Programme pluriannuel de résilience ECW pour Haïti 2022-2025

MENFP vt Logo ECW Multi-Year Resilience Programme HAITI 2022-2025 Table of Contents Programme Summary............................................................................................................................. 2 1. Situational and Institutional Analysis ........................................................................................ 3 1.1. Country context .......................................................................................................................... 3 1.2. Education Needs Overview ...................................................................................................... 4 1.3. Aligned strategies and plans .................................................................................................... 6 1.4 Ensuring Humanitarian-Development Coherence ................................................................ 7 1.5 Funding Context and Funding Gaps for Education .............................................................. 7 1.6 Stakeholder Consultation Process .......................................................................................... 9 2. Programme Description ............................................................................................................... 10 2.1 Theory of Change .................................................................................................................... 10 2.2 Programmatic Outcomes ........................................................................................................ 11 2.3 Gender Equity and Inclusion .................................................................................................. 15 2.4 Prioritizing the Most Disadvantaged ..................................................................................... 15 3. Leveraging Resources to Scale-Up MYRP Results .............................................................. 16 3.1 Leveraging resources and advocacy .................................................................................... 16 3.2 ECW Seed Fund Scale-Up Strategy ..................................................................................... 17 4. Monitoring, Evaluation and Learning ....................................................................................... 18 4.1 Monitoring, Evaluation and Joint Reporting ......................................................................... 18 4.2 Learning Outcome Measurement .......................................................................................... 18 5. Implementation Arrangements .................................................................................................. 19 5.1 Governance Structure of the MYRP ..................................................................................... 19 5.2 Grantee Selection Process ..................................................................................................... 19 5.3 Child Safeguarding & PSEA/PSH ......................................................................................... 20 Annex A: Map ......................................................................................................................................... 21 Annex B: MYRP Programme and ECW Seed Fund Budget ........................................................ 22 Annex C: Results Framework ............................................................................................................. 24 Annex D: IASC Gender with Age Marker Report ........................................................................... 26 Annex E: Risk Matrix ............................................................................................................................ 26 1 ECW Multi-Year Resilience Programme for Haiti Programme Title Multi-Year Resilience Programme for Haiti Duration 2022-2025 Girls and Boys to be Reached 45,500 Girls and Boys MYRP Total requirement US$ 28 million Funding Overview ECW Seed Funding Investment US$ 11.8 million Required Resources US$ 16.2 million Programme Summary The ECW-facilitated Haiti Multi-Year Resilience Programme (MYRP) has been developed as a direct response to the prolonged effects of serial crises. Since the 2010 earthquake, Haiti has experienced multiple political, social, economic, health and institutional crises affecting both citizens and institutions. The MYRP aims to ensure that emergency humanitarian assistance is linked to development interventions and that immediate needs are addressed through sustainable actions that build resilience. It guarantees the right to high-quality, inclusive education and training for the most vulnerable girls and boys, including adolescents, in a protective, inclusive and gender-equitable environment. The objectives support the most marginalized girls and boys, including adolescents and children with disabilities and aim to strengthen the education system and its institutions. The MYRP has four outcomes: i) increase access to formal and non-formal education; ii) improve the quality of teaching and learning, including socio-emotional development; iii) strengthen the governance and resilience of the education system; and iv) mobilize additional resources and partnerships to scale-up the MYRP interventions to reach the most marginalized children and adolescents. The expected outcomes relate to universal access to safe education, the provision of high-quality education tailored to crisis situations, the governance inherent in the Haitian education system and the mobilization of additional resources. These four outcome areas are part of a sustainable, resilient approach that considers the entire school community as well as the various partners of the Ministry of National Education and Vocational Training (MENFP – herein after referred to simply as the Ministry). The MYRP targets approximately 45,500 children aged 3–18 years in 35 districts. Out of this number, 53 per cent are girls, 10 per cent are in preschool, 73 per cent are in basic education, 17 per cent are in secondary school (lower secondary education) and 10 per cent are children living with disabilities. A census will be conducted to refine the approach and support the identification of children with disabilities in and out of school. The ECW Seed Funds will reach over 20,000 girls and boys in 35 districts, delivered through a collaborative implementation arrangement with UNICEF and the World Food Programme (WFP). The programme will prioritize inclusive and gender-equitable access to education in protective environments. It will also promote inclusive, holistic, and gender-equitable quality education, invest in strong governance and resilience of the education system, and mobilize additional funds for the MYRP implementation. Programme Outcomes Outcome 1 ACCESS - The most vulnerable girls, boys and adolescents aged 3–18 years have access to education in a protective environment that meets their needs Outcome 2 QUALITY - Girls and boys aged 3–18 years from the most vulnerable families benefit from holistic education that promotes academic achievement, socio-emotional development and physical and mental well-being 2 Outcome 3 GOVERNANCE - The governance and resilience of the system are improved to better meet the educational needs of students in crisis situations Outcome 4 LEVERAGING RESOURCES - Additional resources are mobilized to implement the strategies defined in the MYRP 1. Situational and Institutional Analysis 1.1. Country context Haiti ranks 170 out of 189 countries on the Human Development Index1 and over several decades has continued to be affected by multiple, major crises (political, social, economic, health and institutional). This is mainly due to the country’s history and the resulting socio-political violence and chronic poverty. Natural disasters also affect an already vulnerable population, especially the poorest strata of society, with chronic adversity present in day-to day life. Since 2015, the country has faced an acute institutional and socio-political crisis, resulting in a significant increase in kidnappings and feelings of insecurity, particularly in the metropolitan area of Port-au-Prince. Existing vulnerabilities and the effects of the crises only exacerbate humanitarian needs. Geographically, every department in the country has been exposed to numerous natural disasters in recent years. The most recent are: - the earthquake (7.2 magnitude) that occurred in the southern region of the country on 14 August 2021. Three departments were affected: Nippes, Sud and Grand’Anse, having a direct impact on more than 800,000 people.2 - the global COVID-19 pandemic – Haiti recorded 19,374 cases and 487 deaths across the country. The pandemic has also affected the economy and social sectors. The Haitian education system has approximately 20,000 schools offering basic or secondary education, with a formal and non-formal sector. The private sector educates 77 per cent of all students and accounts for 85 per cent of the educational infrastructure. Even before the recent crises, the Haitian education system was facing major challenges, both in terms of access and the quality of the school environment, teaching and learning. According to the most recent data:3 - Net enrolment rates for children in Haiti are estimated by the Ministry to be approximately 60 per cent in preschool, 77 per cent in basic education and 15 per cent in secondary school. - Only seven out of 10 children from the poorest households attend primary school compared to nine out of 10 from the wealthiest households. Exclusion from the education system is more pronounced in rural areas than it is in urban areas, where an average of six out of 10 children have access to education. - School buildings are not up to standard in 35 per cent of public schools and 43 per cent of private schools. - More than 50 per cent of schools have no water or toilets, and 75 per cent have no electricity. - 80 per cent of teachers are unqualified. - Across the three departments, 70 per cent of sixth-year students (age 11–12 years) are over-age. - In terms of mathematical proficiency and reading performance in French and Creole, the level of fourth year students (age nine–10 years) is well below average and a long way from meeting the required standards. - Before the earthquake, a significant number of children aged 5–18 years (approximately 500,000) were not in school. 1 United Nations Development Programme, ‘The Next Frontier: Human development and the Anthropocene’, UNDP, 2020, <https://hdr.undp.org/sites/default/files/Country-Profiles/HTI.pdf>, accessed 19 August 2022. 2 United Nations Office for the Coordination of Humanitarian Affairs, ‘Haiti: Humanitarian needs overview’, UN OCHA, 2021. 3 Ministry of National Education and Vocational Training, ‘Plan décennal d’education et de formation’ [Ten year education and training plan, PDEF], MENFP, Port-au-Prince, December 2020 3 - As many girls as boys are enrolled in the education system: gender parity in enrolment is 1.04 in early childhood education, 1.00 in pre-primary and primary education, 1.08 in lower secondary education and 1.07 in upper secondary education4. - More than half of public and private schools are very small, with fewer than 100 students. Very little provision is made for children with disabilities. The proportion of repeaters is higher in the early years (11 to 13 per cent) and there are a significant number of dropouts at all grade levels. Approximately 55 per cent of youth leave the education system before the end of the sixth year of education, with most youth and adolescents remaining in pre-primary and primary education when they should have transitioned to secondary level. These issues affect boys more than girls5. For many years, the Haitian education system has been operating with a very low rates of return, with only one in four students managing to complete the first six years of education within the required time frame, and even fewer completing the secondary level.6 The ending of major educational grant programmes, coupled with school closures over the past three years due to the COVID-19 pandemic, and the resulting health and safety situation, have greatly affected the education of children and adolescents (MENFP, 2020 & 2021). There is a lack of accurate quantitative and qualitative data to assess the full extent of issues relating to gender, disabilities, gender-based violence and early pregnancies. Government interventions regarding care for particularly vulnerable children have been limited, especially for children with disabilities and child domestic workers, of which there are an estimated 286,000.7 Even in public schools, over 60 per cent of the costs (such as textbooks and other pedagogical materials, uniforms, transportation and food) are borne by families. The governance of the Haitian education system is organized into four levels: central structures (Minister’s Office, secretariats of State, general inspectorate, general directorates and technical units); departmental directorates; school districts; and school management teams. As well as constituting key links in the governance chain, these structures are key parts of the pedagogical team. Generally, decisions are made from the top down, which significantly lengthens preparation and response times in crisis situations. Typical inefficiencies include a lack of resources at the departmental level and a poor information management system at the level of the Ministry. In this sense, the data available represent little more than estimates. Departmental structures do not have sufficient resources, processes or tools to assess the situation of the system or the students themselves. In addition, basic data on children in highly vulnerable situations, such as children with disabilities and out-of-school children and adolescents, are either non-existent or inaccurate. 1.2. Education Needs Overview The challenges to meeting the education needs of 4.9 million girls and boys in Haiti are numerous and diverse. Out of this number, 57 per cent are women and girls and 14 per cent have a disability. The activity of armed gangs who control access to the regions to the north and south of the capital makes it difficult for humanitarian actors to respond. In 2022, approximately 800,000 children, adolescents and youth (49 per cent of girls and 10 per cent of children with disabilities) were not able to access education safely or follow a normal pattern of schooling. Families are not able to cope with the increasing prices of essential goods and face difficulties in paying school fees in a country where 80 per cent of schooling is private. Families are responsible for more than 60 per cent of the cost even though 70 per cent of them live below the poverty line8. The barriers to education are mainly economic, with 4 Ministry of National Education and Vocational Training, ‘Analyse sectorielle’ [Sector analysis], 2019; Ministry of National Education and Vocational Training, ‘Plan décennal d’education et de formation’ [Ten-year education and training plan, PDEF], MENFP, Port-au-Prince, December 2020. 5 Ministry of National Education and Vocational Training and United Nations Children’s Fund, Etude sur les enfants non-scolarises en Haiti [Study of out-of-school children in Haiti], MENCP and UNICEF, 2017. 6 Ministry of National Education and Vocational Training, ‘Analyse sectorielle’ [Sector analysis], 2019; Ministry of National Education and Vocational Training, ‘Plan décennal d’education et de formation’ [Ten-year education and training plan, PDEF], MENFP, Port-au-Prince, December 2020. 7 Lunde, Henriette, Jing Liu, and Jon Pedersen, ‘Child Domestic Workers in Haiti in 2014: Tabulation report’, FAFO, 2014. 8 United Nations Office for the Coordination of Humanitarian Affairs, ‘Haiti: Humanitarian needs overview’, UN OCHA, 2021. 4 schooling mainly available on a fee-paying basis. The lower the family income, the higher the risk of exclusion from the education system. The latest Government Mortality, Morbidity and Utilization Survey (EMMUS-VI, 2017)9 confirmed that approximately 22 per cent of children are chronically malnourished (compared to 38 per cent in 1995), with a global acute malnutrition rate of 4 per cent. Two-thirds of children are anemic. Iron, vitamin A, iodine and zinc deficiencies are the most significant. According to data from the Humanitarian Needs Overview, 10 per cent of the population has a disability. Out of this number, 56 per cent are women and around 14 per cent of the 4.9 million individuals have been targeted as people in need. In academic years 2018–2019 and 2019–2020, schools were able to open for around 60–80 days out of the 180 scheduled days, and education was stopped for around three million girls and boys. The number of out-of-school children is likely to increase significantly in 2022. This situation is exacerbated in the departments most affected by the crises, particularly the metropolitan area of Port-au-Prince and the communes in Haiti’s Southern Region, or ‘Grand Sud’, following the earthquake of 14 August 2021. According to data from the Office for the Coordination of Humanitarian Affairs quotes (OCHA), at least 10,000 children were forced to move in 2021 as a result of the violence in the capital. Following the earthquake of 14 August 2021, it was estimated that over 1,250 schools, including 530 public schools, were damaged or destroyed, directly affecting more than 300,000 students.. As of October 2021, approximately 250,000 children were still not able to return to school in communes affected by the earthquake, and resources to rebuild destroyed or damaged schools are still not available. With limited intervention, the number of children in need could increase from 800,000 to 1.1 million by the end of 2022. Only eight to ten per cent of children with disabilities attend a school, whether a special or conventional school. A few special schools exist, but there is no official ministry programme to guarantee high-quality education governed by guidelines and standards. According to the analyses, the current crises increase the risk of gender-based violence for approximately 265,000 people. Out of this number, 90 per cent are girls and 20 per cent live with a disability. In Haiti, gender inequalities result in women becoming increasingly vulnerable, both economically and in terms of health outcomes, such as maternal death, risk of early pregnancy and poor birth control options. Violence in schools is also a barrier to education (OCHA, 2022). Haitian women are among the least educated groups, and those who have attended school do not have the same opportunities to access higher education as men. Structural unemployment has a much greater effect on women. National laws discriminate against girls and allow them to marry before the age of 18, coupled with norms that promote this practice and limit the choices available to adolescent girls. According to reports from national and international partners, the number of early pregnancies among adolescents is also alarming. However, there is still a lack of data available on this subject. 85 per cent of children and adolescents are subject to some form of violent discipline, including at school, despite the statutory interdiction against violating the physical dignity of children. Results from the 2012 Violence Against Children Survey indicate that violence is widespread in Haiti, including in schools. The prevalence of physical violence and corporal punishment remains particularly high: 60 per cent of women and 57 per cent of men aged 18–24 years were physically abused before the age of 18 years. According to this survey, 26 per cent of girls and 21 per cent of boys have been exposed to sexual violence and 35 per cent of girls and 27 per cent of boys to emotional abuse. Violence takes place within families and communities, but also within institutions such as schools. With 712,000 children being affected, and around 15 to 20 per cent of these requiring individual psychosocial care, there is a significant need for child protection (Ibid.). 9 Institut Haïtien de l'Enfance and ICF, 'Enquête Mortalité, Morbidité et Utilisation des Services (EMMUS-VI) Haïti 2016-2017', Pétion-Ville, ICF, 2018, <http://dhsprogram.com/pubs/pdf/FR326/FR326.pdf>. 5 1.3. Aligned strategies and plans There are a number of country level strategies and plans which have informed the development of this MYRP. Careful attention has been paid to ensure coherence and complementarity with these over-arching documents. The proposed interventions therefore align with priorities defined in the following national plans and strategies: Relevant plans and strategies How the MYRP aligns The MYRP will contribute to the achievement of the outcomes set by the Ten year Education and Training Plan, while filling gaps in the sector-specific plan related to the resilience of the most vulnerable students in high-risk areas. Ten-year education and training plan (PDEF) 2020– 2030 Humanitarian Response Plan (HRP) UN OCHA – Humanitarian Programme Cycle 2021–2022 Post-COVID-19 economic recovery plan 2020–2023 Promoting an Efficient Education System in Haiti (PEES), 2021–2025 IBD support project for the ten-year education and training plan (PAPDEF) 2021– 2026 Integrated Recovery Plan for the Southern Peninsula (PRIPS) 2022 These gaps include access to school in a safe and inclusive environment; psychosocial support (psycho-social support); support with teaching materials; nutrition and hygiene; and training for teachers, head teachers and parents with attainment assessment. The intervention areas detailed in the MYRP reflect those defined in the Ten-year plan. The outcome indicators that will be used to measure them are primarily aligned with the third theme of the Plan, which focuses on access and equality. The MYRP shares the same humanitarian objectives as the HRP and aims to strengthen: the resilience of the most vulnerable children by providing mental health and psycho-social support for vulnerable students, teachers and head teachers, and by helping to improve school infrastructure to ensure the safety of children in general, as well as those with disabilities; and the capacity of actors throughout the Ministry governance chain in terms of managing humanitarian risks and emergencies. The MYRP is aligned with this plan by proposing to rehabilitate/reconstruct schools, adding sanitary units and drinking water or handwashing facilities, as needed. The MYRP is aligned with this project, as it aims to strengthen the resilience of students by improving teaching processes, in addition to literacy and numeracy, alongside regular assessments in these subjects. The MYRP is aligned with this project, particularly in terms of access and quality, and the first two levels of basic education (pre-primary and primary) – a priority segment of the PAPDEF. The governance component of the MYRP is also related to the project through its institutional strengthening target. The MYRP also aligns with this recovery plan by providing additional resources for interventions to rebuild school infrastructure, provide psycho-social support, protect children (especially girls) and strengthen governance. First Emergency Response (FER) – ECW Implemented by United Nations Children’s Fund (UNICEF) and World Food Programme (WFP) 2021–2022 (one year) The MYRP will help extend and consolidate the ECW First Emergency Response activities in targeted communes and schools in the southern region of Grand Sud. Students associated with this programme will continue to receive support to encourage them to stay in school and promote academic achievement beyond the immediate post-earthquake response that was the focus of this funding. 6 The MYRP’s Added-Value The MYRP will support existing plans and programmes, in particular the Ten-year Education and Training Plan and will increase the capacity of the Ministry to develop strategies and tools to mobilize partners and actors within the education system. These strategies and tools will then provide an effective and inclusive response to the educational needs of all girls and boys aged three to 18 years, particularly for the most marginalized children who are constantly exposed to multiple and multifaceted crises, including natural disasters and sociopolitical violence. The MYRP will strengthen and/or enhance existing response coordination frameworks and will include specific support for the Ministry of Federal Education and Vocational Training to mobilize its partners towards the issues targeted by the programme. It will help fill the gaps in the sector-specific plan by facilitating the effective implementation of emergency preparations and responses in a systematic and sustained manner. In turn, this will promote interventions relating to access and quality of education. This includes mental health, psycho-social support, gender equality and inclusion. It will also leverage resources, and support protection against violence (including gender-based violence) and the recovery of the education system in the targeted communes. 1.4 Ensuring Humanitarian-Development Coherence Given its history, Haiti requires a dual approach to solutions that work from both a humanitarian and development perspective to achieve systemic change. While for decades, periods of great social and political turbulence have been followed by intervals of calm, natural disasters, sociopolitical crises and instability have remained constant. In 2019, following significant efforts by the government, positive action was taken to integrate emergency education into national plans and programmes, particularly the National Risk and Disaster Management Plan (2019–2030). However, there are major challenges in putting this plan into practice, mostly because of political instability and a lack of resources. Emergency cells have been set up within the Ministry, both at the central level and within the departmental education directorates, which are also involved in the process of implementing the Ten-year Education and Training Plan. These cells collaborate with the education in emergencies cluster at the national level, as well as those at the departmental level, with civil society actors operating in the field. This collaboration aims to ensure that the actions of partners working in the sector are better coordinated so that they align with the aims of the education and training plan. The MYRP will support the increase in capacity of central and deconcentrated structures. It will also back the processes set out in the education and training plan. As this plan and the MYRP are implemented, structures, actors and school communities will be mobilized. They will help to ensure the safety and protection of children through the establishment of complaint procedures at the school level, and will contribute to providing teachers, head teachers and school council members with training on Protection from Sexual Exploitation and Abuse (PSEA). These groups will also help to ensure the continuity of education in crisis situations. All of this will require the Haitian education system to consider the provision of regular government resources, and to mobilize its development partners to contribute to this end. The MYRP will support both humanitarian actions and actions that will help to structure the Haitian education system to make it more resilient. 1.5 Funding Context and Funding Gaps for Education There are serious needs to be met in Haiti. To help the country meet them, technical and financial partners made approximately US$ 45m available to the education system between 2020 and 2021. The following table shows how these funds were distributed between humanitarian and development activities: Status Humanitarian Development Total Paid US$3.3 million US$18,811,958 US$22,111,958 Committed US$7 million US$16,000,000 US$23,000,000 Total US$10.3 million US$34,811,958 US$45,111,958 7 As a result of the earthquake of 14 August 2021 in the Grand Sud region, the level of need has clearly increased in terms of an immediate response, short-term recovery and longer-term development. In the Post-Disaster Needs Assessment and the Integrated Recovery Plan for the Southern Peninsula, the Ministry and its partners identified four intervention areas that address sector governance, economic recovery, reconstruction and protection. Because of the level of destruction, priority was given to rebuilding school infrastructure. While the MYRP will be of help in this regard, it will also fill in the gaps in the other areas, notably inclusion and protection, which constitute the majority of the interventions. Table of post-earthquake recovery needs for the Grand Sud region for 2022 (PDNA and PRIPS, 2022): Strategic Areas from the PRIPS Needs (in US$) Funding available Funding shortfall (in US$) (in US$) Education Sector governance 325,000 325,000 0 Economic recovery 10 million 10 million 0 Resilient infrastructure 352 million 37 million 315 million Inclusion and social protection 38 million 14 million 24 million Total 400 million 61 million 339 million or 85% There is a clear interest among the donor community in continuing to fund education in the country. This can be seen in the various scoping missions recently recorded by many of the organizations within this community, such as ECW, the Inter-American Development Bank, World Bank, the United States Agency for International Development (USAID) and others. As proof of this, a lot of resources have gone into humanitarian assistance over the last few months, with the aim of helping the country to deal with the consequences of the major earthquake that hit the Sud department, as well as the socioeconomic crisis affecting the whole country. More recently, at the donor conference held in early 2022, donors agreed to provide approximately US$600 million to support the recovery of the education sector in the three departments affected by the 2021 earthquake, based on the Post Disaster Needs Assessment. The MYRP therefore provides coherence between urgent humanitarian objectives and a medium-term vision for the recovery and continuity of education in Haiti, especially in areas affected by crises. It also offers a frame of reference for actors and stakeholders at all levels. Furthermore, it shows how important it is for them to ensure universal and equal access within a more resilient education system, which offers solutions to ensure that schooling can continue even in crisis situations. It can therefore be integrated into a road map to support the implementation of the Ten-year Education and Training Plan during emergencies, by addressing the three areas in a systemic manner to ensure: - Fairer access to education for children and youth, especially the most vulnerable from the poorest families, those living with disabilities and those exposed to potential violence, in an environment that is tailored to their needs - Academic success of the most vulnerable children, by improving their core skills to encourage academic achievement and ensure that they stay in education, supporting their socio-emotional development and providing psycho-social support to promote their well-being - Safety of all actors in the education system, especially girls, boys and teachers, by making use of disaster risk management mechanisms and crisis response plans at the central, deconcentrated, community and school levels 8 1.6 Stakeholder Consultation Process Following an initial scoping mission conducted by the ECW Secretariat, a MYRP Development Committee was established by the Ministry. This committee was composed of various national and international organizations, as well as United Nations organizations: - National Office for Partnership in Education (ONAPE/MENFP) - Office of the Minister of National Education and Vocational Training - Ministry of National Education and Vocational Training, Studies and Programming Unit (UEP) - Ministry of National Education and Vocational Training Director General - World Food Programme (WFP) - UNICEF (education cluster and co-lead of the Education in Emergencies Group) - Save The Children (co-lead of the Education in Emergencies Group) - Cadre de Liaison Inter-ONG [Inter-NGO Liaison Framework – CLIO] - Plan International The role of the committee was to: i) ensure that the MYRP is aligned with the priorities of the Humanitarian Needs Overview, Humanitarian Response Plan and the Education Sector Plan, transitional education plans and emergency education strategies; ii) provide strategic guidance on the MYRP process; iii) support the preparation of the MYRP budget in consultation with the partners and identify interventions that would be supported by ECW seed funds; iv) finalize the MYRP results framework based on the ECW template and in consultation with the partners; v) Liaise with ECW on the grantee selection process; and vi) approve the final document before it is submitted to the ECW Secretariat. The process was coordinated by a MYRP consultant, who was recruited by the Steering Committee and was responsible for putting together the draft document. The document was then thoroughly reviewed to ensure that it aligned fully with existing strategies, while also working to see whether it could be aligned to support Education for All efforts in Haiti. Regular consultations and discussions took place within this committee to link MYRP priorities with current, national priorities. These working sessions were chaired by the National Office for Partnership in Education from the Ministry and facilitated by UNICEF, the education cluster coordinator and the supporting MYRP consultant. The steering committee was actively involved in the: development of the MYRP, including in the consultation with all actors involved in the education and training sector at the decentralized level in the areas affected by the crises; targeting of the most vulnerable municipalities and priority interventions for children affected by these crises; development the theory of change, logical framework and budget; and the drafting of the MYRP document and related annexes. UNICEF was designated as the organization responsible for mainstreaming gender in the MYRP in Haiti and examined available secondary data to integrate the gender perspective into the MYRP, taking into account disability inclusion. Throughout the process, regular consultations took place with UNICEF, WFP, Plan International, Save the Children, CLIO, ONAPE, UEP, the Ministry Director General, IBESR and the Commission d’adaptation Scolaire et d’Appui Social [Commission for Educational Adaptation and Social Support – CASAS], These working sessions were chaired by the National Office for Partnership in Education of the Ministry and facilitated by the coordinator of the Education Sector Group and the MYRP consultant. 9 ACCESS QUALITY GOVERNANCE 2. Programme Description 2.1 Theory of Change The right to high-quality education and training in a protective, gender-sensitive and inclusive environment is guaranteed for all the most vulnerable girls and boys, including adolescents LEVERAGING RESOURCES Girls and boys aged 3–18 years from the most Additional resources are The most vulnerable girls, boys and adolescents aged 3–18 The governance and resilience of the system are vulnerable families benefit from holistic education that mobilized to implement the years have access to education in a protective environment improved to better meet the educational needs of promotes academic achievement, socio-emotional strategies defined in the that meets their needs development and physical and mental well-being students in crisis situations MYRP Public schools are able to accommodate and Economic barriers The school environment is Disaggregated retain girls, boys and are removed to Alternative learning The Ministry of information and adolescents to a facilitate the Student learning enhanced to National Education and The educational data (level, age, opportunities are is enhanced promote student Vocational Training community is satisfactory extent, Teaching MENFP is supported by gender, profile) schooling of children created for youth across core protection, learning, (MENFP) and partners prepared and including children with practices promote partners to mobilize additional relating to the from the most who are out of subjects, as is academic have made the shows resilience disabilities, out-of-school better learning funds for the implementation sector can be vulnerable families, school and over socio-emotional achievement and relevant preparations in the event of a children and children including those with age development accessed quickly of the MYRP who have been affected disabilities by crises Non-formal Support for families well-being, including to respond quickly to crisis in the event of an girls and children emergencies emergency or crisis living with disabilities Development of Improvement of education/vocationa Strengthening of the information for the education of l training for students’ socio Improvement in Implementation of Increase in and students’ emotional skills and Improvement in their children, adolescents aged the quality of system for the emergency response improvement of places knowledge and knowledge to create the knowledge especially girls and 15–18 years and teaching and education sector, and coordination in public schools skills across core a gender-sensitive and capacities of children with learning with a focus on processes youth who are over subjects actors at all levels disabilities age, with a focus on empowering girls and non-violent environment Improvement of gender and disability Communications with donors, partners and the general public on interventions and outcomes Improvement of health and hygiene Strengthening of Educational catch teaching methods Improvement in the Support for special up measures, with a schools and by considering capacity of local schools to increase Improvement of Development of Introduction of school programme/acceler focus on girls and school inclusive, positive actors, including the number of places learning information communities in meals ated programme and gender female teachers women’s organizations for children with outcomes gathering tools for adolescents preparation for disabilities sensitive and organizations for Support for school aged 12–14 years emergency educational people with disabilities communities approaches situations 2.2 Programmatic Outcomes OUTCOME 1 – ACCESS: The most vulnerable girls, boys and adolescents aged 3–18 years have access to education in a protective environment that meets their needs ECW Thematic Priorities: Access, Gender Equality & Continuity The MYRP aims to ensure that girls and boys, especially those that are not yet enrolled in school or who have dropped out have access to quality and relevant learning. The MYRP emphasizes the need to identify children in priority areas that are living with a disability (as identified in the Humanitarian Needs Overview 2021) and ensure safe and accessible access, particularly for those who are victims of socio-political violence or affected by humanitarian crises. 1.1 – Public schools are able to accommodate and retain girls, boys and adolescents to a satisfactory extent, including children with disabilities, out-of-school children and children who have been affected by crises. The MYRP will facilitate the return of girls, boys, adolescents and children with disabilities, who have been affected by crises, to public schools. This will be achieved by increasing the number of school places and boosting attendance for children whose education has been interrupted as a result of the crises and associated economic repercussions. Expanding public schools will be done in line with established quality standards. It will take into consideration accessibility needs for children with disabilities. This will include the construction of new classrooms or rehabilitation of existing classrooms, coupled with the distribution of benches, furniture for teachers and other classroom equipment and furniture to create a safe, child-friendly learning environment. The strategy also aims to encourage the establishment of preschool classes where they do not yet exist to counter the effects of late entry, especially for girls. Ministry-level building standards will be applied and adapted to meet the needs of children with reduced mobility, including access to toilets. Awareness will be raised among school committees (parents, teachers, head teachers and students) about gender issues, as well as how to welcome and support children with disabilities to settle in. Distribution of hot meals to children in targeted schools will make schools more accessible, improve attendance and encourage the retention of students. Head teachers, school meal management committees and cooks will be trained in good hygiene practices (handling and cooking food) and strengthening the sourcing of local products for sustainability. Schools and areas will be selected based on the needs of girls, boys and young children in regions affected by the earthquake, in addition to certain areas in the metropolitan area of Port-au-Prince that are affected by violence. The main strategy will be to involve deconcentrated Ministry structures, local organizations and the gender specialist who will be recruited to help with these selections. This will ensure that the school environment is set up to accommodate and meet the needs and profiles of girls and boys, and that schools are aware of gender and disabilities. 1.2 – Economic barriers are removed to facilitate the schooling of children from the most vulnerable families, including those with disabilities Children from the most vulnerable families, including those living with disabilities, will receive support to help with their schooling. This will be in the form of unconditional cash transfers for 500 of the most vulnerable families, including single mothers and those with a child with a disability. Unconditional cash transfers will help to counteract the main barriers that exclude these children from the education system. This includes the socio-economic situation of families, the opportunity costs in the face of deprivation, and the indirect costs of education – all within a context where inflation and the costs of transporting essential goods result in families becoming increasingly impoverished, particularly female heads of households. For children with disabilities, financial support and provision of equipment will also be made available to special schools and to regional organizations. Special schools and organizations for children with disabilities will be identified through a collaboration with the Commission for Educational Adaptation and Social Support within the Ministry and local organizations that work with children with disabilities. Special schools will receive support to accommodate the needs of children with physical and cognitive disabilities. At present, neither public schools nor teachers have the capacity to work with children with special educational needs, especially those with cognitive and/or sensory disabilities. Other funding will provide the Ministry with support for institutional strengthening, aimed at providing for children with disabilities. Collaboration between the Commission, the Office of the Secretary 11 of State for the Integration of Persons with Disabilities and local grass roots organizations will identify the best approaches and make recommendations on how to implement them as part of the programme. 1.3 – Alternative learning opportunities are created for youth who are out of school and over-age Girls and boys who are out of school and over-age will be able to access education that is tailored to their specific needs. An accelerated programme will be introduced for one thousand 12 to 14-year-old students (60 per cent girls) at primary level and at risk of dropping out. The accelerated programme is implemented by the Ministry and enables over-age children who are still at the primary level of education to complete both pre-primary and primary education over a three-year period. A further 2,400 students aged 15–18 years (60 per cent adolescent girls) who are either out of school or cannot move beyond the pre-primary and primary levels of education, will have access to non-formal education in dedicated public centres. This intervention has been piloted with the Ministry for the past four years and focuses on developing vocational skills in areas with good employment prospects, including in sectors that are traditionally reserved for boys such as mechanics, motorcycle repair, masonry, electricity and plumbing, and information and communications technology. Non-formal education modules include core skills (literacy and numeracy), citizenship education, sexual and reproductive health care education, and topics such as leadership and entrepreneurship. Outcome 2: QUALITY – Girls and boys aged 3–18 years from the most vulnerable families benefit from holistic education that promotes academic achievement, socio-emotional development and physical and mental well-being ECW Thematic Priorities: Quality and Gender Equality The MYRP will help to address persistent issues in the quality of education, such as low levels of academic achievement and underdeveloped teaching skills. It will also strengthen cross-disciplinary skills that contribute to student well-being and to the development of a non-violent and resilient culture within the school. A pool of Ministry trainers will receive support to enable them to support teachers, head teachers, students and the school community. There is a strong correlation between the low quality of teaching, a lack of teaching skills and outdated pedagogical practices with academic failure and retention within Haitian schools. Violence in schools also has an effect on student learning.10 By working on these areas, the programme intends to improve the academic and socio-emotional development of students, as well as the school environment, to promote academic achievement and the well-being of students, staff and the school community in general. The following strategies will be prioritized to achieve the objectives detailed in Outcome 2: 2.1 – Teaching practices promote better learning Teachers’ knowledge and skills will be improved to promote academic achievement of students in targeted schools. Teachers and head teachers will benefit from training sessions on teaching specific subjects, as well as on broader teaching practices (such as active learning, positive discipline, teaching and evaluation of learning). Teachers will receive teaching materials (information sheets and classroom materials) to make use of the knowledge acquired during training. The MYRP will contribute to the development and implementation of a system to regularly assess students’ literacy and numeracy skills, to identify gaps in students’ knowledge before it is too late and find ways to address them. This will be done by developing tests, creating an assessment procedure and planning how data will be entered and processed, as well as how results will be analyzed and interpreted. Coaches will be selected from a pool of trainers and will receive support to ensure that teachers are regularly observed in the classroom. Teachers will receive training on socio-emotional development and on tools which can be used to assess student well-being. The MYRP will also support the well-being of teachers through training sessions covering psycho social support and mental health, which will allow them to take better care of themselves and provide more support for the students in their care. 2.2 – Student learning is enhanced across core subjects, as is socio-emotional development Students will improve their academic and socio-emotional knowledge and skills in targeted schools. This will entail a close focus on reading (Creole and French) and numeracy to lay the foundations for overall academic achievement across all subjects, reduce high failure rates and make students more resilient in school. Preschool 10 UNICEF, Study on Academic Failure, 2018 12 students will also benefit from materials to promote pre-reading and pre-maths skills, as well as early learning kits. To achieve this, teachers will receive training and adapt existing materials developed by other partners to the needs of their students. The methods that teachers learn about during the training will be used to assess students. Standardized learning and assessment tools will also be used, including materials developed by the Ministry with the support of USAID. The MYRP will support the Ministry and school management