Access to education in a displacement site: analysis, planning and protection

Girls: 980 / 2,450 = 40.0%. Boys: 1,520 / 2,410 = 63.1%. Overall: 2,500 / 4,860 = 51.4%. Parity index: 40.0 / 63.1 = 0.63, very far from parity (parity is generally considered achieved between 0.97 and 1.03). Out of school: 4,860 − 2,500 = 2,360 children, including 1,470 girls (62%).

Interpretation: almost one child in two is out of school and exclusion affects girls first. The host school is saturated (1,420 pupils for 6 classrooms in double shift, i.e. about 118 pupils per classroom per shift, and 101 pupils per teacher): integrating more children there without investment would degrade quality for everyone. Additional spaces and a response targeting girls' barriers are needed.

Target pupils: 2,360 × 80% = 1,888. TLS: 1,888 / 80 = 23.6, i.e. 24 TLS. Class groups and teachers: 1,888 / 40 = 47.2, i.e. 48 teachers. Available: 42; 6 people are missing, to be sought in the host community and among the displaced, women as a priority.

Latrines: 1,888 / 2 = 944 pupils per shift, including 472 girls and 472 boys. Girls: 472 / 30 = 15.7, i.e. 16; boys: 472 / 60 = 7.9, i.e. 8; 24 cubicles.

Budget: TLS 24 × 2,900 = 69,600; latrines 24 × 450 = 10,800; kits 1,888 × 12 = 22,656; training 48 × 150 = 7,200; incentives 48 × 60 × 10 = 28,800. Total: 139,056 USD. Remaining: 40,944 USD, to be allocated to measures for girls and to support for the host school (question 4).

Assumptions to state: parity assumed between girls and boys among new enrolments, land available, teachers teaching only one shift.

Access and learning environment: TLS located within the site, less than 20 minutes' walk, journeys accompanied by volunteer mothers, separate, lit and lockable latrines, menstrual hygiene kits; morning shift reserved for older girls if families request it. Teachers and other education personnel: prioritise recruiting women, including as classroom assistants, since only 3 out of 42 are women; code of conduct signed by all. Teaching and learning: timetables compatible with household chores, childcare space for younger siblings, accelerated learning programme for girls aged 12 to 14. Foundational standards (participation, coordination, analysis): parents' committees with at least 50% women, monthly monitoring of attendance by sex, link with child protection for early marriage risks. Education policy: advocacy for recognition of learning and access to national examinations.

Funding: part of the remaining 40,944 USD.

Analysis: the sense of injustice is well founded: the host school bears the burden without support. An incentive of 60 USD paid regularly can attract State teachers, create a parallel system and weaken the public service. The risk is twofold: conflict between communities and departure of host teachers.

Proposals: (1) align the amount with the harmonised rate of the cluster and with the ministry, and call it an "incentive" for volunteers, not a salary; (2) do not recruit teachers employed by the State; (3) support the host school: rehabilitation, 1 or 2 classrooms, kits for all pupils in the school (about 1,420 × 12 = 17,040 USD, to be funded partly from the remaining balance or through advocacy); (4) joint training for host and displaced teachers; (5) joint school management committee; (6) advocacy with the authorities and donors for regular payment of State teachers. The goal is a single, inclusive system in the medium term.

This is a potential report of sexual exploitation or abuse of children: it is handled under the safeguarding policy, not through an improvised field investigation. (1) Thank the pupils, reassure them, do not question them in detail, respect confidentiality. (2) Report immediately to the organisation's safeguarding and PSEA focal point (and the partner's, if the TLS is run by a partner). (3) Precautionary measure: temporary removal of the teacher from contact with children, without prejudging guilt. (4) Referral of the girls concerned to child protection case management if a need is identified, with the child's consent and in line with their best interests. (5) Immediate ban on any one-to-one lessons after class. (6) The investigation is carried out by trained investigators; legal reporting obligations are reviewed with the focal point.