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Education needs assessment Tal Afar district – Iraq

Education needs assessment
Key findings: 
School and learning spaces Among the 19 schools identified by key informants in the assessed locations, 17 have been damaged during the conflict and 11 are not functional anymore. The schools that reopened show concerning safety and security risks for children and school personnel (e.g.: broken windows and glasses, debris, broken fences and gates) and do not offer an appropriate and quality learning environment for students. 11 schools are overcrowded and 12 are running on two or more shifts 6 (such as Qadisiya school which has 1000 boys and 825 girls). Teachers used to handle classes that exceed 45 children which strongly affects quality of class management and learning. Access to formal and non-formal education opportunities and services Key informants from Al Ayadiyah, Al Askari and Qadisiya reported a high rate of school drop-out during 2017-2018 school year (up to 50%) and in all locations assessed there is an acute gap in the provision of non-formal education services for school-aged children and vocational opportunities for youths of the community. All key informants reported children not enrolled in formal schools; this figure reaches 70% of school-aged girls in Al Ashiq neighborhood. Girls but also children living with a disability, those working outside home, coming from poor households and the ones missing civil documentation have been identified as the least likely to have access to formal and non-formal education services. Key informants agreed to say that fees related to school enrollment and attendance, distance between home and learning sites, child marriage and pregnancy, household chores as well as violence and discrimination at school and lack of safety of learning facilities represent major barriers for girls to access education. As for boys, child labor, poor quality of teaching, disability and/or illness as well as years of unenrollment have been outlined as significant obstacles. Fees related to school enrollment and attendance, distance between home and learning sites as well as a lack of safety on the way to and within the schools are barriers faced by both groups. In this regards, key informants from seven different locations mentioned the presence of landmines and UXO on pathways leading to schools. In the absence of a safe and affordable transportation way, some parents and caregivers are not willing to send their children to school and indirectly expose them to protection risks. Psychosocial well-being of school-aged boys and girls All key informants from the 9 locations assessed noticed important change in children’ behavior induced by the conflict and long-lasting displacements. Increased violence against younger/other children, unwillingness to go to school, disrespectful and aggressive behaviors, sadness and decreased support to family members have been identified as main psychosocial reactions. Key informants of Tawa Bash, Al Ayadiyah and Kifah Al Janoubi also outlined an increase in risky sexual behavior and substance abuse as well as willingness of some out of school children and adolescents to join armed groups and forces. Teaching personnel All key informants interviewed reported an acute shortage of available and qualified teaching personnel. In Kifah Al Janoubi, Al Sada, Malah, Al Ayadiyah and Tawa Bash less than 25% of teachers are currently working in the schools compared to pre-crisis time. In the other locations assessed this rate doesn’t exceed 50%. Shortage of women teachers is particularly acute. The latest as well as teachers certified from the Ministry of Education (MoE) and the ones mastering 7 specific subjects (such as mathematics) have been identified by key informants as the most needed currently to improve quality of learning environment and increase access of children to education. In Al Askary, Malah, Al Ayadiyah and Tawa Bash less than 25% of teachers have received a salary from the MoE in the past three months.
Assessment Report: 
Assessment Questionnaire: 
Publicly Available
Assessment Data: 
Publicly Available
Assessment Date(s): 
17 Mar 2019
Report completed
Population Type(s):