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| Status: | Published 6 May 2014 - 10 June 2014 |
|---|---|
| Funded | |
| Methodology: | Published |
| Methodology description: | The main objective of this Joint Education Needs Assessment (JENA) in Al Za’atari refugee camp is to identify immediate education priorities, through an analysis of the needs, motivations, activities, perceptions and priorities of school-aged children and their parents (as well as other relevant stakeholders). The assessment builds on the key findings and recommendations of previous assessments, including the 2013 JENA in Al Za’atari refugee camp. Following from gaps and priorities identified by the Education Needs Assessment Taskforce and the Za’atari Education Working Group, this assessment has a special focus on: • Barriers to education • Inclusive education • Perceptions of the quality of education services provided in Za’atari • Relevance of certification • Parental and community participation in education activities • Community based and other informal education services Throughout the process, the INEE Minimum Standards for Education: Preparedness, Response, Recovery were used as a framework to identify gaps and prioritize issues. As a result, the assessment incorporates elements from each of the INEE minimum standards domains. A priority of this assessment will be to ensure a minimum of disruption to school children and school staff members. At all times the education of the children will take priority, and the timings of focus group discussions will take this into account, specifically by asking school staff what times would be best, and with the particular focus that all data collection will be completed prior to the start of school exams. B.2. Specific objectives 1. Understand how the education landscape in Za’atari has changed since 2013, with regard to the various types of education services available (formal, informal etc). 2. Analyze the barriers/factors that continue to hinder education access, with particular emphasis on drop-out, access to informal education, and lack of community participation. 3. Assess student, parent, teacher and other stakeholder perceptions of any progress made in terms of the quality of formal schooling in Za’atari. 4. Understand current patterns of parental and community participation in education, and identify mechanisms for broadening parental and community participation in formal schools in Za’atari. 5. Understand the function and usage of alternative education services in Za’atari, and identify opportunities to expand services currently offered. 6. Assess the educational priorities of school aged children and their parents in Za’atari, including the importance of certification. 7. Assess the gaps of current interventions, in particular with regards to services promoting informal and inclusive education for more vulnerable children. |
| Sampling: | Random |
| Sampling size: | 400 |
| Target population: | Population in Camp |
| Measurement: | Household |
| Status: | Published 6 May 2014 - 10 June 2014 |
|---|---|
| Funded | |
| Methodology: | Household key informant interviews |
| Methodology description: | The main objective of this Joint Education Needs Assessment (JENA) in Al Za’atari refugee camp is to identify immediate education priorities, through an analysis of the needs, motivations, activities, perceptions and priorities of school-aged children and their parents (as well as other relevant stakeholders). The assessment builds on the key findings and recommendations of previous assessments, including the 2013 JENA in Al Za’atari refugee camp. Following from gaps and priorities identified by the Education Needs Assessment Taskforce and the Za’atari Education Working Group, this assessment has a special focus on: • Barriers to education • Inclusive education • Perceptions of the quality of education services provided in Za’atari • Relevance of certification • Parental and community participation in education activities • Community based and other informal education services Throughout the process, the INEE Minimum Standards for Education: Preparedness, Response, Recovery were used as a framework to identify gaps and prioritize issues. As a result, the assessment incorporates elements from each of the INEE minimum standards domains. A priority of this assessment will be to ensure a minimum of disruption to school children and school staff members. At all times the education of the children will take priority, and the timings of focus group discussions will take this into account, specifically by asking school staff what times would be best, and with the particular focus that all data collection will be completed prior to the start of school exams. B.2. Specific objectives 1. Understand how the education landscape in Za’atari has changed since 2013, with regard to the various types of education services available (formal, informal etc). 2. Analyze the barriers/factors that continue to hinder education access, with particular emphasis on drop-out, access to informal education, and lack of community participation. 3. Assess student, parent, teacher and other stakeholder perceptions of any progress made in terms of the quality of formal schooling in Za’atari. 4. Understand current patterns of parental and community participation in education, and identify mechanisms for broadening parental and community participation in formal schools in Za’atari. 5. Understand the function and usage of alternative education services in Za’atari, and identify opportunities to expand services currently offered. 6. Assess the educational priorities of school aged children and their parents in Za’atari, including the importance of certification. 7. Assess the gaps of current interventions, in particular with regards to services promoting informal and inclusive education for more vulnerable children. |
| Sampling: | Random |
| Sampling size: | 400 |
| Target population: | Population in Camp |
| Measurement: | Household |
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