November 30, 2017 @ 8:30 am - December 1, 2017 @ 4:30 pm
Welcome to the Rapid Education and Risk Analysis (RERA) Training page.
Rapid Education and Risk Analysis (RERA) allows USAID and its partners to get a snapshot of how education systems, learners, families, and their communities interact in a dynamic, multiple-risk environment. RERA integrates elements of conflict analysis, disaster risk analysis, and resilience analysis and can be carried out over two to three weeks.
The RERA toolkit will also be posted here once it has been approved.
Additional RERA resources, including those for RERA El Salvador and Mali, can be found here.
For those who were unable to attend this training, there will be future offerings in 2018.
|Session||Slide Deck||Handouts or Additional Materials|
|1.1 Welcome and Introductions||Participant Manual|
|1.2 Education and Multiple Risks||Presentation|
|1.3 RERA Overview||Presentation|
|1.4 RERA Procurement and USAID’s CLA strategy||Presentation||Handout: Understanding CLA
Handout: SOW South Sudan RERA
|1.5 RERA Design||Presentation||Handout: Conflict Sensitivity Self Assessment|
|2.1 Desk Review||Presentation||Handout: School Community Review Scoring Rubric|
|2.2 Primary Data Collection||Presentation||Handout: Five Questions|
|2.3 Analyzing Data and Developing Findings||Presentation|
|2.4 RERA Conclusions and Recommendations||Presentation|
|2.5 Completing and Disseminating the RERA Final Report||Presentation|
If you’re interested in learning more about RERA and the seminal works that informed its development, please see the following endnotes:
UNICEF. December, 2016. Press Release: Nearly a quarter of the world’s children live in conflict or disaster-stricken countries. https://www.unicef.org/media/media_93863.html.
UNESCO. 2016. Policy Fact Sheet 27/Fact Sheet 37. Leaving no one behind: How far on the way to universal primary and secondary education? http://unesdoc.unesco.org/images/0024/002452/245238E.pdf.
ADS Chapter 201, Program Cycle Operational Policy, USAID (revised 2017): https://www.usaid.gov/sites/default/files/ documents/1870/201.pdf.
For more information on USAID’s Collaborating, Learning, and Adapting framework, see https://usaidlearninglab.org/faq/collaborating-learning-and-adapting-cla.
For more information on the nature and level of multiple contextual risks in countries around the world, see the INFORM Index for Risk Management, a collaborative project of the Inter-Agency Standing Committee (IASC) and the European Commission, found at http://www.inform-index.org.
UN Sustainable Development Goals; UN Summit for Refugees and Migrants; World Humanitarian Summit Commitments to Action; Paris Agreement on Climate Change; Security Council Resolution 2250 on Youth, Peace, and Security; and the Sendai Framework for Disaster Risk Reduction.
USAID. (2011, revised 2012). 2011 USAID Education Strategy Implementation Guidance. pp. 23–24. http://pdf.usaid.gov/ pdf_docs/PDACT461.pdf; for the definition of armed conflict, see Wallensteen, Peter and Margareta Sollenberg, 2001. Armed Conflict 1989–2000, Journal of Peace Research 38(5): pp. 629–644.
For more on how interventions and institutions are integral to their context, see Novelli M., Higgins S., Ugur M., and Valiente V. (2014) The political economy of education systems in conflict-affected contexts: A rigorous literature review. Department for International Development. http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Political%20Economy%20Education%202014%20Novelli%20report.pdf?ver=2014-11-24-104035-650; Bush, K. and Saltarelli.
D. (Eds.). (2000). The Two Faces of Education in Ethnic Conflict: Towards a Peacebuilding Education for Children. Florence, Italy: UNICEF Innocenti Research Center. https://www.unicef-irc.org/publications/pdf/insight4.pdf; and The Six Lessons from the Do No Har m Project. CDA Collaborative Learning Project. (2010). https://www.cdacollaborative.org/publication/the-six-lessons-from-the-do-no-harm-project/.
See Natural Hazards, Unnatural Disasters: the Economics of Effective Prevention. (2010). Washington, D.C.: The World Bank and United Nations; Components of Risk: Vulnerability. UNISDR PreventionWeb. http://www.preventionweb.net/risk/ vulnerability.
See Bush, K. and Saltarelli, D. (Eds.). (2000). The Two Faces of Education in Ethnic Conflict: Towards a Peacebuilding Education for Children. Florence, Italy: UNICEF Innocenti Research Center. https://www.unicef-irc.org/publications/pdf/insight4.pdf.
See Statebuilding in Situations of Fragility and Conflict: Relevance for U.S. Policy and Programs. DAI and NYU Center for International Cooperation. (2011); The Social Contract in Situations of Conflict and Fragility. (2016). UNDP. http://www.undp.org/ content/undp/en/home/librarypage/democratic-governance/conflict-prevention/the-social-contract-in-situations-of-conflict-and-fragility.html
Winthrop, R., and Matsui, E. (2012). A New Agenda for Education in Fragile States. Brookings Institution. https://www.brookings.edu/wp-content/uploads/2016/06/08-education-agenda-fragile-states-winthrop.pdf; Social services (including education) constitute Peacebuilding and Statebuilding Goal 5 under the New Deal for Engagement in Fragile States. See related infographic at http://www.pbsbdialogue.org/media/filer_public/6b/8f/6b8fea40-288a-475f-b0a7-ebeb502446d1/ new-deal-change.png.
OECD (2014). Guidelines for Resilience Systems Analysis, OECD Publishing, p. 1. https://www.oecd.org/dac/Resilience%20 Systems%20Analysis%20FINAL.pdf
Saturation means the point in qualitative data collection at which new data no longer bring additional insights into the research. For example, if interviews 11 through 15 contain the same information found in the first 10 interviews, saturation has been reached. See Qualitative Research Methods: A Data Collector’s Field Guide, FHI360, 2005. https://www.fhi360.org/sites/ default/files/media/documents/Qualitative%20Research%20Methods%20-%20A%20Data%20Collector%27s%20Field%20 Guide.pdf.
IMF/World Bank Poverty Reduction Strategy process, the UN Development Assistance Framework (UNDAF) Common Country Analysis, the Consolidated Appeals Process, the Post-Conflict and Post-Disaster Needs Assessments, and UN Peacebuilding Priority Plans.