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This presentation will highlight several examples of how ministries of education have developed education sector analyses and plans that take into account the effects that conflict and disaster have on the performance of an education system. Using pioneering methodologies for data collection and analysis, ministries of education in South Sudan, Uganda, Cote d’Ivoire, Chad, Guinea Bissau, DRC and Burkina Faso have worked to understand the effects that crises have on their education system, whether the crisis is due to natural phenomenon (flooding, drought, landslides) or to human-made crisis (conflict).
Each country situation is unique and different methods were used to understand the impact of crises, the variety largely a function of the availability of data. Methods include literature reviews, the analysis of household surveys as well as interviews and active participation of humanitarian actors, who have typically not been part of the planning process. Data sources including OCHA, Search for Common Ground, education management information systems (EMIS) and parallel databases (housed by NGOs or bilateral partners) were exploited. This presentation will demonstrate how existing data can be used and when it is necessary for new data to be collected in order to better understand the effects that different crises may have on the education system.
The presentation will also highlight some innovative data collection tools that were used in countries where relevant data was missing. These tools were used to help identify and describe the risks with which the country is confronted and evaluate their impacts on the education system. These tools ranged from interview guides to school-level questionnaires.
Finally, the presentation will examine how the results of the analysis have been used to inform the development of education sector plans that are crisis-sensitive. Methodological lessons for crisis sensitive education analyses will be published in the next volume of Education Sector Analysis Methodological Guidelines.