More than 20 years of experience in Education in Emergencies
Our core competencies in the spectrum of education is built on interventions ranging from the strengthening of formal and non-formal education to basic literacy and numeracy, tertiary education, psychosocial support, human rights, refugee rights, children’s rights, women’s rights and more.
In stable contexts, formal education is usually the central pillar of knowledge, and we instinctively think of as education. However, in emergencies, the formal education system is often dysfunctional or completely non-existent, creating a wide range of approaches to respond to the specific and acute needs of young people. RET’s first step is always to conduct a needs & assets assessment survey (NAAS), to have a clear picture of what we will need to deploy in each specific crisis. For these surveys to be meaningful, we spend a lot of time listening carefully to the key stakeholders on the ground and in the donor community. Project creation is a strongly participatory process.
RET is committed to increasing access, retention rates, and support completion of refugee, displaced, and vulnerable local young people, including those with disabilities – with particular focus on young women – to accredited education programs.
In the framework of SDG4 (inclusive & equitable quality education for all) and RET’s commitments regarding the right to education of refugees and other persons of concern.
RET is committed to providing technical support to facilitate refugee youth’s access to quality and relevant education, preferably within or in line with the education system of the host country, and to increasing the proportion of its support to refugee adolescents and youth’s access to “accredited education” relative to other education programs.
Moreover, RET is devoted to enhancing the national education systems’ capacity to include refugees and other displaced adolescents & youth, including those with disabilities, to prevent behaviors and acts of discrimination and harassment against them, and to mitigate the xenophobia culture.
RET has extensive experience in providing Education in Emergencies (EiE) in refugee camps, urban, semi-urban and rural areas, and in non-camps settings; by (1) using the home or host country curriculum depending on the host government and UNHCR orientations and policies. (2) in non-camps settings: RET supports the integration of learners into the national education system and support the strengthening of national education systems to host learners from other nationalities (teachers training, provision of education supplies, development of communication and awareness-raising campaigns against xenophobia and discrimination of migrants and refugees, etc.)
To date, RET has implemented more than 150 projects with Education & Capacity Building as a primary area of intervention.
Education Programs Around the World:
- Primary & Post Primary Education
- Secondary & Tertiary Education
- Accelerated Learning programs (ALP)
- Life and Peace Skills
- Livelihoods – Socio-economic Empowerment
- Income Generation Activities,
- Vocational /Technical Training
- Tertiary Scholarships
- Distance Learning (SEDL)
- Professional Development of teachers & other education personnel
- Strengthening public education systems at local, regional and or national levels.
- Improvement/expansion of safe education facilities (renovation, building, equipment, etc.)
Education support strategies:
Homework Support; Assistant Teachers; Mentoring School Administrators; Study Groups; Girls’ Committees; Parent-Teacher Association(PTA), MTA training, Mobile Technical Team (MTT); Catch Up classes; Boys’ Committees; Certificate Equivalence; Exam Preparation; Psycho-social Support (PSS); Dignity Kit supplies; Mobile phone learning; Community Sensitization; Code of Conduct and PSEA Training; Language Courses; School supplies; Construction and Rehabilitation; ICT/Digital Learning; School Fees Support; Transportation Support.
Around the School
The presence of schools and classroom environments has always been a vital and stabilizing force within communities. RET has, therefore, developed a holistic approach to make sure schools are present and play their protective role for vulnerable young people during crises. It includes the provision of formal education, non-formal education, and the capacity building of local educational assets.
RET provides formal education by running schools based on official national curricula or by facilitating access to recognized or state-run schools. There is equally often a need for accelerated learning programs for young people who are over-aged for their level as a result of their flight and exile. RET also manages scholarship programs for tertiary education.
RET’s non-formal education offers basic literacy and numeracy, catch-up courses to enable young people to re-integrate into local school systems, as well as language courses. For those who have been displaced, mastering the local language is key to integrating local educational systems and communities. Even if these courses are not part of the official national curriculum, RET always makes sure they meet institutional standards such as the INEE or UNESCO and make the extra effort to have them recognized by local authorities.
Building the capacity of local educational assets in fragile environments is an indirect, but extremely efficient way of ensuring the presence of meaningful educational opportunities for vulnerable youth, while also strengthening the educational settings for the children and youth of the host community. This implies improving local school administration, engaging in teacher training and professional development, mainstreaming disaster risk reduction in educational programs, and the construction, renovation, and provision of equipment to create safe and learner-friendly environments.