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RERA El Salvador Final Report

Tue, March 7, 8:00 to 9:30am, Sheraton Atlanta, 1, Georgia 11 (South Tower)

Proposal

A Rapid Education and Risk Analysis (RERA) is designed to provide USAID program planners and managers with a with a fast and “good enough” situation analysis of the interactions between education and the multiple risks that may exist in any given crisis and/or conflict affected environment, so that such contextual information can inform Mission policy and programming.

The USAID Mission to El Salvador and the USAID Goal 3 Education Team in Washington requested the USAID Education in Conflict and Crisis Network (ECCN) to conduct a customized RERA in El Salvador. The in-country implementation of the RERA El Salvador took place on March 9–18, 2016.

The analysis focused on risks associated with gang violence, general in- security and, to a lesser extent, natural disasters, and their interaction with different aspects of the education sector, such as schools, education staff, learners, families, and school communities. The RERA El Salvador was a qualitative situation analysis, which combined secondary data and key informant interviews at the national level with primary data from a limited, purposive sample of school communities in nine high-risk municipalities: Ciudad Delgado, Ilobasco, Sonsonate, Soyapango, Lourdes, Puerto la Libertad, Ciudad Arce, Ilopango, and El Congo. Primary research was guided by a community and youth resilience approach.

ECCN’s in-country implementation of the RERA El Salvador had three objectives:

1. Give USAID/El Salvador an updated “snapshot” of the country situation and show how education interacts with key risks—gang violence, insecurity, and, to a lesser extent, natural disasters—with a focus on selected municipalities and schools
2. Gauge the relevance of current USAID programming in the selected municipalities
3. Offer lessons on the draft RERA guide, including methodology and management

The RERA findings provided insights into how the epidemic levels of violence and insecurity affected school and learner safety and influenced access, the role played by community police and the military assigned to schools, and the range of measures taken by school communities were doing to reduce their insecurity. The RERA also looked at the degree to which schools were prepared for natural disasters. The RERA made a range of recommendations to USAID.

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