Rapid Education and Risk Analysis Toolkit
Welcome to the new RERA Toolkit, which replaces the draft RERA guide issued in 2015. The RERA Toolkit provides step-by-step guidance for users to carry out a “good enough” situation analysis of the education sector, learners, and their communities as a dynamic system of relationships involving assets and multiple contextual risks. The RERA Toolkit also provides a range of new tools and resources, which can be downloaded individually.
A RERA is unique in that it integrates key methodological elements of a rapid education needs assessment and contextual risk analyses, such as conflict analysis, disaster risk assessment, and resilience analysis. A RERA emphasizes investigating how risks impact the school community, how education influences risks, and how contextual risks influence each other.
A RERA supports all stages of the USAID program cycle and can be implemented within or outside of an existing USAID project activity. A RERA ultimately informs USAID strategy and programming.
- RERA Toolkit
The full RERA Toolkit, including the conceptual framework, step-by-step guidance for all three phases of the RERA, and all tools and annexes.
If you are interested in specific tools of the RERA, below are resource links that provide easy access to high-value components of the full RERA Toolkit above. All RERA resources are best viewed in Chrome or downloaded to enable all embedded navigation features.
- TOOL 1: Sample RERA Scope of Work
A Scope of Work template that is adaptable for use by USAID to procure a RERA.
- TOOL 2: Sample RERA Consultant Terms of Reference
A terms of reference template that can be adapted by USAID or Implementing Partner to recruit RERA Team members (consultants).
- TOOL 3: RERA Conflict Sensitivity Checklist
A template checklist for use by the RERA Team to help ensure conflict sensitivity of the RERA process.
- TOOL 4: RERA Parameters Checklist
A template checklist for use by the RERA Team to guide the scope of the RERA exercise.
- TOOL 5: RERA Design Plan Template
A template to be adapted by the RERA Team to explain how the RERA will be carried out.
- TOOL 6: Key Informants and Focus Group Participants Matrix
A template matrix to be completed by the RERA Team, in consultation with key partners, including the USAID Mission and Ministry of Education, that includes names of persons who can (1) offer the RERA Team suggestions for reports and information, including citations, and (2) serve as respondents in data collection activities (both for key informant interviews and focus group discussions).
- TOOL 7: Key Documents and Resources Matrix
A template matrix to be completed by the RERA Team in consultation with key partners, including the USAID Mission and Ministry of Education, that includes the names, source links/citations, and descriptions of secondary data sources (documents and resources) to be included in the desk review.
- TOOL 8: RERA Research Questions
Tool 8 organizes all the RERA research questions from general to more specific and links them to data sources. The RERA Team can use the data collected from these questions to complete TOOL 9: School Community Review Scoring Rubric.
- TOOL 9: School Community Review Scoring Rubric
Tool 9 is an internal document that accompanies the desk review and guides the RERA Team to conduct the analysis of secondary data to inform the Team’s decision about field data collection parameters and sites.
- TOOL 10: School Community Fieldwork Tool
Tool 10 guides qualitative primary data collection using a limited, purposive sample of school communities. The tool’s conceptual focus centers on understanding the dynamic, two-way interaction between school communities and contextual risks, and the factors behind school community resilience. The tool centers on focus group discussions and key informant interviews.
- TOOL 11: Sample RERA Final Report Outline
Tool 11 consists of a sample outline for the RERA Final Report, which can be adapted by the RERA Team in consultation with the USAID Mission.
- TOOL 12: Key Partner Education and Risk Analysis Tools
Tool 12 offers curated references to other tools for conducting education sector assessments, conflict analyses, disaster risk assessments, and resilience analyses.
- Annex 1: Why Think in Terms of Risk
Annex 1 offers a short brief on key risk concepts and their utility.
- Annex 2: Resilience Factors of School Communities and Learners
Annex 2 briefly expands on the resilience dimensions that inform the RERA methodology.
- Annex 3: Glossary
Annex 3 offers a list of key terms most relevant to the RERA methodology and process.
- Template RERA Database (Excel file)
This Excel file serves as a template that accompanies Tools 9 and 10 and can be adapted as necessary.
USAID/Bangladesh commissioned Dexis Consulting Group to conduct a Rapid Education and Risk Analysis (RERA) in October 2019 to understand the impact of the Rohingya influx on pre-primary through secondary education in Bangladeshi schools in Cox’s Bazar district. The specific objectives of the RERA were to (i) gain a broader understanding of the risks, needs, assets, and capacities of the education sector in Cox’s Bazar, and (ii) inform education programming to support Bangladeshis in Cox’s Bazar, particularly host and impacted communities. The RERA reached 900 respondents through 141 focus group discussions and 33 key informant interviews in six sub-districts across Cox’s Bazar.
The Rapid Education and Risk Analysis (RERA) was commissioned by USAID Liberia in 2017 as part of the start-up of the USAID Accelerated Quality for Liberian Children Activity. Education Development Center, Inc., conducted the RERA in May and June of 2017.
RERA: Gao, Tombouctou, Kidal, Ségou and Mopti
In 2016, USAID/Mali commissioned a Rapid Education and Risk Analysis (RERA) for the regions of Gao, Tombouctou, Kidal, Ségou, and Mopti as part of the Education Recovery Support Activity (ERSA), led by CAMRIS International. The RERA aimed to collect community perceptions and the impact of the conflict on the education of children; determine the impact of crises on Malian children, their schools, communities and the education system; and identify and explore the multiple barriers to access to education for children affected by the conflict. The Center for Studies and Research on Population and Health Information (CERIPS) conducted the RERA from August to September 2016.
- Analyse sur les risques relatifs à l’éducation dans les régions de Gao, Tombouctou, Kidal, Ségou et Mopti (September 2016)
- Rapid Education Risk Assessment (RERA) for the regions of Ségou, Mopti, Tombouctou, Gao, and Kidal (December 2016)
RERA: Gao, Mali
In 2015, a RERA was conducted in Gao, Mali, by the USAID-funded Education Recovery Support Act project. The purpose of this RERA was to analyze the effects of the crisis on the lives of the population, the school system, and the security situation in order to define the project’s implementation strategies for the region. Below you will find links to the RERA final report in English and French as well as a presentation given by the project to stakeholders.
- Rapid Education Risk Analysis in the Gao Region Final Report (January 2016)
- Evaluation rapide des risques en éducation dans la région de Gao (Jan. 2016)
- Mali RERA presentation (March 2016)
RERA: El Salvador
The RERA El Salvador was commissioned by the USAID Mission in El Salvador, in March 2016, and carried out by ECCN to provide a snapshot of how the education sector is interacting with various risks—particularly gang violence and insecurity. The full report is available below.
- Rapid Education and Risk Analysis in El Salvador Final Report
- Rapid Education and Risk Analysis in El Salvador Final Report (Spanish Version)
USAID required Creative Associates International to carry out a Rapid Education and Risk Analysis in Afghanistan within the first three months of their Afghan Children Read project award. The Afghanistan RERA was implemented in 2016 and focused on risks posed by general insecurity, return of refugees, and natural disasters. A secondary focus of the RERA was the perception of education in the target districts, perceived quality of early grade reading, role of parents, coping strategies of communities, and perceptions regarding public, Community Based Education, and private schooling options. The RERA conducted primary data collection using a purposive sample of school communities in the five districts of Shakar Dara, Herat City, Guzara, Jalalabad, and Kama.
Welcome to the Rapid Education and Risk Analysis (RERA) Training page.
This page will be updated regularly, and the RERA toolkit will also be posted here once it has been approved.
Additional RERA resources, including those for 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:
UNICEF. (December 2016). Nearly a quarter of the world’s children live in conflict or disaster-stricken countries (Press release). https://www.unicef.org/media/media_93863.html.
UNESCO. (2016). Leaving no one behind: How far on the way to universal primary and secondary education? Policy Fact Sheet 27/Fact Sheet 37. http://unesdoc.unesco.org/images/0024/002452/245238E.pdf.
ADS Chapter 201. (Revised 2017). USAID Program Cycle Operational Policy. 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.
Wallensteen, P., & Sollenberg, M. (2001). Armed Conflict 1989–2000. Journal of Peace Research, 38(5), 629–644.
For more on how interventions and institutions are integral to their context, see Novelli, M., Higgins, S., Ugur, M., & 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., & 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 Harm Project. CDA Collaborative Learning Project. (2010). https://www.cdacollaborative.org/publication/the-six-lessons-from-the-do-no-harm-project/.
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.
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., & 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. 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.
What is ECCN’s Rapid Education and Risk Analysis (RERA) Toolkit?
The Rapid Education and Risk Analysis (RERA) Toolkit guides analysis of the education sector as well as learners and school communities and their interaction with multiple contextual risks, such as conflict, natural disasters, violence, insecurity, political instability, and health emergencies. Since 2011, USAID has been working with partners to increase equitable access to education for learners living in conflict and crisis-affected environments (USAID Education Strategy, February 2011, Goal 3). These complex contexts call for innovative approaches to the design, management, and evaluation of projects seeking to increase equitable access to education. Consistent with USAID’s new Program Cycle Operational Policy (ADS 201, 2016) and the Collaborating, Learning, and Adapting (CLA) framework, the RERA Toolkit supports USAID and its partners by applying analytic rigor, managing adaptively, and utilizing diverse approaches for more effective education programming in conflict and crisis-affected environments.
What are the goals of the training?
By the end of the course, participants will be able to:
- Identify the rationale and purpose for conducting a RERA;
- Learn steps for RERA planning and procurement;
- Learn key considerations for implementing a RERA in a collaborative and participatory way;
- Learn the data collection and analysis methodology of a RERA;
- Learn effective approaches for developing RERA findings, conclusions, and recommendations.
Who can participate in the training?
USAID education staff and implementing partners can participate in this training.
How much does the training cost?
Admission to the training is free. However, your travel and per diem expenses must be approved and covered by your organization. Please note that registration is on a first-come, first-served basis, and attendance is limited to two participants per implementing partner organization.
When and where will the training take place?
The most recent RERA training occured on November 30 and December 1, 2017, at EDC’s Washington, D.C. office. Please stay tuned for future RERA training opportunities.
What can I expect at the training?
Participants will learn the rationale and purpose of the RERA, how to procure, oversee and/or implement a RERA, and the key methodological elements and collaborative approaches involved in a RERA.
Participants can expect significant discussion, applied learning, and conversation. Expect to hear from the creators of RERA and practitioners who have first-hand experience with and in-depth understanding of the RERA Toolkit.
What can I do to prepare for the training?
You can learn about the history of the RERA and recent RERA Toolkit implementations as well as sample final reports on the ECCN website here. We look forward to seeing you!