Rapid assessment for education needs in the affected
areas by the flood
(Albania, February 2015)
UNICEF
1
Table of Contents
Introduction ..................................................................................................................................... 3
Approach and Methodology ........................................................................................................... 4
Findings........................................................................................................................................... 7
Conclusions ................................................................................................................................... 12
Appendix A: Summary of findings – Infrastructure needs at kindergarten/school level ............. 14
Appendix B: Summary table of infrastructure needs for intervention .......................................... 18
Appendix C: Field visit data collection instruments ..................................................................... 24
Appendix D: Photos from the flood affected areas ....................................................................... 28
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Introduction
Extensive rainfall throughout the country, have particularly affected the southeast and southern
areas of Albania during the first week of February 2015, causing massive flooding. This has
resulted in damaged houses, destroyed arable land and greenhouses, kindergarten and schools,
health centers and posts, and loss of livestock and poultries.
The most affected areas have been reported to be the regions of Berat, Fier and Vlora. The
damage caused counts up to 1,100 households flooded; 600 families evacuated; at least 3,000
children affected; 6,000 hectares of agriculture land flooded; 50,000 heads of livestock/poultry
lost1. These data are subject of gross approximations. Up to date, there has been no report
published on real value estimation. In addition, the abovementioned figures underestimate the
true impact of the event, as they do not take into account its social and psychological effect over
the population.
A disruption of normal daily activities continued for a number of days in these areas. Children’s
kindergarten and school attendance as well was affected by the event, due to house, school or
access road flooding.
This report is developed as part of an assessment mission carried out by the UNICEF team and
an external consultant, as a concentrated effort to ascertain and document how the education has
been affected by the rainfalls and floods of February 2015. The focus on education reinforces it
as a basic right for children, even in an emergency. However, by exploring the concept of
resilience among individuals, communities and systems, findings transcend the education
domain, taking as well a child-centered approach to exploring the situation. This rapid
assessment is only a starting point, to be followed by an in-depth cross-sectorial assessment.
Primarily, the document will serve as a resource to plan the emergency funds of UNICEF
Albania to improve the education conditions of the affected children and institutions and ensure
that they can exercise their right to quality education. In addition, this document, disseminated
among other interested stakeholders in the country may be used as a reference guide to plan their
recovery interventions.
This report is structured to present information in a format that meets the needs of a broad range
of readers. The first section presents the methodology used to gather the needed data, including
the instruments and actors involved. It also reflects on some of the challenges encountered in the
process of obtaining and analyzing data. The findings are organized in the following section,
classified in key categories/domains. The last section brings into attention in the form of
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Based on EU Civil Protection Mechanism data and UNICEF estimates
3
recommendations, the responses to be developed in the immediate post-flood period, as well as
in a longer-term perspective.
Approach and Methodology
The rapid assessment has been conducted within the first month following the sudden onset of
flooding emergency2 in Albania (February 2015). It provides a snapshot of education-related
needs for the post-flooding period. It is not meant to be baseline study, or to replace existing
educational related data from other official sources. Instead, it flags information gaps and
emerging issues for consideration to inform responses.
Therefore, the main scope of the assessment is to generate basic reliable, comprehensive and
timely information to highlight immediate, critical education issues and inform decisions on
initial education responses and funding priorities in the post flooding situation/sites.
The methodology for this assessment followed the following path: A framework was identified
to define the dimensions to be explored. Then, pre and post flooding situation secondary data
were gathered. Data collection instruments were developed for site visits. Site visits have been
conducted, covering sites from the three regions. Data has been analyzed and a report has been
presented to UNICEF Albania for review.
Logical framework: Core education domains were selected by relevant recognized tools3 that
address the components of a quality education response, that are: access and learning
environment; teaching and learning; education policy; community participation; and
coordination.
Access and learning environment
In the perspective of the post-flood situation:
What educational activities are available, if different with the existing/prior the emergency?
Does the learning environment offer basic services and facilities?
Do the learning environments promote the protection and mental and emotional wellbeing of all
learners, including physical ones?
Teaching and Learning
In the perspective of the post-flood situation:
What teaching and learning materials are available?
2
3
The emergency status has not been declared by the government. The term is of general use describing the event.
Minimum Standards for Education: Preparedness, Response, Recovery
4
Is training available for teachers/administrators/support staff that responds to learners’ education,
protection and psychosocial needs in and post the emergency?
How are teachers supported?
Education policy and coordination
In the perspective of the post-flood situation:
Are there emergency preparedness plans or special policies in place to respond to and provide
education in emergencies?
Are there organized and functioning education coordination mechanisms at national and district
levels?
What government, humanitarian actors and local groups are working on education in the affected
locations?
Community participation
In the perspective of the in and post-flood situation:
How are the affected communities – parents, children and young people, and others – engaged in
supporting schools/learning spaces?
What mechanisms are available to support participation and learning and how can additional
resources be mobilized?
Another important dimension of the logical framework that has led this assessment is the concept
of resilience at individual, groups and institution and system level. The lens of resilience helps to
understand how effectively the actors engaged in the assessment are able to manage the crisis
situation.
Pre-emergency secondary data - Basic information on the pre-existing educational context was
attempted to be gathered and reviewed, such as population and demographic data, including
school-age populations by grades, ethnicity, etc. age group4.
In-crisis secondary data - This referred to data after the onset of the emergency. It helped
determine the most affected regions, populations and the sites for the assessment5. Here are
included also, tables6 with raw information filled by the education officials on the supplies and
materials estimated damaged by the event.
4
Main source Ministry of Education and Sports, respective Municipalities/communes, and Regional Education
Directories
5
The primary source has been www.observatory.org. Support data have been provided by Regional Education
Directories
6
Excel Tables have been prepared by UNICEF consultant to gather information on all the areas affected by the
flood.
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Assessment instruments were designed for different actors engaged in the assessment. The range
of actors engaged intends to identify data on the domains from different perspectives (Appendix
C).
1. Semi-structured interview guide for key informants (representatives of regional education
directories, school/kindergarten directors).
2. Focus group guide for teachers
3. Focus group for parents of children in school
4. Focus group for students
5. Observation checklist
As described, the assessment intended to ensure the engagement of all those involved in
education, and affected by the emergency.
Field visit sites have been selected by purposive sampling, mainly due to the limited available
time. Based on the secondary data collected a list of the most affected sites has been identified.
Region of Berat
Municipality of Berat
Pjeshkore area
Morave Village, Stan
area
Ura Vajgurore
Municipality
Region of Vlora
Novosela Village
Region of Fier
Darzeze Village
Fitore Village
Polvec Village
Ferras Village
Subject to time and arrangements organized by the local education officials, information was
gathered at the sites through:
Key informant interviews: Key informant interviews were conducted to get an overview of the
educational needs. 3 interviews with Regional Education Directories (Vlore, Berat, Fier); 8
interviews were conducted with the directors of the schools/kindergarten of the sites visited
Focus group discussions: Focus group discussions offered a more in-depth understanding of the
situation from the perspective of directly affected people, such as teachers, parents and children.
2 Focus groups were conducted with teachers (1 in Darzeze/Fier, and 1 in Stan/Berat); 2 Focus
groups were organized with parents (1 Darzeze/Fier; 1 Pjeshkore/Berat); 2 Focus groups were
organized with students (1 Polvece/Fier; 1 Fitore/Vlore).
Direct observation: Observation of the affected schools and sites were conducted alongside other
data collection methods. The conditions of kindergarten/school environments (such as
infrastructure, classrooms and learning materials) and the safety of school sites were observed
and documented.
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The process of data collection for the scope of this assessment entailed a number of challenges:
 Lack of existing data especially related to in and post crises. Information about the
overall situation at regional level, not specifically related to education, has been very
difficult to be obtained. Ministry of Interior’s, Prefecture and Regional Counsels’
websites do not reflect any information related to the management of emergency
response.
 Inconsistency of the data from different resources. Owing to the time limitation and the
limited available sources of central and regional level, information gathered from local
sources were inconsistent. For example, the information regarding families that were
affected by the flood at the village or commune level was different from other sources.
Anecdotal sources related this to the process of aid distribution. However, the capacity to
collect data remains weak at local and regional level.
To mitigate these challenges, and improve quality and validity of data, the triangulation of data
was employed. Cross-checking of the data collected during the assessment helped to verify and
reconcile any significant inconsistencies across sources and methods.
Findings
Findings have been organized according to the main domains of the framework presented in the
previous section. The contribution of different actors engaged in the assessment is imbedded.
Education policy and coordination
The interviews with regional education directors (RED) of the three regions revealed that
preparedness plans in case of emergencies were not in place at that level, either at the local level
- information confirmed by the school directors. The area has been affected even previously by
similar events; however, decision-makers and managers of education sector attribute the lack of
such plans to the continuous shift over of leadership in the sector.
Moreover, interviewees recognized how the lack of built capacities regarding emergency
response hindered their efforts to manage efficiently the situation as leaders and managers.
RED and schools in and post flood responses varied in the scope and resources utilized. RED of
Fier has circulated a memo asking all kindergarten and school directors to identify the needs for
education materials for children of families affected. It has as well mobilized the psychological
service to respond to the needs of these children for the following two weeks. Similar
organization was not evidenced in other REDs. Indeed, it was due to this assessment that data
was gathered even on behalf of RED and schools for the needs of affected children.
The coordination for the in and post flood has been lead in the sector by RED. Interviewees
expressed the support provided to them by the national government, as several political leaders
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have visited the affected sites. However, it was reported that orientation guidelines have not been
provided by the national government to the responsible educational regional and local bodies to
assist in coordination of efforts. Consequently the responses are mainly ad hoc and varying
across regions and areas subject to local capacities and resources, and often creating gaps in
services provided.
The prefecture institution has been the cross sector coordinator for the emergency at regional
level. Meetings and regular reporting of the RED have taken place. Nevertheless, it has been
impossible to receive secondary data on the overall regional situation. Up-to-date information
regarding the situation or cross-sectorial assessments have not been circulated or published from
these institutions.
In general, regardless the mobilization of all capacities and resources the cross-sectorial
coordination has been reported as vague. The education institutions operated in fragmentation, as
evidenced by lack of data available beyond the education sector, and absence of collaboration
especially with the child protection units (local government in general).
Based on the interviews and observation performed, it was not identified any other local
organizations specifically meeting the educational needs of children and education institutions.
The post emergency aid has been focused on food and other supplies.
Community participation
RED of Berat, Vlore and Fier have been very active in mobilizing communities in assisting the
families affected by the flood. They have engaged the education sector related mechanisms, such
as teachers, parents and students of non-affected areas to provide support.
Parents and students of affected areas have been engaged in supporting the improvement of the
conditions of schools/kindergartens flooded, to ensure that children are back to their learning
environment. Teachers of these schools have been greatly engaged in this process as well.
Access and learning environment
Due to the flood education activities have been disrupted from 3 – 7 days. Currently education is
provided at all the institutions. A program has been developed, with the request of RED, to
replace the learning programs missed (in the upcoming Saturdays).
Based on the secondary data, interviews and direct observations the learning environment does
not offer at all times the basic services and facilities. The conditions are better in case the
kindergarten/school has undergone a recent infrastructure construction. In the other cases, the
recent flood event had severely deteriorated the learning environment conditions. The damage
and needs for interventions have been more specifically explained at the appendix A and B of
this document, as this comprises one of the major objectives of the assessment.
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However, generally the learning environment has been affected by:
Site damage: Paved areas, including access roads to kindergarten/school have been damaged.
Large amounts of debris and sediment have accumulated on the site in the first days of rainfalls.
Due to the immediate post-flood interventions, schools are now accessible and sediments are
removed. However, for some institutions problematic remain the damaged caused at the
courtyards and paved areas.
Structural damage: Structural damage has not been caused by the flood. However, the preexisting infrastructure conditions of few institutions (Darzeze Kindergarten, Kindergarten 13
Vlore, and School of Kote) have deteriorated due to the heavy rain falls.
Utility related damage: Tap water supply and toilets remain a priority for all education
institutions, including age appropriate/suitable toilet facilities.
Saturation damage: Due to the rain and flood, damage has been caused to walls and floors
leading to wall plaster, tile damage, mold and moisture problems a. A number of buildings have
been identified with such damage.
Contents damage: Kindergarten/School furniture (desks/tables, chairs, shelves), files, papers,
students’ book notes, books, lab materials and equipment have been damaged.
The instruments used for the scope of this assessment were designed to gather information on
how the learning environments promote the protection of health, mental and emotional wellbeing
of children and students.
“Child friendly” spaces are absent in almost all the learning environment. A few schools are
equipped with indoor sportive spaces; however they are not adequately equipped to meet the
needs of all age groups (including preschool children). Most of the outdoor sportive and
recreational facilities have been damaged by the rainfalls and/or flood.
A few schools that had designated library rooms are not equipped with shelves, tables and chairs,
and most importantly with reading materials (journals, books).
Data from secondary sources and observations confirm that kindergarten/school do not have a
designated space for counseling of parents, children or students, although space is available in
many of them. Teachers reported that the psychologists of Fier who assisted the counseling of
children during the post-flood period complained about the inadequate physical conditions to
perform their tasks.
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Consequently, the existing kindergarten/school infrastructure cannot accommodate any child
friendly entertainment and recreational activity, deemed of major important to support teachers,
parents and children/students to overcome the traumatic experience of the flood.
Parents reported how the event has dramatically impacted themselves and their children.
“We were isolated in ours houses, scared to death of what would happen next. We had
our eyes up in the sky, praying the rain would stop”
“We were all in the house, but no one was talking much. What to say! We were all
scared.”
“Children asked to go out. My girl (2 years) could not understand why we had to stay
indoor all the time”
“Kids were complaining all the time with headache, stomach ache. They started to be
sick”
When asked about the available psychological support from children, parents have responded:
“They started school. I do not know what has happened there. When the rain stopped we
have all been busy cleaning and drying things.”
“We do not have time to stay with children now, because lots of things to do. To tell the
truth, we have not recovered ourselves.”
Teachers have reported to visit families affected by the flood; however mostly to notify that
school has started more than providing the mental and psychological support to the families. This
may have been due to the fact that the majority of teachers belong to such families.
Managers and teachers have been approached with questions related to the activities performed
with the onset of the learning activities after the flood. Their response relate mainly to the
initiation of learning program, and in some schools with out-of-working-hours functioning of the
schools. They recognize the importance and identified needs for emotional and psychological
support to be provided to families and children/students. Nevertheless, a number of barriers,
including the lack of ‘child-friendly’ designated spaces in the learning environment are
acknowledged. Lack of knowledge and skills to perform these tasks and the limitation in the
small number of support staff (social worker and psychologists) available have been highlighted
by respondents.
Furthermore, teachers identified the necessity for themselves to be the target of support
(including psychological) as many of them belong to affected families.
“We were asked to come at work, but it was not taken into account that we ourselves
needed some support”
“You are asking about the counseling room for students, but I wonder why you are not
asking for a room where we as teacher can gather together and discuss about things”.
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In the student perspective, the flood was experienced in a dramatic manner.
“We did not know what to do. We cried together with our parents for days at home”
“I took care of my younger sister, because my parents were trying to save as much as
possible from damage. Even when school started, I had to stay home to help parents at
home”.
“I could not wait for that to end. It looked as if it lasted for weeks, although we stayed
home three days”
“We left home to our relatives but we were still very concerned about what would happen
back there. My dad was smoking all the time”.
The apparent negative impact of the event was not addressed with the necessary measures,
according to students, mainly lack of spaces and supplies.
“What activities? We do not have a space to play here”
“I was glad school started. I wanted to forget all of what happened. But here we started
directly with lessons and programs”
“I wished we had a big party and celebrate we remained alive. Where can we do this?
We have an indoor gym area, but no music amplifier to create an atmosphere.”
“It is only called a library, but no books and chairs are there”.
Teaching and Learning
Materials and equipments to facilitate learning are identified as lacking. Even a few kindergarten
that were provided with didactical sets, have lost them due to the rain or flood. Science
laboratory materials/supplies are lacking generally.
Due to the damaged caused at households, individual learning materials are currently lacking for
children/schools. Annexes A and B provide a calculation of the educational emergency packages
needed for children/students according to grade level. Text books have already been provided to
them.
Managers and teachers have been asked regarding the support received to responds to learners’
education, protection and psychosocial needs in and post the emergency.
“We would like to help more, but myself have not received any training or orientation to
do so”
RED representative acknowledge the need for the organization of training activities for managers
and teachers, in order to improve regional and local capacities to deal with emergency situation.
They assume that such activities are to be initiated and supported by national or NGOs, since no
current knowledge and skills is available in the existing regional educational structures.
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Resilience
Resilience is the cross cutting dimension of the findings presented so far in the document.
Previous section has explored the current resilient capacities of the education system to
effectively manage emergency crisis, and has indentified the need to build these capacities in the
future.
Parents and students have been asked regarding their needs (in knowledge and skills) to be
prepared for similar future events. These highlight the necessity to intervene in cooperation with
other actors to plan interventions aiming to strengthen resilience among adults and children, to
build more responsive communities in guarding against risks and managing crises successfully.
Conclusions
Children are entitled to education. Education is a basic right, even in an emergency. This
assessment report attempted to provide an overview of the post-flood educational needs of
children in the affected areas. Aiming to serve as an early opportunity to assess damage, the
assessment report will orient the planning of interventions accordingly to the needs identified.
Joint efforts, using a range of methods, have managed to identify the educational needs in the
domains of policy/programmatic development, coordination of mechanisms, mobilization of
resources, access and learning environment, and teaching and learning capacities.
Findings recognize a long list of areas and interventions required to be improved to primary
mitigate the emergent effects of the post-flood situation, and furthermore build capacities and
infrastructure to prevent and manage similar events in the future.
Evidence presented in the report lead to the classification of the interventions according to
several areas.
Policy and Coordination: Efforts need to be put in building managerial capacities among leaders
and managers at national, regional and local level to design policies/plans specific for the
education sector/institutions in case of emergencies.
Integration of all sectors efforts need to take place in order to mobilize and best utilize the
resources. Cross sectorial mechanisms and capacities need to be developed at regional and local
level in the day-to-day operation of systems, and foremost with the onset of emergency events.
Teaching and learning environment: Children/students have the right to be provided with
adequate learning environment. The report has identified the existing gaps in providing such an
environment in the kindergarten/schools at the affected areas from the flood. Different levels of
interventions in terms of infrastructure are documented. The realization of these interventions
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will ensure the establishment of ‘child/student friendly’ spaces to provide learning, mental and
psychological support to children/students, families and teachers.
The physical infrastructure, apart from improving the quality of learning and development
program activities, will enable the organization of other activities, such as psychological
counseling, sportive, recreational, and entertainment activities.
Improvement in the kindergarten/school facilities will prevent further damage caused by similar
events, and may contribute to transforming them into emergency shelters for the whole
community. In addition, the realization of the interventions will contribute to a better functioning
of such facilities as community schools.
Teaching and learning capacities: Managers, teachers and support staff need to be supported
with knowledge, skills and other learning materials and supplies to enable learning, social and
psychological support to children and families. Efforts need to be put to mainstream capacity
building activities for all actors related to the education system/response in case of emergencies.
Resilience: Support needs to be provided to families and children of the communities to build
capacities to better prepare and respond to crises, by
The prioritization and funding of the interventions is subject to UNICEF, Albania team, taking
into account not only funding availability, but strategic thinking need to be utilized contributing
towards the reinforcement/building of a sustainable education system/response in the future.
Beyond this, interventions need to be child-centered, aiming to make the lives of children,
families safer and communities more resilient to disaster.
UNICEF Albania has the opportunity to advocate and lobby with different stakeholders in the
country to meet the needs identified in this report, as they transcend infrastructure or supply need
and relate to governance issues as well. Interventions identified in the report, can be used as
indicators to progressively monitor and evaluate how the education system/sector is responding
to the needs.
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Appendix A: Summary of findings – Infrastructure needs at
kindergarten/school level
Fier Region
Dermenas Commune
Darzeze Village, populated by around 500 families, 350 of which in the Economic Aid (EA)
Scheme. The village has been established in 1988 with families coming from Gramsh due to the
flooding in that area. Because of the rainfalls in February 2015, houses and land in Darzeze have
been flooded.
New Darzeze elementary school (grades 1-9) has 92 children and 12 teachers. 70 children
attending schools are among families who have been directly impacted by the flood. The
emergency package of school supplies will be useful to these children (Grade 1:6; Grade 2:10;
Grade 3:10; Grade 4:9; Grade 5:17; Grade 6:2; Grade 9:16).
The surrounding land of the school facility, utilized for the sportive and outside recreational
activities remained flooded even when the site visit took place (19 feb.).
The toilet facilities are not functional. The school library room has no shelves or books; therefore
it is not utilized even during the days after the flooding for after school activities. An empty
classroom planned to be utilized for the counseling of children, does not have the appropriate
infrastructure conditions.
Darzeze Kindergarten hosts around 45 children (19 females) aged 3-6 years old, in two groups,
under the supervision of 2 educators/teachers. The kindergarten remained closed for a week after
the flooding.
The conditions are devastating in all terms, prior and after the flooding. The current conditions
put the children health and safety in risk. Complete structural infrastructure is required, in
addition to furniture and educational supplies. As an immediate response, the emergency
educational packages for all the children and additional educational supplies/materials for
kindergarten usage (including books, papers, colors, etc.) are needed.
Polvece village is populated by 250 families, 180 of which benefit from the EA scheme. The
united/integrated school (preschool up to high school) gathers 186 children and students from
three villages Polvece, Darzeze, Dermenas, all affected by the flooding.
The outside sportive area of the school remains flooded, impeding even currently the activities to
take place for students. There are no designated spaces for activities for preschool children inside
and outside the sportive areas of the schools. Water supply and toilets are reported as
problematic, especially for preschool children.
Students interviewed identified the recreational activities as an important support to deal with
some of the traumatically consequences of the flooding experience. Music amplifiers have been
several times articulated by them, to highlight the current vague activity range of activities
conducted.
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Levan Commune
Bocove Village has 280 families. The dependent school of the elementary school of Bishan is
situated in the village hosting 50 children. The school building has been flooded completely
inside and outside. The sportive areas have been affected. Additionally, laboratory classroom
equipments (geography, physics, informatics, chemistry) have been damaged.
At Pishe-Poro Village with 263 families, the elementary school of Pishe, has been completely
flooded. 67 children attending school come from the villages of Pishe, Poro and Pishe-Poro.
Emergency educational packages will become useful to 27 children (Grade 1:2; Grade 2:3;
Grade 3:4; Grade 4:3; Grade 5:2; Grade 6:3; Grade 7:3 ; Grade 8:3; Grade 9:4).
Although structural damage is not present, the library is damaged, together with the sportive
spaces outside the school.
Currently the building facility presents threats due to the mold in the walls.
Ferras Village populated by 432 families has been affected by the flood, especially the
elementary school “Thoma Sema”, hosting 112 children from surrounding villages. The need for
emergency educational packages are identified for 42 children (Grade 1:2; Grade 2:4; Grade 3:4;
Grade 4:5; Grade 5:5; Grade 6:9; Grade 7:5; Grade 8:4; Grade 9:4).
Infrastructure intervention is needed for the sportive area inside and outside, as well as the
refurbishment and supply of school library.
Berat Region
Municipality of Berat
The area of Pjeshkore, located in the suburb of Berat city is inhabited by 105 Roma families, the
majority of which beneficiaries of the EA. The flood took away the tents and other temporary
dwelling places. Approximately 60% of families were seriously affected by the flood. Although
there are no kindergartens or schools in the area, there are three such institutions which Roma
and other Egyptian children in the surrounding area attend. All of these areas in fact suffer from
severe poverty, and other social related issues.
Kastrioti Kindergarten is situated at the Community Center, hosting 15 children of age 3-6 years
old. Educational and development materials are needed for each child and for kindergarten
utilization.
At the elementary School “1 Maji” 25 children (5 Roma and 10 Egyptians) attend preschool in a
physical space with not appropriate infrastructure, including lack of water taps and child suitable
toilets. Educational and development materials are needed for each child and for all children at
preschool.
Other 556 children attend grades 1-9, including 9 Roma and 24 Egyptians. Emergency
educational packages are needed for children of families affected by the flood (Grade 1:7; Grade
2:3; Grade 3:6; Grade 4:2; Grade 5:6; Grade 6:1; Grade 7:2 ; Grade 8:3; Grade 9:3).
15
The school is a piloted community school, and identified as a emergency shelter in case of
emergency. However, its last infrastructure investment has been 8 years ago, leaving toilets up to
date in dire conditions.
The indoor sportive environment is not suitable currently for preschool children. The outdoor
sportive facility is flooded in continuity, restricting the activities to take place.
Secondary school “Shyqyri Lakra” hosts 384 students, including 65 Roma and 124 Egyptians,
coming from the flooded area. Emergency educational packages are needed (Grade 1:22; Grade
2:7; Grade 3:14; Grade 4:23; Grade 5:14; Grade 6:17; Grade 7:12; Grade 8:8; Grade 9:10).
Otllak Commune
167 families of Morava village have been heavily affected by the flood, including as well the
elementary school of Stan area. The area is populated only from Roma community. Children
were not able to access the school for a number of days, due to the mud in the building and
access road. The community, including school children and staff helped to clean it out.
The school building facility is used for kindergarten, and other 2 rooms for students of grades 15. The kindergarten in Stan has 22 children. Due to the flood all educational materials have been
out of use, including books, papers, notebooks, etc. The toilets for children are out of use. Mold
is present in the walls.
The school classes, which have been under the water, have damaged tables and chairs. Children
book notes are completely wet and useless. The complete infrastructure needs improvement,
including toilets and the adoption of a separate indoor space for counseling or activity room.
Ura Vajgurore Municipality
“Sali Gjika” elementary school is attended by 481 preschool children and students. 40 Children
including 6 preschool children belong to families who have experienced flood damages,
affecting houses and land, in need for emergency educational packages.
Vlore Region
Novosele commune
Fitore village has been one of the most affected areas, where 200 out of 370 families were
flooded. The elementary school was flooded as well. The building is used for kindergarten and
school. Saturation damage has been caused, e.g. plaster walls, tile damage, mold and moisture
problems and insulation. Kindergarten and School furniture are damaged. For the kindergarten
are needed 40 children chairs, 20 tables, 2 shelves, 2 wardrobes, 2 blackboards. For the school
are needed 5 student chairs, 5 teacher’s tables, and 4 sets of shelves.
32 children attending kindergarten need emergency educational packages, as their houses are
flooded. Didactical materials are needed to perform activities at kindergarten, as almost nothing
is left due to the damage caused.
18 out of 112 children at school are in need for emergency educational materials (Grade 1:4;
Grade 2:2; Grade 3:2; Grade 4:3; Grade 5:1; Grade 6:2; Grade 7:2; Grade 8:1; Grade 9:2).
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137 families have been affected by the flood in Bishan village. Although the kindergarten and
school building facility was not flooded inside, the out-of-doors space is still flooded damaging
the existing sportive and recreational facility. However, water inside the building has fallen due
to toilets, which are in dire conditions (lack of windows/glass, and running water) posing risks to
the health of the children/students.
Furniture especially for kindergarten (57 chairs and 15 tables) as well as didactical materials are
needed as the rain water has damaged all of these.
The school building facility at Poro village hosts 15 kindergarten children and 77 students. The
children attending kindergarten need the emergency educational packages as well as didactical
materials to perform kindergarten and preschool activities.
The outdoor sportive and recreational activities need to be repaired, including a special outdoor
space for kindergarten children.
The school of Novosela village has kindergarten, elementary and secondary level. Although the
school building has not been affected, the courtyard is flooded. Drainage, as well as creation of
sportive and recreational spaces for children and students is needed.
The kindergarten and elementary school at Akerni village are place in an old facility building
used before as a warehouse. The need to improve the water supply, toilets and mold are very
urgent. The 22 children attending kindergarten have lost all the educational materials. Furniture
is required as well in this space (22 chairs, 6 desks/tables, 2 wardrobes, shelves, and 2 carpets).
Mifol village
The elementary school with the kindergarten in its first floor was not flooded; however damage
was caused due to the heavy rain, due to lack of glass in the windows. The didactical materials
for 21 children at kindergarten are damaged as a result. 2 blackboards and 21 chairs are needed
for children.
Kote commune
The heavy rains have affected the elementary school at Kote Village, which requires complete
structural infrastructure intervention.
Vllahine Commune
The secondary school of Vllahine village requires insulation, repair of plaster and painting.
Furniture is needed including doors, 45 student’s tables, and 90 chairs.
Municipality of Vlora
Kindergarten No.13 has been heavily affected by the rain. The existing damaged insulation and
lack of windows caused the water to enter inside the building, damaging most of the furniture
and materials. Apart from the structural infrastructure interventions, furniture is required (100
chairs, 25 children desks/tables, 8 teacher desks/tables, 4 blackboards). It has been point out by
RED as a priority for intervention recognizing the fact that more than 100 children frequent the
kindergarten daily.
17
Appendix B: Summary table of infrastructure needs for interventions
Region
Municipality/
Commune/
Village
Type of
Institution/
Name
No of
educational
emergency
packages
15
Supplies/
Materials
Berat
Municipality
of
Berat/Pjeshkor
e
Kastrioti
Kindergarte
n
Elementary
School “1
Maji”
25
(preschool)
33 students
Secondary
School
“Shyqyri
Lakra”
127
Preschool
didactical
materials
Books for
the library
Counselin
g
room
furniture
Books for
the library
Didactical
materials
Ura Vajgurore “Sali Gjika”
municipality
elementary
school
Village
of Kindergarte
Morave, Stan
n
40 (6
preschool)
22
Furniture
Didactical
materials
Didactical
materials
Structural
interventions
Toilets
outside
building
Indoor
and
outdoor
toys
Saturation
interventions
Site
arrangements
are
the
Toilets
Counseling
room
Library
Outdoor
sportive
and
recreational
facility
Toilets
Counseling
room
Library
Outdoor
sportive
and
recreational
facility
Toilets
Insulation
Plaster
Painting
Fier
Darzeze
Village
Polvece
Village
Elementary
school
Grades 1-5
29
Kindergarte
n
45
Elementary
School
70
United/
integrated
school
Books for 15 tables
the library 30 chairs
2 Shelves
2 teacher
tables
4 doors
4
windows
Furniture
for
the
counseling
room
Didactical 45 chairs
materials
10 tables
Toilets
Plaster
Adoption of a Painting
counseling
Insulation
room/library
Books for 3 Shelves
the library for
the
library
Furniture
for
the
counseling
room
Music
amplifiers
for
entertainm
ent
activities
Toilets
Complete
infrastructure
Water taps at
preschool
Toilets,
including
toilets suitable
for preschool
Space for a
very
small
playground
Outdoor
sportive
and
recreational
facility,
draining works
Outdoor
sportive
and
recreational
facility
Draining
works, outdoor
19
age
Bocove
Village
Vlore
Science
laboratory
supplies
Pishe-Poro
Village
Elementary
School
27
Books for
the library
Ferras Village
Elementary
School
“Thoma
Sema”
42
Fitore Village
Elementary
school
(including
kindergarten
)
32
kindergarten
children +
18 students
Books for 3 Shelves
the library for
the
library
Furniture
for
the
counseling
room
Didactical Kindergar
materials
ten
for
40 chairs
kindergart 20 tables
en
2 shelves
Books for 2
the library blackboar
ds
Plaster
Painting
Isolation
works
playground for
preschool kids
Outdoor
sportive
and
recreational
facility
Plaster
Painting
Isolation
works
Outdoor
sportive
and
recreational
facility
Indoor
sportive and
recreational
facility
Toilets
including
toilets suitable
for preschool
children
Water supply
Water tap in
the clasroom
Outdoor
sportive
and
recreational
facility
Tile
replacement
for preschool
and
school
halls
Plaster
Painting
Isolation
Outdoor
sportive
and
recreational
facility
Playground for
preschool
20
2
wardrobes
Bishan Village
Kindergarte
n and
elementary
school
Didactical
materials
for
kindergart
en
Poro Village
Kindergarte
n and
elementary
school
15
for Didactical
kindergarten materials
children
for
kindergart
en
Books for
the library
Novosela
village
School:
5 student
chairs;
5 teacher
tables;
4 shelves
Furniture
for
the
counseling
room
Kindergart
en
57 chairs
15 tables
Adoption of a works
counseling
room
Toilets
for Insulation
school
and plaster
preschool,
painting
water supply
and water taps
for preschool
classes
Water pump
Outdoor
sportive
and
recreational
facility,
draining,
playground for
preschool
Outdoor
sportive
and
recreational
facility
Outdoor
sportive
and
21
recreational
facility
Akerni Village
Kindergarte
n and
elementary
school
Kote Village
Elementary
school
Vllahine
Elementary
school
22
for Didactical
kindergarten materials
children
for
kindergart
en
Kindergar
ten
22 chairs
6 tables
2
blackboar
ds
2 shelves
2 carpets
Toilet
Water supply
Plaster
Painting
Complete
reconstruction
to be carried
out
by
Governmental
support
90 chairs
45
students
desks/tabl
es
Insulation
Plaster
Painting
22
Municipality
of Vlora
Kindergarte
n Nr. 13
100 chairs
25
children
tables
8 teacher
tables
4
blackboar
ds
Insulation
Plaster
Painting
23
Appendix C: Field visit data collection instruments
Key informant interview guide
(RED representatives, School Directors)
Are there emergency preparedness or response plans in place specific for the education sector at
RED/school level?
What was the impact of the emergency on learners in your region/school?
What actions have been taken at regional/local level to address the flood situation?
What educational activities are available, if different with the existing/prior the emergency?
Does the learning environment offer basic services and facilities?
Do the learning environments promote the protection and mental and emotional wellbeing of all
learners, including physical ones?
What teaching and learning materials are available?
Is training available for teachers/administrators/support staff that responds to learners’ education,
protection and psychosocial needs in and post the emergency?
What government, humanitarian actors and local groups are working on education in the affected
locations?
How are the affected communities – parents, children and young people, and others – engaged in
supporting schools/learning spaces?
What regional/local education capacities, resiliencies and resources need to be strengthened to
better manage similar experiences in the future?
Focus Group Guide
Kindergarten and School Teachers
In your opinion, what was the impact of the emergency on children/students in your
kindergarten/school?
How were you engaged in the response during the in and post flood situation?
How has the infrastructure of learning spaces (kindergarten and school) been affected as a result
of the flood?
How are the teaching and learning materials of learning spaces (kindergarten and school) been
affected as a result of the flood?
What support is available at this kindergarten/school to support children/families affected by the
flood? What facilities the support provided? What hinders it?
What type of support for teachers is essential to be provided now?
What messages or information is needed by families/children/students to prepare them from
similar events?
25
Focus Group Guide
Parents of flood affected families
How were your families/community affected by the flood event?
If possible to describe, how did you (adults) family/community experienced the event?
If possible to describe, how did the children in the family/community experienced the event?
What support has been provided to you and by whom to overcome the situation during the first
days/month of the event?
What support has been provided to families/children specifically by the staff of the
kindergarten/school?
What type of support for families/children is essential to be provided now – education system?
What messages or information is needed by families/children/students to prepare from similar
events?
26
Focus Group Guide
Children/students of flood affected families
How were your families affected by the flood event?
If possible to describe, how did you experienced the event?
What support has been provided to you and by whom to overcome the situation during the first
days/month of the event?
What support has been provided to you by the staff of the school?
What type of support for families/children is essential to be provided now – education system?
What messages or information is needed by students to prepare for similar events?
27
Appendix D: Photos from the flood affected areas
Berat
28
Fier
29
Vlore
30