Using IOM’s Displacement Tracking Matrix to Monitor IDP Education in Yemen, South Sudan, and Ethiopia

• In Event: INEE Data and Evidence Collaborative: Education Data for Internally Displaced Persons

Proposal

The humanitarian and recovery community require information on the location, scale, and composition of affected populations in order to deliver services and respond to needs in a timely manner. Since 2004, the International Organization for Migration’s (IOM) Displacement Tracking Matrix (DTM) has worked with over 90 countries to systematically capture, process and disseminate information to provide a better understanding of the movements and evolving situation of displaced households.

For the INEE panel on Education Data for Internally Displaced Persons, IOM DTM will share recent examples of the approach used to collect displacement data in three complex environments: Yemen, South Sudan and Ethiopia. The presentation will focus on critical methodological components, examples of the data and findings related to education, as well as the importance of collaboration and local level partnerships. Challenges and solutions identified when conducting data collection in volatile environments will be explored.
The presentation will reference the following data collection exercises and reports:

Yemen: Multi-Cluster Location Assessment (MCLA) and OCHA Yemen 2019 Humanitarian Needs Overview (HNO). This shows how collaboration with authorities, OCHA, and the education cluster on (three of five) indicators used to estimate education needs severity in every district of Yemen. Based on district severity scoring and its related percentages, an estimated 4.7 million children are in need of education related services.

South Sudan and Ethiopia: The Village Assessment Survey (VAS) evaluates the absorption capacity of villages to receive returning IDPs with a focus on accessibility of services, livelihoods and reintegration. This part shares examples of methods used and findings from DTM’s village level assessments which contribute to knowledge on school facilities in terms of functionality.

This presentation emphasises the importance in alignment of geographic units of measurement, common definitions and agreement on key education indicators to be reliably measured at the area/ location level.

Author

• Simone Holladay, International Organization for Migration