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INEE Data and Evidence Collaborative: Education Data for Internally Displaced Persons

Wed, April 28, 6:15 to 7:45am PDT (6:15 to 7:45am PDT), Zoom Room, 121

Group Submission Type: Formal Panel Session

Proposal

This panel is organized under the umbrella of the INEE Data and Evidence Collaborative. The panel will begin with a short introduction by the chair describing the 2019 EiE Data Summit co-hosted in Geneva by USAID/MEERS (FHI 360), NORRAG, and INEE, and situating this research in the context of the new INEE EiE Data Reference Group and the EiE Data Action Agenda.

The international community lacks reliable data on education for internally displaced populations (IDPs), meaning those who have been forced to leave their homes but have not crossed an international border. At the end of 2019, there were over 46 million people internally displaced worldwide due to conflict and violence, and a further 5 million internally displaced by natural disasters, and 40% were children. The lack of available education data hinders policies and programs and makes it difficult to advocate for some of the world’s most vulnerable children.

What makes it so difficult to capture education data for IDPs? Due to the complexities of tracking movements within countries, particularly when IDPs are not in camp settings and when displacement is protracted, the international community lacks systematic data on where IDP children are, what their educational needs are, and what educational opportunities they have access to. Data on the educational needs of IDPs often comes from area-based reports produced by humanitarian actors. These reports demonstrate that displaced children are more likely to be out of school than their non-displaced peers . However, the data included differ by contexts and frequency ranges from one-off assessments to yearly intervals. Meanwhile, data on the stock and flow of IDPs include limited education data, primarily rely on key-informants, and can only provide area-level estimates. Inadequate disaggregation at an individual or household level means that we are often unable to estimate the sex, age, or disability status of IDP children and consequently plan for their education needs including infrastructure, teachers, teaching, and learning materials, etc. There is also a lack of awareness of the various extant data collection sources and a lack of systematization of different data collection efforts.

This panel will bring together actors working to improve education data for internally displaced populations to discuss the data landscape, challenges, and new initiatives and opportunities.

The first panelist, from FHI 360, will present a mapping of the IDP education data ecosystem globally, but with a particular focus on the Middle East context. After analysing the various sources of data the mapping finds four types of factors that help or hinder collection and use of this data - conceptual, technical, institutional, and political.

The second panelist presents IDMC’s recent efforts to analyse IDP and demographic distribution models to understand how many IDPs there are at primary and secondary school levels. IDMC then presents on primary data collection in Somalia showing how displacement from rural to urban areas affected girls’ and boys’ education.

The third panelist, from IOM, will present on their Displacement Tracking Matrix and IDP education data collection efforts in 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 final panelists, from the Education Cluster, will present their experience of improving IDP education data collection in a variety of contexts, with a case-study focus on Burkina Faso.

Sub Unit

Chair

Individual Presentations

Discussant