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Rapid Education Risk Analysis in South Sudan

Wed, March 28, 11:30am to 1:00pm, Hilton Reforma, Floor: 4th Floor, Doña Sol

Proposal

The Rapid Education and Risk Analysis (RERA), a tool developed by the USAID-funded Education in Conflict and Crisis network (ECCN) project integrates key elements of conflict analysis, disaster risk analysis, and resilience analysis with a rapid education analysis. It provides guidance for a national level mapping, stakeholder consultation and analysis process carried out over two (2) to three (3) weeks. It seeks a “good enough” analysis to capture general information about how education systems, learners and their communities interact with a dynamic, multiple risk environment. A more in-depth analysis, can be pursued if the rapid approach indicates that more information is necessary for program development.
The RERA tool helps to collect information quickly to inform USAID Mission decisions regarding the design, adaptation, and/or delivery of an education program so that it is sensitive to various contextual risks and does not contribute to exacerbation of conflict dynamics or disaster vulnerabilities, but support building social cohesion and resilience. The tool guides the analysis of the education sector, learners, school communities and their interaction with multiple contextual risks, such as conflict, natural disasters, violence, insecurity, political instability, and health emergencies.
Since 2011, USAID has been working with partners to increase equitable access to education for learners living in conflict and crisis-affected environments (USAID Education Strategy, February 2011, Goal 3). These complex contexts call for innovative approaches to the design, management, and evaluation of projects seeking to increase equitable access to education. The RERA Tool introduces analytic rigor, managing adaptively, and utilizing diverse approaches for more effective education programming in conflict and crisis-affected environments.
In June 2017, USAID South Sudan conducted a RERA focusing on six states that were most affected by the conflict that started in December 2013. Part of the plan was to put together evidence to help USAID South Sudan to put together a strategy that would closely link humanitarian assistance with conflict and development assistance programming to strengthen community resilience. Functional schools are often identified as key contributors to recovery and reconciliation processes in conflict-affected settings; however, for education to support the promotion of unity and social cohesion, it is important to understand the context within which education is delivered and equitably manage the process to avoid further inequity and exclusion.

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