Access, learning spaces and teachers

1Temporary learning spaces

When schools are destroyed, occupied or too far away, temporary learning spaces (TLS) are opened: tents, semi-permanent wood and tarpaulin structures, rehabilitated community buildings. The site is chosen with the community and the technical services: safe land (outside flood-prone areas, away from armed positions and busy roads), reasonable walking distance, written land agreement.

• Space: a common benchmark is at least 1 m² per learner, adapted to national standards; ensure ventilation, light and shade.
• Water and sanitation (Sphere benchmarks for schools): 3 litres of water per pupil per day for drinking and handwashing; one latrine per 30 girls and one per 60 boys, separate, lit, lockable from the inside, with at least one accessible.
• Equipment: "school-in-a-box" kits or teacher and student kits, blackboards, recreation kits, early childhood development kits.

If attendance exceeds capacity, organise double shifts (morning and afternoon) rather than classes of 100 pupils. A TLS remains a transitional solution: from the outset, plan the rehabilitation of schools and the relocation of collective shelters to other sites, in liaison with the Shelter and CCCM clusters.

2Access and retention of girls and children with disabilities

Enrolling a child is not enough: they must stay and learn. For girls, the measures that work in the field are well known: recruiting female teachers or classroom assistants, separate latrines and menstrual hygiene kits, accompanied or group journeys to school, timetables compatible with household chores, cash transfers conditional or not on school attendance, work with families and religious leaders against early marriage, and welcoming young mothers and pregnant girls.

For children with disabilities, the approach is inclusive education: ramps, wide doors, accessible latrines, adapted seating near the blackboard, large-print materials, assistive devices (glasses, hearing aids) through health and rehabilitation partners, and teachers trained in differentiated teaching. Avoid creating separate classes by default. Organisations of persons with disabilities and parents are involved in identification and follow-up.

Monitor retention with attendance registers: a pupil absent for several consecutive days triggers a visit from the parent committee or a community worker.

3Recruiting and paying teachers

Teachers are the response's most important resource. Recruitment is transparent, with written criteria, a committee that includes the community and attention to gender balance and to the languages spoken by pupils. Qualified teachers among the displaced or the host community are mobilised first, then volunteers with a sufficient level of education, who are supervised and trained.

Teacher incentives are a sensitive issue: amounts that are too high draw public-sector teachers out of schools; amounts that are too low cause drop-out and absenteeism. Partners agree within the cluster on a harmonised scale, aligned as far as possible with national policy, and plan from the outset the transition to payment by the State. Payments are regular, traceable and made to the individual, preferably by electronic or mobile transfer.

4Training, supporting and protecting: the code of conduct

Short initial training (often 5 to 10 days) covers active learning, non-violent classroom management, basic psychosocial support, inclusive education, life-saving messages (hygiene, explosive ordnance risk) and referral of children at risk. It is followed by continuous professional support: peer learning circles, classroom visits, coaching by pedagogical advisers. The INEE "Teachers in Crisis Contexts" training pack is a reference.

Every teacher and staff member signs a code of conduct: prohibition of corporal punishment and humiliation, absolute prohibition of any sexual exploitation and abuse, prohibition of asking for money or favours in exchange for grades, and a duty to report. The code is backed by a complaints mechanism accessible to children and parents, investigation procedures and sanctions. Teachers also need support: many are going through the same losses as their pupils.