can hold its government responsible
Teachers: Teachers employed as a part of an emergency response should be paid in accordance with
Liberian regulation for teacher salary/incentives
Psychosocial Support: A standard 2 day training module will be used by all partners to ensure quality
and uniformity of service provision in the area of psychosocial support5
Communication: In the time of emergency, communication plays a vital role. On time and clear
communication could save thousands of lives. Therefore, the communication strategy outlined in this
preparedness plan should be followed to the fullest extent possible and adapted to the situation if
necessary
Information sharing: All key documents will shortly be available at the MoE website and on
Humanitarianresponse.info:
http://www.moe.gov.lr/
3
Sphere Standards
See Annex 14 for Conflict Mitigation training Module
5
See Annex 15 PSS Training Module
4
8
https://www.humanitarianresponse.info/en/operations/liberia/education
RISK ANALYSIS
There are number of hazards affecting Liberia. The most common hazards can be classified as health
hazards, conflict and civil unrest, refugee influxes, and meteorological hazards.
HEALTH HAZARDS
As the Ebola Virus Disease has shown, Liberia is vulnerable to epidemics and other health hazards
including cholera, diarrhoea, measles, yellow fever, Lassa fever, malaria, river blindness and
respiratory diseases. Because the infrastructure, particularly WASH facilities that were decimated by
the civil war are yet to be fully restored, many Liberians are vulnerable to diseases.
The nationwide EVD outbreak in 2014-15 was an exceptional case, however, smaller outbreaks of EVD
or other diseases are very likely to occur throughout the year.
Number of persons affected
Probability of Occurrence
Impact
500,000 (Liberia, 2015)
Very likely
Critical
Season
Frequency
Triggers
Any time
Frequent
Location:
Effects on the Education sector
Countrywide
- Infection of school
-Closure of school
-Fear to return to school
- Loss of staff to the disease
Annex 2: SOPs for Education Response to
EVD hotspots
Key documents
- a person shown to have the virus
- persons showing symptoms of EVD
INFLUX OF REFUGEES
The stability of Liberia has been shown to be directly affected by instabilities in the neighbouring
countries of Guinea, Ivory Coast and Sierra Leone. Post-election violence in these neighbouring
countries can directly impact the education sector of Liberia. For instance, electoral violence in Ivory
Coast in 2010 led to over 200,000 persons fleeing Ivory Coast for refuge in Liberia. Similarly, in 2013,
pre-election tensions in Guinea resulted in several Guineans seeking refuge in Liberia. The presence
of these large number of refugees increase the strain on an already fragile country and its basic
services, including the education sector.
Based on these experiences, the approaching elections in Guinea and Ivory Coast in October 2015 are
constitutes a risk of influx of persons into Liberia from Guinea and Ivory Coast and this would put more
strain on the already struggling Liberian education sector. According to the Humanitarian contingency
9
plans of UNHCR (UNHCR, 2015), there would be, at worse, an influx of about 120,000 newly arrived
refugees from the Ivory Coast with an estimated 28,000 -30,000 expected to settle in the host
communities (i.e., outside the refugee camps) in Nimba, Grand Gedeh, River Gee and Maryland
counties. Of the refugees living in host communities, an estimate of 1,600-9,600 are expected to be
children in need of opportunities to continue their education (Education Cluster, 2015). Also,
according to the Humanitarian Contingency Plan there would be, at worse, an influx of 30,000 newly
arrived persons from Guinea seeking refuge from crisis emanating from the legislative elections in
Guinea with an approximation of 3,600-7,200 settling in host communities. Of those settling in host
communities, 400-2400 are children in need of opportunity to continue their education.
Number of persons affected
Probability of Occurrence
Impact
Season
Frequency
Triggers
120,000 from Ivory Coast and 30,000 from
Guinea (UNHCR)
likely
Critical
October 2015
Seldom
-
Location:
Effects on the Education sector
Key documents
6
7
Influx of over 5,000 refugees from
Guinea and/or ivory Coast6
50 persons per day crossed for 5
consecutive days in a single
border point7
Counties bordering Ivory Coast and Guinea
- More students for limited spaces in
schools in host communities
- More teachers and teaching materials
needed for schools in host communities
- Conflict mitigation between refugees
and host communities
- Increased need for psychosocial support
- Certification of education for refugee
students
Annex 3: Education Sector Preparedness
plan for Refugee influx from Ivory Coast
and Guinea
Annex 4: Humanitarian Contingency Plan:
Possible influx of Ivorian Refugees,
Liberian Returnees and Third Country
Nationals from Cote d’ Ivoire into Liberia,
Annex 5: Humanitarian Contingency Plan:
Possible influx of Guinean Refugees,
Liberian Returnees and Third Country
Nationals from Guinea into Liberia
According to the UNHCR contingency plan
Also according to the UNHCR contingency plan
10
CONFLICT
The cleavages that led to the long running civil war are yet to fully heal and the nation is still struggling
to reconcile itself. The high rate of illiteracy and poverty are recipe for future instability. The general
lack of economic opportunities and difficult access to formal education for many, particularly the
youths, make many Liberians susceptible to opportunistic violence. Civil disorder, mob violence and
disputes in concessional areas as the result of the erosion of people confidence in the rule of laws are
potential sources of future conflicts. Land disputes as a result of war or extraction of recourses,
religious and ethnic disputes could lead to the breakdown of law and order. Also, the high disparity in
wealth and assets and the feeling of alienation by many make the risk to return to conflict high.
As history has shown, tension heightens and the risk of conflict is high in election year. The
aforementioned sources of crisis are usually taken advantage of by disgruntled politicians to incite
aggrieved persons to violence. So, the lead-up to the 2017 Presidential and legislative elections is
expected to bring out lots of rivalry, division and hatred which if not managed well could potentially
trigger violence.
Number of persons affected
Probability of Occurrence
Impact
Season
Frequency
Triggers
Location:
Effects on the Education sector
Most of the population
Very likely
Critical
Any time but most likely during and after
elections incl. election in 2017
Seldom
- Violation of human rights and complete
disregard for the rule of law
- Education inequalities
- Culture of violence
- high unemployment rates particularly
among youth
- Power struggle by politicians
- Breakdown in law and order
- Excessive use of force by security
personnel
- Activities of disaffected and disgruntled
groups
- Lack of economic opportunities for citizens
- Land disputes
- Different political interests
- Religious and ethnic intolerance
Country wide
- Schools closed/ disruption of teaching
and learning
- Schools destroyed, damaged or facilities
looted
- Enlistment of children into militia
- Psychological disturbance of pupils and
other stakeholders
- Quality of education affected
11
- Limited or no financial support to schools
- Death/Displacement of teachers and
learners
METEOROLOGICAL HAZARDS
Other hazards that would impact the already struggling education sector of Liberia include tropical
storm, erosion, flood and drought.
TROPICAL STORM
Liberia is prone to disasters caused by tropical storms. Tropical storms can destroy people’s livelihoods
like houses and properties and cause displacement. For instance, on 13th May, 2015, a very violent
storm left many structures in Voinjama, Lofa County destroyed. According to the Daily Observer
newspaper (Newspaper, 2015), “over 50 houses including schools and business centers were
destroyed by the storm. Other recent records of disastrous storm in Liberia including the storm that
hit Buchanan, Grand Bassa County on 24th May, 2015 which destroyed over 50 houses and left
hundreds of residents homeless
With the increase in global warming and the rapid cutting down of trees that serve as wind breakers,
it is widely accepted that disasters from tropical storm will be frequent and more catastrophic in the
future.
This will lead to the de-roofing/ destruction of schools and the loss of the livelihood (crops and other
products intended to be sold or stocks).
Number of persons affected
Probability of Occurrence
Impact
Season
Frequency
Triggers
May vary
Very likely
Critical
Any time
Frequent
- Strong wind
- Change in weather pattern
- Cutting down of trees for fuel and logging
- Climatic change/global warming
Location:
Effects on the Education sector
Various across the country
- De-roofing of schools
- Destruction or damage of schools
- Loss of livelihoods of students and parents
- Destruction of teaching materials
- Internal displacement of students, teachers
and other education personnel
- Increased risk of spread of diseases due to
damage on WASH infrastructure
EROSION, PARTICULARLY SEA EROSION
Erosion, particularly sea erosion has the potential of causing a major disaster in Liberia. Sea erosion
has already led to the destruction of homes, schools and the livelihoods of many persons. Several
12
communities along the Atlantic Ocean in every county lying along the Ocean are threatened by sea
erosion. For instance, the densely populated communities of West Point and New Kru Town have
already begun experiencing the disastrous impacts of sea erosion. Erosion has already destroyed
many homes, livelihoods and infrastructures in these communities.
D Tweh Memorial high school, the only public High school in New Kru Town is almost wiped out by
sea erosion. In early June 2015 thousands of people in West Point were made homeless with at least
two schools destroyed and children left without schools8. Also, according to IRIN9, in 2008, sea
erosion wiped out “dozens of homes in Buchanan” and made over 200 persons homeless. As
expected, the sea erosion also has drastic effects on the education of its victim. It is reported that the
sea erosion in West point resulted in more than 200 primary school students losing their school.
With the fragility of structures in the erosion prone areas, the changing weather conditions and human
activities like beach sand mining, sea erosion is going to be exacerbated in the future and that is
expected to result in the destruction of more infrastructure and the displacement of large population.
In fact, it is believed that the entire city of Buchanan, like many other coastal cities of Liberia are prone
to a major disaster to be caused by sea erosion.
Number of persons affected
Probability of Occurrence
Impact
Season
Frequency
Triggers
May vary
Likely
Critical
Any time
Seldom
- Inward movement of the sea
- Sand mining
- Rising sea level
Location:
Effects on the Education sector
Counties along the sea coast
-Destruction/damage of schools
-Destruction of the livelihoods of education
stakeholders
- Internal displacement including teachers
and learners
- Increased risk of spread of diseases due to
damage on WASH infrastructure
FLOODING
Flooding poses a major disaster for Liberia since it can result in the destruction of infrastructure
including homes, schools, health centers, livelihoods and the massive displacement of people. It can
also contribute to the spread of diseases since it can destroy WASH facilities and cause
8
http://www.digitaljournal.com/news/environment/liberia-s-losing-battle-with-erosion-and-rising-sealevels/article/392869#ixzz3kMG3UnKi
9
http://www.irinnews.org/report/78441/liberia-coastal-erosion-displaces-hundreds
13
change/increase in disease patterns (diarrhoea, cholera). It can also trigger famine/drought by
destroying crops and food supplies.
According to ACAPS most lowland areas of Liberia are vulnerable to flood. (ACAPS, 2015), “In August
2007, flooding displaced hundreds of people, destroyed or severely damaged homes, and cut off piped
water to 250,000 people in Monrovia (IRIN, 27/08/2007).” And ”In September 2007, 17,000 people
were directly affected by floods (OCHA, 25/09/2015).”
With the increase in deforestation, the poor drainage system in the country, the obstruction of water
ways and the continuous overpopulation of Monrovia resulting in people building and settling in areas
vulnerable to floods, it is predicted that flooding will have far much more cataclysmic effects on Liberia
in the near future.
Number of persons affected
Probability of Occurrence
720,000 (ACAPS, 2015)
Very likely
Impact
Season
Frequency
Triggers
Critical
June-August (ACAPs, 2015)
Seldom
Location:
Effects on the Education sector
Various across the country
- Building houses in lowland areas
- Heavy rains
- Poor drainage system
- Climatic change
- De-forestation
- Schools closed or opening delayed
- School physical infrastructures and
facilities destroyed and looted
- Disruption of learning activities
- Damage or loss of school records,
education materials and furniture
- Quality of education decreased
- Psychological trauma of the children
- Displacement of teachers and children
DROUGHTS
Though, according to ACAPS risk analysis, “1.23 million people are Stressed (IPC Phase 2) and 190,000
in Crisis (Phase 3)” (ACAPS, 2015) as it relates to food insecurity, drought is not currently a major
problem in Liberia. However, climate change and human activities will make drought a serious risk in
the immediate future.
While there is a substantial lack of data concerning climate change and its implications for Liberia‘s
ecosystems, current models suggest that agriculture crops grown in the tropics, exhibit immediate
yield decline with even the slightest warming, and that there will more than likely be a subsequent
increase in crop pests and diseases.
That is, rainfall changes and heat-waves will result in the more frequent occurrence of pest
(caterpillars, tsetse fly, locusts and rodents) that destroys crops. Also, the long run slash and burn
14
farming (or shifting cultivation) method will have drastic effect on the composition of soil leading to
further low level of production. This will lead to serious food insecurity. In fact, it is predicted by ACAPS
risk analysis (ACAPS, 2015) that “Crisis food insecurity is projected to increase to 720,000 people (15%
of the population) in the lean season (June–August).”
Number of persons affected
Probability of Occurrence
Impact
Season
Frequency
Triggers
Location:
Effects on the Education sector
720,000 (ACAPS, 2015)
Very likely
Critical
June-August (ACAPS, 2015)
Seldom
- Rain failure
- Pests/locusts
- Unproductive soil
- Change in weather/climate pattern
- Lack of water resources
Countrywide
- Low enrolment rates
- Absenteeism of pupils due to increased
livelihood activities
- Absenteeism of teachers due to increased
livelihood activities
- Reduced participation of other stakeholders in
the running of the school due to increased
livelihood activities
- Schools closed or opening delayed
- Malnutrition and lack of concentration in class
- Increased drop-outs of learners due to
internal displacement
- Quality of education is compromised
COORDINATION STRUCTURES
Following the deactivation of the Education Cluster in September 2015, the Ministry of Education has
established the permanent Education in Emergencies Technical Working Group (EiE TWG)10 which has
the responsibility to coordinate any immediate emergency response in the education sector. The EiE
TWG comprises of MOE, UNICEF, Save the Children and a representative from the Education NGO
Forum11. The EiE TWG will coordinate the overall response in close cooperation with the county and
district education officers (CEOs and DEOs) in the affected counties and a selected lead agency per
county. The CEOs and DEOs are responsible for activating county/district level sector coordination
meetings with partners. The CEO is responsible for ensuring education sector participation county
level cross-sector coordination structures. The EiE TWG will coordinate and liaise with the National
Disaster Management Agency or any alternative emergency response entity established for the
specific response. The current disaster management entity is placed within the Ministry of Internal
Affairs (MIA). This might change in the future to become an independent Agency. In the below chart
10
See Annex 6 for Terms of Reference and Contact list for the EiE TWG
The Education NGO Forum was established in 2009 and its members include Liberian and International
NGOs working in the Education Sector.
11
15
the coordination structure is illustrated. For the sake of simplifying the chart only four counties are
shown. The EiE TWG is responsible for coordinating with all 15 counties.
In 2015 with the support of the Education Cluster, the Counties developed their own specific
preparedness plans including coordination structures within the County and its Districts. These subnational level plans should be followed to the extent possible12.
Cross-sector coordination is crucial in any emergency response and two cross-sector committees have
been established in 2015 to ensure coordination with the WASH sector and the Child Protection
sector. The WASH in Schools (WinS) Steering Committee and the Safe Schools Committee are
permanent structures. The EiE TWG is responsible for coordinating with the two committees on issues
related to WASH and Child Protection in any emergency response13
EDUCATION PARTNERS PRESENT IN THE 15 COUNTIES IN 201514
County
Bomi
Bong
Gbarpolu
Grand Bassa
Grand Cape
Mount
Ministry of
Education
CEO, DEOs
CEO, DEOs
CEO, DEOs
CEO, DEOs
CEO, DEOs
UN
INGO
ACF, PLAN, UMC, FHI360
PLAN, SC, GOAL+, UMC
Action Aid
Concern, GOAL+ Plan, Street
Child
ACF, Street Child, FHI360
County Lead
Agency (B2S)
IOM
SC
GC
GOAL+
IOM
12
See Annex 7 for County Preparedness Plans
See Annex 8 for WinS Steering Committee TOR, Annex 9 Protocols for Safe School Environment during the
EVD outbreak in Liberia, Annex 10 for Safe Schools Committee TOR, and Annex 11 for Safe Schools Committee
Contact list
14
See Annex 12 for Education Partner contact list
13
16
Grand Gedeh
CEO, DEOs
Grand Kru
Lofa
Margibi
Maryland
Montserrado
CEO, DEOs
CEO, DEOs
CEO, DEOs
CEO, DEOs
CEO, DEOs
Nimba
CEO, DEOs
River Cess
River Gee
Sinoe
CEO, DEOs
CEO, DEOs
CEO, DEOs
UNICEF
UNICEF
SC, IBIS, WHH, FCA, AAL, RTP,
UMC
UMC
IRC, SC, ADC, SP, GOAL+, PLAN
Oxfam, SC, UMC
DRC, ADC, RTP, UMC
ACF, IRC, Oxfam, Plan, SC,
UMC, FHI360
ADC, OXFAM, PLAN, RTP, UMC,
FHI360
UMC
ARC, IBIS, WHH
UMC, WHH
IBIS/UNICEF
GC
PLAN
SC
DRC
DRC
PLAN/DRC
GC
IBIS
WHH
SCHOOL DATA
Accurate data is crucial in any emergency and a key lesson learnt from the EVD response was that the
availability of sound school data was a major challenge. By the third quarter of 2015 when this
preparedness plan is being developed there are two lists available for planning and coordination
purposes
1) the 2013/14 EMIS school census, and
2) a data set compiled of various lists here referred to as the ‘All schools list’.
2013/14 EMIS School census: This is the official MOE school data and includes EMIS codes of all
schools. The total number of schools according to this list is 4038. This list was used for the Back to
School EVD response and the 3W matrix for the Strategic Recovery Plan is also based on this list.
All Schools list: This list is an unofficial list of schools combining data from a number of different data
sets compiled by the Education Cluster. The total number of schools on this list is 5266, however, not
all schools have been verified. This list has been used for the WASH in Schools 3W matrix15.
A new school census is expected to take place by the end of 2015 and will provide the most up to date
and accurate school data, which should be used for planning and coordination purposes. The EMIS
department at MOE should be contacted for access to new school data.
EDUCATION SECTOR EMERGENCY RESPONSE
Prior to any response in the education sector a rapid needs assessment is to be undertaken with a
view to developing an emergency response that tackle the following objectives and indicators. Not all
specific objectives might be relevant for the specific response and they should therefore be adjusted
to the situation.
15
See Annex 13 for the ‘All Schools list’
17
Overall Objective
Continued learning opportunities in a safe environment for all children
Specific Objectives
Indicators
Ensure access to Continued learning
# of emergency affected children and youth
opportunities
(3-18 yrs old) attending learning
spaces/schools in affected areas
Establishment of temporary learning spaces # of Temporary Learning Spaces constructed
with gender sensitive WASH facilities
in affected area
Provision of teaching/learning materials and
recreational materials
Recruitment of qualified teachers and/or
volunteer teaching support personnel
Provision of school feeding
Training of teachers in psychosocial support
Provision of IPC materials
# of affected Schools/learning spaces
provided education kits
# of new teachers recruited for affected area
# of new facilitators/volunteers/peer
educators recruited for affected area
# of affected schools/learning spaces with
feeding programs
# of affected teachers/other educational
personnel trained in psycho-social support
# of affected schools/learning spaces
provided with adequate hand washing
facilities & IPC materials
STANDARD OPERATING PROCEDURES
Prepare the response:
1. As the ultimate coordinator of all actions involved in an emergency response, the Government
of Liberia (GoL) holds the responsibility for disaster prevention, mitigation, preparedness,
response and recovery. The National Disaster Management Agency under the Ministry of
Internal Affairs (MIA) is the focal point for emergency response assisted by the relevant line
ministries.
2. The Education in Emergencies Technical Working Group (EiE TWG) is responsible for the
development of education sector emergency response plans and for ensuring a coordinated
response among sector partners. This responsibility requires coordination with the GoL, UN
agencies and other agencies, NGOs and relevant line ministries.
3. The EiE TWG coordinates with other sectors and attend national emergency coordination
meetings to get up to date situation information and shares relevant information with sector
partners
4. The EiE TWG agrees with MOE senior management on lines of communication and CEOs are
briefed on the situation
5. In the event of an emergency the EiE TWG calls an emergency meeting of education sector
partners to 1) provide information on the situation, and 2) agree upon the questionnaire to
be use for the Rapid Needs Assessment and a roll out plan
18
6. EiE TWG and Partners launches a sector specific rapid needs assessment within the first 2448 hours16
7. If a multi sector needs assessment is carried out the EiE TWG ensures that data relevant for
education is included in the assessment
8. If a joint flash appeal is made the EiE TWG is responsible for compiling the funding needs for
the education sector response17
9. The EiE TWG calls a second meeting and based on the assessment results develop an
emergency action plan incl. monitoring framework in accordance with this preparedness plan.
If response plans for the education sector are already available these should be followed to
the extent possible and adapted to the situation if needed.
10. The EiE TWG will provide school data for the emergency response planning. Until the 2015
school census is complete the ‘All schools list (+5000 schools)’ will be used for estimating the
number of schools in a district
11. The EiE TWG informs the County and District Education officers in the affected area about
the overall response plan and agrees on the further coordination of the response in
cooperation with the local education sector partners. To the extent possible county level
preparedness plans and coordination structures should be followed and adjusted if necessary.
12. The EiE TWG agrees with the CEO if it is necessary the County Lead Agencies are activated to
support the CEO in rolling out the response plan at county level
13. If the Cluster system is being activated the EiE TWG is responsible for advocating for the
activation of the Education Cluster. If activated the Global Cluster lead agencies (UNICEF or
Save the Children) are responsible for the further recruitment process of the Education Cluster
Coordinator and Information Manager18.
Roll out of response:
14. The EiE TWG conducts regular meetings during emergencies – ensure all members attend
these meetings, and district partners share the most up-to-date information.
15. The EiE TWG ensures continued coordination of provision of educational services to the target
population in accordance with the agreed upon response plan
16. The EiE TWG will continuously collect information from partners on progress, gaps and
duplication using the adjusted 3W monitoring tool.
17. The EiE TWG and education partners prepare long-term recovery and rehabilitation plan in
coordination with CEOs and other clusters and assist in implementation of the plan for early
recovery
16
See Annex 16 for Short Guide in Rapid Joint Education Needs Assessment incl. questionnaire template
See Annex 17 for Flash Appeal Dashboard template
18
See Annex 18 for Guidelines on requesting activation of the Education Cluster and Annex 19 ToRs for
Education Cluster Coordinator and Information Manager
17
19
Post-response:
18. Upon completion of the response the EiE-WG will report to MOE, UNICEF, Save the Children
and MIA or alternative national emergency coordination body e.g. IMS
19. Upon completion of the response the EiE-WG will convene a debrief for MOE and the involved
partners to reflect upon the intervention and update the SOPs if needed
COMMUNICATION
SUPPORT TO THE RESPONSE
It is essential during any emergency that external relations and communications personnel are
included in coordination groups and meetings that are responsible for focusing on the issues and
developing response plans. This will ensure that multiple communications methods are used to get
the relevant information out as quickly and efficiently as possible in support of the broader response
effort, ensuring the affected population has access to accurate and timely information to make
informed decisions or know how to access assistance, and providing feedback mechanisms where
appropriate.
RISK COMMUNICATIONS
Separately, it is essential that a clear line of information sharing is established, including contact
information for specialists in media and external relations and risk communications, to ensure that all
information on the issues and response to the emergency is accurate and appropriately handled.
SOCIAL MOBILIZATION STRATEGY
Unicef supported the Ministry of Education to implement a number of different strategies for social
mobilization.
During the EVD crisis in 2014-15 Social Mobilization became a key priority in stopping the spread of
the virus. Social Mobilization is not only relevant in cases of infection prevention, but is important
regardless of the type of emergency.
A number strategies were used during the EVD response and can easily be adapted in case of a new
emergency. Below is a description of the different Social Mobilization strategies used in the Education
sector;
Cascade training
As part of the Ministry of Education’s Ebola Response Plan a cascade teacher training on Ebola
awareness, prevention and home protection was rolled out across the 15 counties. The efforts
resulted in training of a total of 77 education personnel at national level and 298 at county level, and
5,995 teachers and principals were trained in frontline social mobilization and community outreach.
20
Delivery of door-to-door Ebola awareness, prevention and home protection messages by these
educators continued in all 98 education districts across the 15 counties.
Key messages
When the schools reopened in February 2015 it was important to create awareness on the Protocols
for safe school environment for two main reasons. First of all, it was crucial to ensure that the whole
community understood the implications of the Protocols so they could support the schools in
complying and jointly keep the schools safe. Secondly, many parents were hesitant to send their
children back to school out of fear of Ebola and it was necessary to spread information about the
safety measures that were being taken in schools.
The Ministry of Health, MOE and key partners drafted simplified versions of the Protocols highlighting
key actions and responsibilities for each stakeholder (parents, children, teachers/administrators, and
communities/PTAs) in the school re-opening process. These messages were used in nationwide
awareness efforts. 25,000 copies of the simplified one-page messages were distributed to District
Education Officers, detailing each community stakeholder's roles and responsibilities to make schools
safe prior to reopening.
Radio
Further to this, key messages targeting students, teachers, parents and communities were being
aired on 44 community radio stations throughout the country.
21
EMERGENCY RESPONSE MATRIX
Education activities
Recommendations
Plan of action
Lead agency
Rapid needs assessment
If the Education Sector Emergency Response Plan is
being activated a rapid assessment should be
carried out within the first 24-48 hrs. Cooperation
with other sectors is encouraged.
It is recommended to use existing school facilities
and ECD Centres. Either by introducing double shift
or put up additional classrooms/tents at the school
campus
Train enumerators
Carry out assessment
EiE TWG & CEOs w
support from
partners in counties
Preposition tents
Assess capacity of existing
schools (to be incl. in rapid
assessment)
Include school feeding budget
in funding appeal
UNICEF
EiE TWG & CEOs w
support from
partners in counties
UNICEF & WFP
Maintain contact list of trained
master trainers, teachers &
PTA members
Conduct refresher training
MOE & UNICEF
Liaise with Child protection
Network
Safe Schools
Committee and EiE
TWG
Train teachers and PTAs in host
schools in conflict mitigation
EiE TWG & CEOs w
support from
partners in counties
Temporary Learning Spaces
School feeding
Psychosocial support & child
protection
Conflict mitigation
19
20
School feeding should be provided to both Liberian
and refugee/IDP students to avoid fuelling tensions
between host and refugee population
More than 10,000 teachers and 5,000 PTA members
in Liberia were trained in 2015 in PSS and 48
persons were trained as master trainers19. These
should be activated as first resort if available.
Additional refresher trainings will be needed. Radio
lessons on conflict resolution are available from
UNICEF Liberia20. Coordinate with Child Protection
sector on referral paths for reporting of
violence/abuse
In emergencies which leads to influx of refugees or
increased number of IDPs a certain level of tensions
between host and IDP/refugees is expected. Each
school hosting refugee students or IDPs should have
a selected teacher trained in conflict mitigation
MOE and partners
See Annex 20 for list of trained PSS personnel
See Annex 21 for Curriculum Framework for Conflict Resolution Radio lessons
22
WASH facilities
IPC materials & Health
Curriculum
Teaching/Learning Materials
Teachers
All temporary learning spaces should be equipped
with basic WASH facilities. Ensure coordination w
WASH sector
Schools hosting /IDP refugee students should
receive additional IPC kits and if necessary refresher
training in the Protocols for safe school
environment should be provided. Coordinate with
Health sector to ensure access to health facilities
Liaise with WASH sector
In emergencies with a refugee influx the Liberian
curriculum should be followed to the extent
possible. In addition it is recommended to focus on
PSS, recreational activities and life skills training incl.
EVD prevention or life skills relevant to mitigate the
impact of the emergency
School in a box, EVD prevention material, relevant
life skills material, recreational and ECD kits.
In emergencies where additional teacher
recruitment is needed it is recommended to level
salary/incentives with Liberian pay scale not to
create tensions and to ensure sustainability
Preposition IPC supplies
WASH in Schools
Steering Committee
& EiE TWG
UNICEF
Conduct refresher training
MOE and partners
Print PSS, life skills and EVD
prevention training materials
MOE w support
from partners
Train teachers in PSS, life skills
and EVD prevention refresher
training
Preposition school in a box
UNICEF
Preposition recreational and
ECD kits
Print EVD prevention and life
skills materials
UNICEF
Identify and recruit teachers
CEOs and/or DEOs
with support from
partners in the
counties
CEOs and/or DEOs
with support from
partners in the
counties
Training of teachers as
necessary
MOE w support
from partners
23
MINIMUM PREPAREDNESS ACTIVITIES
Minimum Preparedness Activities are activities which are continuously carried out to strengthen the
Education sector to be better able to respond to a crisis. These focus on integrating lessons learnt
during responses, enhancing the capacity at MOE national and sub-national levels in planning,
coordination and information management, building the capacity of MOE and partners in Education
in Emergencies, strengthening cross-sector coordination, and integrating emergency preparedness in
long term planning and policies. The EiE TWG is responsible for ensuring that Minimum Preparedness
Activities are prioritised in the sector.
Lessons Learnt
Lessons from the 2014-2015 EVD response to the Education sector have been collected, analysed and
used to develop the National Education Sector Preparedness Plan. Elements of the plan including the
Standard Operating Procedures for Education sector response to EVD hotspots have been evaluated
after implementation and updated accordingly.
Lessons learnt should continuously be collected and used to improve the emergency preparedness of
the Education sector.
National Education Sector Preparedness Plan
The National Education Sector Preparedness Plan has been developed to strengthen the emergency
preparedness of the sector and enhance the quality of any emergency response in the sector. In
addition MOE staff and partners in the counties and districts have developed context specific County
Preparedness Plans incl. coordination structures to ensure an efficient response
The national plan and county plans should be reviewed on an annual basis to ensure that it is as
updated and relevant as possible.
Institutionalizing Emergency Preparedness
By the third quarter of 2015 when this plan is being developed, the MOE is updating the organigram
and job descriptions of key personnel to place the responsibility for emergency preparedness and
response within the ministry. Also the MOE has established the permanent Education in Emergencies
Technical Working Group under the ESDC with the main responsibility to lead on planning and
coordination in any emergency responses in the Education sector.
The EiE TWG should meet on a regular basis to ensure that the education sector is better prepared for
any future shock through continued focus on emergency preparedness and resilience, and capacity
development of MOE and partners.
Developing Emergency Preparedness Capacities
MOE staff and partners at national level and in the counties have been trained in preparedness
planning, coordination, information management and reporting to ensure an increased understanding
and skills set in capacities which are key to efficiently roll out an emergency response.
24
Capacity development of MOE staff and partners in Education in Emergencies and key competencies
for emergency planning and response should continue on a regular basis. The EiE TWG is responsible
for maintaining a certain level of preparedness capacity in the Education sector
Data collection & EMIS
Accurate data is key in the planning and implementation of any emergency response. SMS based data
collection tools, as the RapidPro, were introduced in Liberia in 2015 to collect real time data to
supplement the annual school census during the EVD outbreak. The annual School Census and the
EMIS database contain a wide variety of information but are not always accurate and accessible.
It is important that data collection is being strengthened and e.g. RapidPro is being internalised in the
MOE as a means of triangulating data as well as collecting data specific to an emergency situation.
To the extent possible the EMIS database should include questions relevant to emergency
preparedness and/or cross-sector information e.g. accurate information on WASH facilities in schools
and implementation of the Code of Conduct for Teachers and School Administrators in Liberia.
Information Management
3W (Who does What Where) have been introduced in 2015 by the Education Cluster to improve the
management of information in any emergency response. Templates based on the EMIS data are
available.
The 3Ws should be updated to match any emergency response in order to ensure monitoring of
progress, gaps and duplication in implementation
Web site & Data storage
A web page for Education in Emergencies is being set up in the third quarter of 2015 when this
document is being developed to ensure easy access to information and documents relevant for
emergency preparedness and response
The webpage should continuously be updated with relevant information: http://www.moe.gov.lr/
Cross sector coordination
Two cross-sector committees have been established to ensure better coordination and programme
implementation of WASH and Child Protection related activities; WASH in Schools (WinS) Steering
Committee and Safe Schools Committee.
The EiE TWG is responsible for ensuring continued communication and information sharing between
the EiE TWG and the two committees.
Priority should be given to maintaining the two committees active and relevant
25
STRATEGIC RECOVERY PLAN
As a part of the recovery from the EVD crisis the Education sector agreed to focus on a number of
activities. The activities fall in three overall categories; 1) WASH in Schools, 2) Child Protection, and 3)
Community Engagement & Continuous learning opportunities. The implementation of more than 19
partners has been mapped in a 3W will continue to be monitored by the MOE after the deactivation
of the cluster in September 2015. WASH in Schools became a major area of focus in the post- Ebola
recovery phase in 2015 and due to the high number of partners implementing WASH activities in
schools a separate 3W was developed by the Education Cluster to map and monitor implementation21.
The below table contains the SRP objectives, activities and indicators which are being monitored
though the 3W tools.
STRATEGIC RECOVERY PLAN ACTIVITIES22
SRP Objective 1: All school-going children have access to safe,
sufficient and appropriate learning spaces inclusive of adequate
WASH facilities so as to safeguard student-health and contribute to
improved learning outcomes.
MoE Operational Plan Objective
2.1: Adequate number of schools
available to provide educational
services as stated in the Education
Reform Act of 2011
Partners implementing activities under obj.1: Action Aid, Action Contre la Faim, Africa Development Corps,
Concern, Danish Refugee Council, Finn Church Aid, GOAL+, IBIS, International Rescue Committee, Norwegian
Refugee Council, Oxfam, Plan, Samaritan’s Purse, Save the Children, Street-Child, UNICEF, United Methodist
Church, Welthungerhilfe
Activities
Provision of TLS and refurbishment of classrooms in locations where
learning spaces have been lost or damaged due to closure and where
insufficient space is available to comply with IPC class-size standards
Indicator
# of schools where classrooms
have been constructed or
refurbished
Community mobilization including training of PTAs to ensure
sustainability of safe, protected and adequate learning spaces
including appropriate WASH facilities and a functioning waste disposal
system.
Construction or rehabilitation of water points
# of schools with established PTAs
trained on school management
plans
Construction or rehabilitation of latrines
SRP Objective 2: School administrations, teachers and PTAs are able
to adequately react to the health needs of children and to ensure a
safe school environment including access to psychosocial support in a
healthy school environment.
# of schools where water points
have been constructed or
rehabilitated
# of schools where latrines have
been constructed or rehabilitated
MoE Operational Plan Objective
2.6: Students' retention and
performance improved through
Health intervention
Partners implementing activities under obj.2: Africa Development Corps, American Refugee Committee,
Concern, Danish Refugee Council, Finn Church Aid, GOAL+, IBIS, International Rescue Committee, Norwegian
Refugee Council, Oxfam, Plan, Samaritan’s Purse, Save the Children, Street-Child, UNICEF, Welthungerhilfe
Activities
21
22
Indicator
Please see Annex 22 for WASH in School 3W matrix
See Annex 23 for the Strategic Recovery Plan and Annex 24 for the Strategic Recovery Plan 3W matrix
26
Establishment and strengthening of students health and WASH clubs
# of schools with health and WASH
clubs established
Establishment and training of school health and safety committees
with training on IPC and first aid and referral systems.
# of schools with established and
trained school health and safety
committees
# of schools where one or more
teachers have been trained in
provision of PSS
Provision of psychosocial support for teachers and students through a
holistic approach that includes training of teachers on PSS, and
community/parental involvement including links with existing PSS
professionals and peer-to-peer mentorship.
Training of teachers, principals, and other education personnel on the
use of learning materials including health/hygiene, first aid, nutrition,
and Teachers Code of Conduct.
SRP Objective 3: Children in every community have access to
continuous complementary learning opportunities which are flexible
and sustainable during emergencies and students are provided the
opportunity to make up lost learning through supplemental
opportunities organized at the school and community level.
# of schools were one or more
teachers have been trained on
Teachers Code of Conduct
MoE Operational Plan Objective
1.4: To provide teaching and
learning materials and improve the
learning environment and
opportunity to learn at all levels of
schooling.
Partners implementing activities under obj.3: Action Aid, Africa Development Corps, Concern, Finn Church
Aid, GOAL+, LTTP/FHI360, Samaritan’s Purse, Save the Children, UNICEF, Welthungerhilfe
Activities
Establishment of learning clubs and peer-to-peer study groups
Indicator
# of schools where groups/clubs
have been established
Expand geographic scope and increase target age groups through
sustained production of teaching by radio programme.
# of school communities covered by
an educative radio programme
Provision of essential teaching and learning materials
# of schools where students are
benefiting from teaching and
learning supplies
27