Report - Assessment of the Education Sector in … of the Education Sector in Northern Iraq / Kurdi-...

Assessment of the Education Sector in Northern Iraq / Kurdi-

stan Region of Iraq (KRI) A Sector Study

Herbert Bergmann on behalf of GIZ

8/12/2015

Education Sector Assessment Kurdistan, Iraq

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Table of Contents Introduction to the Education Sector of Iraq ................................................................................................................. 1

The Situation of Education in the Governorate of Duhok .............................................................................................. 3

Organization and management ................................................................................................................................. 3

Curriculum and School Books ................................................................................................................................ 3

Inspection and Supervision ................................................................................................................................... 4

Teacher Development ........................................................................................................................................... 4

Examination Results - Effectivity and Quality ............................................................................................................ 5

Teacher Salaries ......................................................................................................................................................... 6

Access ........................................................................................................................................................................ 7

Schools, Pupils, Teachers ....................................................................................................................................... 7

Children not in School ........................................................................................................................................... 7

IDP and refugees ........................................................................................................................................................ 8

Numbers and location ........................................................................................................................................... 8

The provision of education for IDPs and Refugees ............................................................................................... 9

Donor community response .................................................................................................................................... 18

Needs assessment ................................................................................................................................................... 19

INSET for the Special Conditions of IDP and refugee Children ................................................................................ 22

Vocational Training Centre Zakho - Status and needed action ................................................................................ 24

Recommendations ....................................................................................................................................................... 25

1. On the TVET Center Zakho .............................................................................................................................. 25

2. INSET ............................................................................................................................................................... 25

Teaching Methods with Large Learner Groups ................................................................................................... 25

Psycho-Social Support ......................................................................................................................................... 26

Financial Incentives for Teachers ........................................................................................................................ 26

School busing ....................................................................................................................................................... 26

Annexes ........................................................................................................................................................................ 27

Terms of Reference.................................................................................................................................................. 27

DoE Organization Chart ........................................................................................................................................... 30

INSET Courses Organized by the Directorate of Teacher In-Service Training .......................................................... 31

Selected statistics about IDP and Refugee Education situation .............................................................................. 34

The Structure of the System of Education ............................................................................................................... 36

Support of the British Council to the Duhok Inspectorate ...................................................................................... 37

Photographs of the TVET Center Zakho ................................................................................................................... 38

List of Tables Table 1: Examination Results 2014/15 , Duhok Governorate ........................................................................................ 6

Table 2: Learning Institions in Duhok Governorate ....................................................................................................... 7

Table 3: Participation in Schooling by Refugee and IDP children ................................................................................... 7

Table 4: Displaced Persons by category and Location ................................................................................................... 9

Table 5: IDP and Refugee Camps in Duhok Governorate ............................................................................................... 9

Table 6: Schools by Location and Gender .................................................................................................................... 11

Table 7: Schools by Location and Education Level ....................................................................................................... 11

Table 8:Schools for IDPs and refugees (enrolment and teachers) ............................................................................... 12

Table 9: Enrolment and GER in Iraq, 1997/98 to 2008/09 ........................................................................................... 13

Table 10: Changes of Enrolment - Bersive Camp Autumn 2015 .................................................................................. 13

Table 11: Pupil:Teacher Relations by Location ............................................................................................................ 16

Table 12: Education Supplies distributed by UNICEF ................................................................................................... 19


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List of Abbreviations CFS Child-Friendly Spaces

CIEP Centre International d’Etudes Pédagogiques

DDE District Directorate of Education

DoE Directorate of Education

DoH Directorate of Health

DRC Danish Refugee Council

ECCD Early Childhood Care and Development

g1 … 12 Grade 1 … 12

GER Gross Enrolment Rate

GIZ Gesellschaft für Internationale Zusammenarbeit

GR Gender Relation

IDP Internally Displaced Person

INGO International Non-Governmental Organization

INSET In-Service Education of Teachers

IQD Iraqi Dinar

IS Islamic State

NFE Non-Formal Education

NGO Non-Governmental Organization

NRC Norwegian Refugee Council

PCR Pupils per Classroom

PTA Parent-Teacher Association

PTR Pupil:Teacher Ratio = Nr. of pupils per teacher

SC Save-the-Children

SNC See table

SOP Standard Operating Procedure

STR Student: Teacher Ratio = Nr. of students per teacher

TLM Teaching/Learning Material

ToR Terms of Reference

TVET Technical and Vocational Education and Training

UNESCO United Nation Education, Science and Culture Organization

UNHCR United Nations High Commission for Refugees

UNICEF United Nations International Children's Emergency Fund

US$ United States Dollar


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Introduction to the Education Sector of Iraq The education system of Iraq is structured like most Arab education systems. It has five levels, Preprima-

ry (age 4-5) Primary (age 6-11), Intermediate (age 12-14), Preparatory/Vocational (age 15-17) and higher

education (age 18-22). The Intermediate and Preparatory level constitute Secondary Education (for de-

tails see the annex “The Structure of the System of Education”).

The Situation of Education in the Governorate of Duhok In Kurdistan, Primary and Intermediate level are combined into Basic Education, with Secondary educa-

tion covering grades 10-12, ages 15-17. Teacher pre-service education is done in the faculties of educa-

tion of the Kurdistan universities. Kurdish authorities were permitted to introduce the Kurdish education

system into schools for Kurdish population long before IS came into the arena. They claim that they had

done so.

The Governorate of Duhok consists of four administrative districts, Amedi, Duhok, Sumel, and Zakho.

Each of them has one district education office (DEO), only the district Duhok has two, Eastern and West-

ern Duhok. In addition, since the push of the IS towards the east (Sinjar Mountains and other areas) the

Governorate takes care of the education administration of the Nineveh districts of Akre, Bardarash,

Shekhan, Sinjar, and Tilkef.

Organization and management In Duhok, there is a Governorate General Directorate of Education (DoE). It consists of two main areas,

the technical and the management area. Both are headed by an Assistant General Director. The technical

area consists of seven departments, the administrative area of four departments. All departments are

headed by a Director and contain several sections. Details can be seen in the Annex “DoE Organization

Chart”. Departments of particular relevance for the project are the school building department and,

maybe in future, the department of teacher training.

Curriculum and School Books

The curriculum is the responsibility of the Programme Department in Erbil. Various versions of school

books have been developed, for Kurdish Badini (the main language in Duhok) Sorani, Arabic, Assyrian,

Turkish, and English, all following the KRI curriculum1. So far, they are satisfactory and are used in the

schools for IDPs and refugees as necessary. School books are printed in Erbil, based on the annual re-

quirements of the DoE. They are sent in government trucks to Duhok, sometimes also by the printers

themselves. From Duhok, the districts collect their books with their own or hired trucks.

Books seem to have a life of 3 years. In the first year, 100% of the requirements are printed. As usable

books are reused, in the second year, 50% of the requirements are printed, in the third year, 25%.

Language of instruction

In Kurdistan, the majority of the population speaks a Kurdish language, mostly Badini (Kurmanci) and

Sorani, in Duhok Badini being the main language. Some people speak Arabic as their mother tongue.

Some also speak Assyrian or Armenian, usually speaking either Arabic or Badini as a second language.

The majority of the IDPs come from the Sinjar region. Among them, there are different groups, (1) Kurd-

ish speakers from Sinjar who study in Arabic, (2) Kurdish speakers from Sinjar who study in Kurdish. They

1 Information provided by the Director of Public Relation DoE Duhok.


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study the same curriculum in 2 different languages of instruction, (3) people with Arabic as mother

tongue, (4) and Arabic speakers from other Governorates.

A curriculum reform concerning the language of instruction is under preparation by the MoE. An experi-

ment in 44 schools is going on: In grades 1-4, Mathematics and Science are being taught in English. If the

experiment is successful, it will be implemented Kurdistan Region 2.Related to this is the current discus-

sion about which script is to be used for Badini, the traditional Arabic or the Latin script

Inspection and Supervision

The Duhok DoE covers all schools in the Governorate, including the camp schools. There are two supervi-

sion units, one for Basic, the other for Secondary Education. The DEOs have one supervisor per subject

and one for school management. All of them visit schools to identify problems, and suggest solutions.

They do individual assessments of teachers through lesson observation, but also assessments of certain

curricula. Comments and suggestions from all districts are then forwarded to the program department

Main teacher weaknesses seen during school inspections are:

• Subject weakness (particularly teachers without training)

• Poor teaching methods, e.g.

• Chalk and talk (mostly teacher presentation)

• Not activating students, no discussion

• No problem solving activities

• No learning in groups or pairs.

Choosing a teacher to be inspector needs a careful selection. For this, tests will cover their specialized

and general education, and in particular speaking English and using the computer. Annually, there is an

on-the-job training of new supervisors, including supervised lesson observation and model lessons by the

candidate as part of lesson observation, and critical evaluation of curricula.

Each inspector has to prepare a yearly plan with monthly plans that show the number of schools to in-

spect. During inspection, the inspector will attend lessons and would pay attention to school manage-

ment in general and school yard and toilet facilities in particular.

When attending a lesson, the inspector would evaluate the teacher´s main weaknesses and strengths of

the teacher. Strong points will need recognition. Weaknesses will be discussed and improvements rec-

ommended. If the weaknesses didn’t improve in the second visit of inspector, the teacher must attend a

training course in summer.

The department is supported by the British Council, covering all supervisors and school directors. School

development committees are also supported. For details, see the Annex “Support of the British Council

to the Duhok Inspectorate”.

The overall impression is that the concept and practice of inspection and supervision, as presented by

the Director of the Supervision Department, is professional and up to standards.

Teacher Development

The department covers In-Service Training (INSET) only, as pre-service teacher education has been shift-

ed to the universities. It has a large building for training events, 8 training halls for 35 – 40 participants

(full capacity: 280 – 320 participants) per session. Usually, two sessions can be held daily (with different

2 The language change experiment (44 schools) was criticized as unrealistic. However, the majority of the Directorate managers

consulted in a meeting did not voice any criticism.


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participants), morning and afternoon. In addition, 7 schools outside of Duhok can be used for decentral-

ized training.

It has three permanent staff, the director, an IT specialist, and a housekeeper. Trainers can be hired on a

part time basis from outside, excellent teachers, headmaster, principals, supervisors, and trainers trained

by donors for certain purposes, e.g. for the experiment with English as language of instruction in grade 1

to grade 4.

However, according to the general director of the department, there are hardly any potential trainers on

psychosocial issues (trauma related work: how to recognize effects of trauma, how to deal with affected

children in a constructive and supportive way). They would be needed to train teachers to deal with

traumatized children. Here, Training of Trainers is very important3 (the situation of school psychologists

in Duhok, the corresponding regulations and practice were not part of the ToR. This section deals with

teacher development and reports information gathered at the department of teacher training).

From 2012 to October 2015, the center has trained 26.805 teachers, of which 16.191 in 2013, in 119

training courses. The number of trainees had gone down after this for budgetary reasons. The length of

training course ranged from 1 to 42 days, with an average of about 8 days. The number of participants

varied from 5 to 1.551 (a training of 6 days on teaching Arabic in a number of different locations). The

average cost per training day ��÷��

�� (��) is about 11 US$, with a minimum of less than 1 US$,

a maximum of 46 US$, and a standard deviation of 7.85 US$. Thus, training costs seem reasonable.

INSET courses usually cover annually about 5% of all teachers.

The budget is extremely limited. At the moment, it does not cover any training courses. However, there

are also other forms of INSET, e.g. coaching by teachers who excel in a subject. Also, peer assessment

among schools is done: school directors would visit each other with a kind of assessment team, present-

ing their observations, comments and proposals to the visited school staff.

The Center is available to any institution that needs to train teaching staff and can fund this.

Examination Results - Effectivity and Quality There are two types of examination, (1) school based end-of-semester and end-of-school year examina-

tions and (2) official examinations at the end of an education level, one after grade 9 to assess the learn-

ing achievements of Basic Education, the second after grade 12, certifying the learning achievement dur-

ing secondary education. For each examination, there are two sessions, the second for those who failed

in the first session. There is automatic promotion up to the end of grade 3, repeating starts after failure

at the end of grade 4. However, failure in Kurdish and Mathematics leads to failure and repetition after

any grade. Because of the second attempt for those who fail the first session, nearly everybody passes.

For the two official examinations, results have been communicated. These examinations are multiple

choice tests. The Basic Education Examination is set in Duhok by a committee of several teachers. The

papers go to Erbil for correction. The Secondary Level Examination is set in Erbil for the whole KRI. Both

are centrally set. For each examination, two sessions are organized, a “first attempt” for all and a second

attempt who failed during the first attempt.

The results, however, are not test results by subject, but rather the percentage of students passed and

failed. These percentages depend on the test pass mark, i.e. the minimum number of points achieved in

the test needed for promotion. This was half of the maximum of 100.

3 GIZ is offering trainings on Psychological First Aid (PFA) through Mawazine company to health personnel as well as personnel

working in primary education. A group of trainers on this topic is currently been trained and could be deployed for further

teachers’ training on PFA. This would need coordination with the DoH


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For the whole of Duhok Governorate, the results are the following:

Table 1: Examination Results 2014/15 , Duhok Governorate

Examination sessions Level of Education promotion

rate

failure (repeater

rate)

First

Secondary Scientific 20,76% 79,24%

Secondary Humanities 15,23% 84,76%

Secondary total 18,29% 81,71%

Basic 58,60% 42,39%

First Total 38,34 61,66%

Second

Secondary Scientific 34,65%

Secondary Humanities 29,78%

Secondary total 31,06%

Final Total

Secondary Scientific 47,16% 52,84%

Secondary Humanities 40,87% 59,13%

Secondary total 44,35% 55,65%

Basic & Secondary total 51,12% 48,88%

Source: General Directorate of Education/ Duhok Governorate, calculations mine

The promotion rates are not satisfactory and need to increase in future.

In the district of Zakho, after the second attempt, the promotion rate of grade 9 results was 60%, and

34% for grade 12. For the DEO Sumel, no figures were supplied but according to the director, at the pri-

mary level, the results are not good as many teachers are incompetent. At secondary level, the results

are good. In one of the camps visited, the examination results are encouraging, 90% succeeded and got

promoted to the next grade.

Teacher Salaries The Directorate of Education (DoE) Duhok has 34,599 employees, of whom 27,997 (80.9%) are teachers.

The salary scale consists of ten regular levels (10 – 1), above which there are two special levels. Accord-

ing to the Director of Accounts, the overall salary bill of the DoE amounts to 32 billion Iraqi Dinar (IQD)4,

26.366.400 € at the exchange rates of beginning of November 2015. This amounts to an annual salary

bill, calculated for 12 months, of 316,396,800€.

Since the beginning of 2014, this bill could not always be fully payed and on time. At the moment, the

Governorate does not always have sufficient funds to pay teacher salaries regularly. Salary arrears of the

equivalent of three months (79,099,200€) have built up as staff is not always paid the full monthly salary.

The reasons for this are twofold: (1) since January 2014, the central Iraqi government has stopped paying

its dues to the regional government in Erbil, and (2) the oil price drop has drastically reduced govern-

ment income. Administrative preparations to pay the outstanding salaries are being done monthly so

that payment could be made immediately when funds become available.

The salary arrears have led to demonstrations in Erbil. However, schools are in session, teachers have

been told that all other government employees and the army suffer from such arrears.

It is quite clear that any financial assistance concerning teacher remuneration needs to be extremely

limited in scope, both in terms of beneficiaries and time (for details see the recommendation on Finan-

cial Incentives to Teachers).

4 Oral communication by management of the department of accounts, DoE


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Access Access is measured by four indicators, schools, pupils or students, children not in school, and teachers.

Schools, Pupils, Teachers

The most common types of schools are basic education schools (g1 – g9), 84% of the total, and Second-

ary schools (g10 – 12), 11% of the total.

Table 2: Learning Institutions in Duhok Governorate

Learning Institution Number Students Teachers PTR* Students

per school

Kindergarten 47

Fast Learning School 1

Basic Education School* 899 330.269 18.659 17,7 371

Secondary School 112 77.778 9.338 8,3 694

Institutes (below university level) 5

Total 1.064 408.047 27.997 14,6 384

Note*: including 5 primary and 3 middle schools; PTR = Pupil:Teacher Ratio

Source: DoE, Planning Dept., Nov 2015

It is not clear whether the school buildings in the table above only belong to Duhok Governorate or

whether also schools in Nineveh Governorate, managed from Duhok, are included.

Children not in School

Data have been requested from Director Planning, DoE. However, as he did not provide them, data from

the Iraq Humanitarian Profile October 2015 and from the Education Cluster database5 were combined to

reach an estimate. It covers only the IDP population, but shows its age distribution according to age

groups corresponding to the primary level (grades 1 – 6), the Upper Basic Level (grades 7 – 9) and the

secondary level (grades 10 – 12). These could be matched with the corresponding enrolment data in

camps and host communities. Data on the Syrian refugees were supplied by UNHCR6. As far as the IDP

are concerned, only those living in the four Duhok districts will be presented, the education data of those

in Nineveh districts do not appear to be complete.

Table 3: Participation in Schooling by Refugee and IDP children

Group GER children with-

out education

Syrian refugees in Duhok, Basic 64,0% 8.606

Syrian refugees in Duhok, Secondary 7.5%

IDPs Duhok districts – Primary, g1 – g6 76.9% 15.278

IDPs Duhok districts – Upper Basic, g7 – g9 62.3% 11.333

IDPs Duhok districts – Secondary, g10 – g12 35.6% 24.112

Total 59.329

Given the importance of education for the future of the children, action is needed if the refugees and

IDPs cannot return to their home countries and regions in the course of the next year. The data reported

here are not in contradiction to the high enrolment and attention rates in the camps (see below). A re-

cent survey initiated by UNICEF found an overall Gross Enrolment Rate (GER) of only 45%, 52% of the

families interviewed maintain that they cannot send their children to school for financial reasons. This

would not probably apply to the camp population, but rather to those who live in the host communities

5 20121118 Duhok Education Data.xlsx

6 Children with SNC and Education - SYR - 8 Nov 2015.xls


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where they might on the one hand face transport costs, but where on the other hand, children and

youths might find an opportunity to work and contribute to the family income.

IDP and refugees “Since the outset of the Syrian crisis, approx. 215,000 Syrian refugees have fled to Northern Iraq and

about 46,000 Iraqi citizens have returned to Iraq from Syria. Added to this are approx. 2,100,000 inter-

nally displaced persons (IDPs) who have had to leave their homeland to escape the advance of IS in Iraq,

above all in Al Anbar and Nineveh Governorates in the KRI, and live either in refugee camps or host

communities. As a consequence, the KRI is now home to the largest number of internally displaced per-

sons in the world relative to its resident population. About 570,000 IDPs have fled to Duhok Governorate

with a local population of app. 1,300.000 Million.

Meanwhile, Duhok has to cope with an influx of over 45,000 Syrian-Kurdish refugees (approx. 500 a day)

from the embattled areas. Despite the relatively good infrastructure and the great local willingness to

help, the Kurdistan Regional Government (KRG) lacks sufficient capacities to provide for the large num-

ber of largely destitute IDPs and refugees – be it in camps or in host communities (app. 67% of IDPs live

in host communities, app. 33% of IDPs live in camps).7”

Not only families and individuals, but whole institutions have found refuge in the Governorate. Due to

the occupation of Mosul by the IS, part of the Mosul University faculty has moved into Kurdistan. The

University of Mosul is hosted in an 18 classroom school where it works during the evening shift, during

the weekend and the school holidays. They are allowed to use the facilities of large secondary schools

without disturbing their teaching. Some courses are taught at night, in many cases, the schools are used

during weekends and the school holidays. Authorities in Duhok say that they host the exiled health and

education authorities from Nineveh and facilitate their functioning from Duhok, also for Arab education

in respective Arab majority areas.

The DEOs of occupied areas are also hosted in the Governorate. Thus, the municipality of Zakho has pro-

vided two buildings for the Mosul Education Office and two schools. The schools are managed by the

Mosul education administration. There are two DEO from the Sinjar region, one falls under the DEO of

Sumel, the other is from Nineveh Governorate. The DEO of Sinjar is hosted in Sumel in the old DEO office

that had previously been converted to a kindergarten and now serves again as DEO office.

In 2014, the sub districts of Zummar, Rabi’ya, and Suni were liberated and added to the area covered by

the Sumel Directorate. Since one year, Zummar with its 55 schools is managed directly by Sumel, adding

to the work load of the DEO. A small administrative office has been set apart for this.

Numbers and location

In the area managed by the Governorate of Duhok, far more than half a million displaced people are

living. Most of them are IDPs from the Sinjar area, overrun by the IS in 2014. The Syrian refugees are

clearly a minority. The families of the IDPs are larger than those of the refugees, and the families in the

camps are larger than those living in the host communities. The majority of the IDPs live outside the

camps, whereas the Syrian refugees are spread nearly evenly between camps and host communities.

49% of all refugee families live in camps, and account, due to their larger families, for 51% of all individu-

als.

7 ToR, p 1


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Table 4: Displaced Persons by category and Location

Displaced persons Families Individu-

als

Average

Family size

IDP 107.646 569.881 5,3

inside camps 32.802 189.095 5,8

outside camps 74.844 380.786 5,1

Syrian Refugees 19.038 90.261 4,7

inside camps 9.278 46.390 5,0

outside camps 9.760 43.871 4,5

Total 126.684 660.142 5,2

inside camps 42.080 235.485 5,6

outside camps 84.604 424.657 5,0

Source: Kurdistan Regional government, Ministry of the Interior, Duhok

Governorate, Board of Relief and Humanitarian Affairs, September 2015

There are 20 camps in the Governorates Duhok and Ninive that are managed and taken care of from

Dohuk.

Table 5: IDP and Refugee Camps in Duhok Governorate

As can be seen from the average family size in the camps, they turn around the general mean shown in

the previous table. All camps have schools. The number of individuals in the refugee camps has obviously

been estimated by assuming 5 family members.

The provision of education for IDPs and Refugees

In the first year of the arrival of the refugees, a Syrian curriculum was used. This was stopped when it

became clear that it had been developed by one of the Syrian rebel groups8. Teachers in the refugee

8 Information supplied by the district education officer Sumel

IDP Camps

Camp Families Individuals Family

Size

1 Bajid Kandala 1 1,109 6,167 5,6

2 Bajid Kandala 2 1,110 6,388 5,8

3 Khanke 2,831 17,683 6,2

4 Qadya (Rwanga) 2,715 15,425 5,7

5 Kabartu 1 2,380 14,011 5,9

6 Kabartu 2 2,376 13,762 5,8

7 Sharya 3,338 18,575 5,6

8 Dawidiya 777 4,342 5,6

9 Bersive 1 1,930 11,204 5,8

10 Bersive 2 1,544 9,410 6,1

11 Chamishku 4,267 25,586 6,0

12 Garmawa 308 1,487 4,8

13 Essian 153 2,592 15,326 5,9

14 Shekhan 992 5,753 5,8

15 Bardarash 2,179 11,154 5,1

16 Mamilian 2,366 12,867 5,4

Total 32,814 189,140 5,8

Source: Kurdistan Regional government, Ministry of the Interior,

Duhok Governorate, Board of Relief and Humanitarian Affairs,

September 2015

Camps for Syrian Refugees

Camp Families Individuals Family

Size

1 Domiz 1 6,039 30,195 5,0

2 Domiz 2 1,429 7,145 5,0

3 Gawilan 1,516 7,580 5,0

4 Akre Castle 294 1,470 5,0

Total 9,278 46,390 5,0

Source: Kurdistan Regional government, Ministry of the

Interior, Duhok Governorate, Board of Relief and Humani-

tarian Affairs, September 2015


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camps were Syrians with an Iraqi headmaster/principal. All Syrian camp teachers did receive 5-10 day

refresher courses.

To illustrate the situation concerning the IDPs, the box presents impressions from camp Kabartu 1.

The various shifts are treated as separate schools with their own teachers and principals. The 63 schools

reporting a shifting arrangement occupy 37 facilities, all in IDP camps (IDP prefab 28, IDP tented schools

9). In addition to the database, visits have revealed the existence of schools with four daily shifts (Shariya

camp). The majority of schools and students are outside the camps in the host communities, which take

on most of the burden of receiving the IDPs.

It is important to differentiate between the Arabic language KRG curriculum and the Arabic language

Nineveh /Bagdad curriculum. It has an effect on ownership for schools by the Duhok DoE, payment of

salaries to teachers, and perspectives of students: with a grade 12 certificate from an Arabic language

school according to the Baghdad curriculum, students are not permitted to study at a university in KRI.

There are 3 schools in Shariya camp. One had been is a prefabricated building; the other two schools are

big tents. Schools in the camp offer the complete basic and secondary level program from grade 1 to 12.

Kurdish curriculum and Arabic curriculum are used in these three schools.

Situation in Shariya „GIZ school“:

At arrival at 9 a.m., there were no pupils because of heavy rain and flooding of the school courtyard. The building is

used in four shifts four different schools, each with its own school code, name, management and stamp. The

school is open from 8 am to 8 pm.

Shifts in Kabartu 1, School built by GIZ Number of pupils (shift 1)

Shift 1 8 am to 11 am 650 pupils Grade Boys Girls Total GR

Shift 2 11 am to 2 pm n/a G7 86 114 200 0.57

Shift 3 2 pm to 5 pm n/a G8 120 85 205 0.34

Shift 4 5 pm to 8 pm n/a G9 136 109 245 0.44

Note: GR = Gender Ratio Total 342 308 650 0.47

Two shifts are for Kurdish and two for Arabic students. In order to cope with this load, lessons have been short-

ened to 30 minutes. The school covers grades g7-9 (upper basic) and g10-12 (secondary). G1 – g6 go to tend

schools in the camp. The gender ratio (proportion of girls among pupils) declines after grade 7.

The school has 12 classrooms. Two are used as stores; one for Kurdish and one for Arabic books. 10 classrooms are

used by students. It has two Principal’s offices, one for the Kurdish, one for the Arabic schools. Once a week, there

is a staff meeting. There are no teacher meetings between the schools. Principals visit each other in their schools.

Camp Kabartu 1

There are two schools in Kabartu1 camp. Each building operates three shifts corresponding to three schools.

The GIZ built school is used in three shifts; two for Kurdish students and one for Arabic students. There is one

principal for Kurdish and one for Arabic students.

The Kurdish shifts cover the full Basic Education (grade 1 to 9). The Arabic shift covers grades 1 to 6 (the former

primary level). The Kurdish students attend school six days per week, whereas the Arabic students have only half

the regular weekly time at school: students of grade 1 to 3 attend school three days in a week, those of grades 4

to 6 the other three days. Each shift lasts for three hours. The school is open from 8:00 am to 5:00 pm.

The Kurdish school has 22 teachers and 771 students (PTR = 35), the Arabic has school 10 teachers and 1.571

students (PTR = 157). This illustrates the scarcity of Arabic speaking teachers in the IDP camps.

On the day of the visit, the pupils of grades 1 to grade 3 were sent home because of the rain. At 11:45, there

were pupils in most classrooms.

There are some construction problems that lead IDPs to not attend the school. Four classrooms are damaged and

do not keep out rainwater. When it rains, the school cannot be used. The contractor did not do a correct hando-

ver of the buildings as, according to the camp manager, he handed the keys to a cleaner of the school. This, the

camp manager felt, was not the correct procedure.


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The five locations considered in the education database differ markedly according to the school gender

and the education levels covered.

Table 6: Schools by Location and Gender

Location School gender

Total female male mixed n/a

IDP prefabricated schools 33 22 55

IDP Tented Schools 1 1 14 2 18

Refugee Camps 12 12

IDP Host Community 26 35 116 52 229

Refugee Non Camps 8 18 27 36 89

Grand Total 35 54 202 112 403

The great majority of schools for which the gender is known (69%) are coeducational. Nearly all camp

schools follow this arrangement. Practically all single gender schools are located in the host communi-

ties, with boys’ schools more frequent than girls’ schools.

Table 7: Schools by Location and Education Level

Location

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sic

Up

pe

r

Ba

sic

Se

con

d-

ary

Co

mp

lete

To

tal

IDP prefab schools 22 19 3 11

55

IDP Tented Schools 2 13

3

18

Refugee Camps

10

2

12

IDP Host Community 11 146 37 33 2 229

Refugee Non Camps

73 9 7

89

Total 35 261 49 56 2 403

IDP prefab schools 40,0% 34,5% 5,5% 20,0%

100%

IDP Tented Schools 11,1% 72,2%

16,7%

100%

Refugee Camps

83,3%

16,7%

100%

IDP Host Community 4,8% 63,8% 16,2% 14,4% 0,9% 100%

Refugee Non Camps

82,0% 10,1% 7,9%

100%

Total 8,7% 64,8% 12,2% 13,9% 0,5% 100%

Note: n/a = no data on the education level of a school

Basic = g1 – g 9, upper basic = g5 – g9, secondary = g10 – g12, complete = g1 – g12

Most schools (65%) are basic schools (grades 1 to 9); 12% are upper basic schools (grades 5 to 9). Sec-

ondary schools are more common, relatively speaking, in camps than outside. The two complete schools

(grades 1 to12) are located in the host communities.


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Table 8:Schools for IDPs and refugees (enrolment and teachers)

Location

Sch

oo

ls

Bo

ys

tota

l

Gir

ls t

ota

l

Te

ach

ers

Ma

le

Te

ach

ers

Fe

ma

le

PC

R (

est

.)

Inside the Camps

IDP Prefabricated Schools 55 14.730 12.497 420 70 41

IDP Tented Schools 18 9.417 7.890 244 27 80

Refugee Camp 12 5.032 5.315 226 164 72

Outside the Camps

IDP Host Community 229 32.560 25.898 76 167 21

Refugee Non Camps 89 3.719 3.704 115 287 -

Total 403 65.458 55.304 1.081 715 25

Source: 20151118_Duhok Education Data.xlsx, own calculation

Note: PCR = pupils per classroom

Because of missing values in the database, the number of teachers in the host community schools is too

low9 for the IDPs. Thus, the student:teacher ratios (STR) cannot be calculated. Without the IDP in host

communities, the average STR is about 40.

How comfortable, how suited to productive learning, are the schools? One measure of this is the number

of pupils in a standard classroom of 24 m2. (6 m x 4 m, the norm followed in the prefabricated schools).

Assuming that there are 12 classrooms all schools, the average number of pupils per classroom has been

estimated. The schools in the host communities with refugee children have been left out since the data

are limited to the refugee children who seem to be a tiny minority in most of these schools. Under the

assumption made, the tented schools are the most overcrowded, with an average of 80 pupils in a

standard classroom in each shift. They are followed by the schools in refugee camps. Even the prefabri-

cated schools in IDP camps show an average of 41 pupils in a standard classroom. This is still uncomfort-

able. The best conditions are found in the schools for IDP children in the host communities. However, if

the pupils of the local population are not counted; the average of 21 is grossly misleading.

The number of students in schools where the distribution by grades is known is 120,762. Adding the stu-

dent totals of schools without a grade distribution of pupils produces a total of 136,341. The gender ratio

(proportion of girls among all students) is 0.458, not far from the norm of 0.50. Among the students in

the refugee camps, it is above the norm (0.514), and among the refugee students outside the camps, it is

very close to the norm (0.499). Thus, the female population is well represented among the students. The

proportion of female teachers among the locations where there are teacher data for 80% and more

schools, is roughly one fifth, 0.227, going up to nearly half (0.421) in the refugee camp schools.

9 In 96% out of the 179 IDP host community schools and in 86% of the schools, where refugees living in a host community have

their children, there are no data on teachers.


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Enrolment and Enrolment Rates

Enrolment rates (GER) have been very high in the past as can be seen from the following table. This data

provides a background to the GER estimated for a few camps.

Table 9: Enrolment and GER in Iraq, 1997/98 to 2008/09

Academic year Area Education Level Enrolment GER

1997/98 Iraq Primary 101.6

2007/08 Iraq center Primary 4,400,000 87.0

2007/08 Kurdistan Primary 1,100,000

2007/08 Kurdistan All Levels 1,193,968

1999/2000 Iraq Secondary general 38.3

2000/01 Iraq Secondary general 1,291,309

2003/04 Iraq Secondary general 1,443,436 44.2

2007/08 Iraq center Secondary general 1.603.623

2008/09 Iraq center Secondary general 1,800,000

2008/09 Kurdistan Secondary general 178,000

Source: IBE: World Data on Education VII 1ed. 22010/11, Iraq, updated version August 2011

Notes: Iraq center = Iraq without Kurdistan, GER = Gross enrolment Rate It also shows that enrolment figures are continuously on the rise. Schooling at primary level (g1 – g6) is

obviously considered a must by the population.

According to a recent survey, only 45% of all school-age IDP children go to school10, in overall GER of 45.

The school enrolment rate (Gross Enrolment Rate = GER) can be estimated for certain camps.

Data from the camps Bersive 1 and 2 show the dynamics at the beginning of the current school year

2015/16 for basic education11:

Table 10: Changes of Enrolment - Bersive Camp Autumn 2015

School Age

Population

Total

Students

GER

total

Teachers Pupil:Teacher

ratio

October 7.359 6.494 88,2% 135 48,1

November 7.545 6.945 92,0% 124 56,0

Increase 186 451 3,8% -11 7,9

Within the first two months of the school year, the number of students still rises. The school age popula-

tion also rises due to new arrivals in the camp, but the GER increases all the same by about 4 points since

the number of students has risen more than the school age population. At the same time, 11 teachers

leave the schools. As seen in the box below, teacher absenteeism adds to the PTR – huge classes to han-

dle and difficulties in promoting successful learning.

During the visit of the mission team, 07.11.2015, the project manager of the Emergency Education pro-

ject noted: enrolment has not been completed; numbers are expected to rise a bit. Schools are at their

space capacity limits, but more important more teachers are needed. Teachers from outside the camp

potentially will not come if neither salaries nor transportation is paid.

An earlier assessment (June 2015) of school attendance in grades 1 – 12 in the camps Bersive 1 & 2, Ka-

rate 1&2, and Chamisku, permits to estimate a GER of 83.4 for basic, and 79.4 for secondary education. It

also shows that the full attendance rate, i.e. during most school days, is only 7.7% in basic and 12.7% in

secondary education. The global enrolment rates, counting all students who ever enrolled, no matter

10

Source: E-Mail communication by project staff. Reasons given were mostly financial. The data refer to all IDPs, inside and

outside of camps. 11

Data supplied by the manager of the emergency education project of the NGO Friends of Waldorf School.


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whether they then attended continuously, are obviously too optimistic.12 The frequent occurrence of

shifting arrangements in the IDP camps (90,2% of all school buildings) and the fact that sometimes

three, even four daily shifts are accommodated, testify to the high demand for education.

The following two charts compare the enrolment by grade and gender for all camp schools with all non-

camp schools in the education cluster database. For the refugees outside of the refugee camps, there are

70 out of 89 schools (78.7%) for which only the refugee children, a minority among the pupils, have been

reported. Therefore, the number of students in schools out of the camps does not represent the total

enrolment of these schools. IDP host community schools 15 out of 229 schools with less than 70 pupils

(6.6%) share the same situation. Thus, data of pupils attending schools in non-camp schools refer over-

whelmingly to IDPs. By and large, the distributions are similar. They are roughly pyramidal in shape, par-

ticularly concerning the girls. Grades 1 to 4 show the effects of automatic promotion. Grade 9 figures

show the effect of grade repetition after the grade 9 examination. The transition from basic education

(grades 1 – 9) to secondary education (grades 10 – 12) is limited to about half of the students of grade 9.

At secondary level, there seems to occur a lot of grade repetition. Repetition at the secondary level is

more pronounced for boys than for girls.

However, there a few important differences.

1. In the camp schools, there seems to be a drop in school attendance after grade 1, whether this is

due to the arrival of families with very young children or to the withdrawal of children from school,

one cannot know13.

2. The proportion of girls is higher in the camps than outside, with a difference of 10 to 15 percentage

points in grades in grades 7 to 9 in favor of the camp schools. Only in grades 2 (drop-out after grade

1) and grade 10 (beginning of secondary school) the non-camp schools show a higher proportion of

girls than the camp schools.

12

Source: Matthew Swift, UNICEF. Eassessment_dashboard.jpg, 24/06/2015 13

This might be an influence of social factors. The wealthier, usually more educated IDP families settle outside camps, being

able to rent flats in town. This could lead to a certain fluctuation of population due to migration.


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3. The transition to the secondary level is lower in the camp schools (boys 44.3%, girls 39.5%) than in

non-camp schools (boys 50.3%, girls 51.6%). 4. Repeating at the secondary level is more pronounced in the camp schools (33% after grade 10 and

21% after grade 11) than in the non-camp schools (between 6% after grade 10 and 24% after grade

11).

The difference in secondary level enrolment and performance matches the complaints about the insuffi-

cient enrolment capacity of the secondary schools in the camps.

Overcrowding of schools

School infrastructure – prefabricated buildings, tent schools, and previously

existing school buildings – used in shifts will experience more wear-and-tear

than facilities used in one shift only. The relatively small desks are often used

by three pupils. This leads to an earlier deterioration than usual and will

need more repair and rehabilitation activities. As one DEO said: “The prefab-

ricated schools all operate 2-3 shifts. They need to be rehabilitated every

year.”

Schools not in use

None of the people contacted during the mission could confirm the existence of such schools. All com-

pleted school buildings are in full use. In Zakho district, according to the DEO, all schools are used, most

of them in two, some in three or four shifts. Nine schools are still under construction and cannot be fin-

ished due to budget constraints, but this does not relate to the issue in question.

Non-operational schools, and new schools in particular

The District DEO mentioned about 20 schools with structural defects that are nevertheless in full use.

According to him, they cannot be rehabilitated but need to be rebuilt completely. In addition, certain

schools are no longer fully operational, e.g. the camp school in Kabartu 1 camp.

Overcrowding and lack of furniture: GIZ-built schools had been handed over fully furnished according to

the norm of 20 pupils for an area of 24 m2, communicated to the project at planning. Given the high en-

rolment demand, up to 60 pupils sit in one classroom (see the indicator PCR above). The furniture is in-

sufficient for this number, even if three pupils use one bench as is often the case. Thus, furniture had

been taken from other classrooms. These were completely empty; students would have to sit on the

floor. However, GIZ was being criticized for not furnishing the schools at all. This was stated by the camp

manager Kabartu 1 but had been also communicated to the mission by the General Director of the

Duhok Directorate of Education14.

Science and computer laboratories: None of the schools had laboratories and equipment for teaching

natural sciences such as physics, chemistry or biology. Thus, these subjects are being taught by “chalk

and talk”, the teacher using demonstration materials (posters, models) and the school books supplied by

the education administration, but the students cannot do any experiments. Computer labs are also miss-

ing.

14

This officer also suggested INSET (In-service Training for Teachers), and the provision of stationery, bags and other education

aids to students, as is done by UNICEF.


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Lack of Libraries and school book storage facilities: school libraries are one of the best instruments to

bolster and reinforce reading skills. School books are supplied by government and belong to the schools,

where they are stored after use. This had obviously not been taken care of during school planning. Some

schools therefore use one of the classrooms for this, but no furniture to store books has been provided.

These situations occur in most camps, at least in the schools built by the project.

To get the school buildings fully operational in the long run, the factual overcrowding of classrooms

should be acknowledged as part of the emergency situation and not seen as a management mistake. The

high demand for education is very positive. Therefore, additional furniture should be supplied as the

need arises, Laboratory rooms should be added where space permits, and storage rooms for school

books and a room for a school library should be built and furnished. Where this is not possible, cup-

boards for the school books might be placed outside of the classrooms.

Teacher Issues

A certain number of issues related to teachers have been raised that will be treated in the following pag-

es. These are: (1) the availability of Arabic-speaking teachers, (2) the Recruitment potential for teachers

in the camps, (3) Teacher demands in order to better cope with the current situation, (4) teacher sala-

ries, (5) discrimination against IDP and refugee teachers concerning salaries (6) alternatives to salaried

teaching staff (6) need for teacher INSET.

The ongoing experience in the Bersive 2 camp, Zakho district, is presented in the box below.

Table 11: Pupil:Teacher Relations by Location

The PTR is a central indicator

of the conditions for teaching

and learning. Ideal PTR are

between 20 and 30 pupils per

teacher. 40 to 45 pupils per

teacher still are acceptable.

More pupils per teacher af-

fect the quality of learning.16

In the 81 schools for which

the PTR could be calculated, the average is 42.4, with a standard deviation of 41.4. The situation varies

15

PTR can only be calculated for 81 (20%) of all schools, given the widespread lack of teacher data in the non-camp schools

(host community, refugee non-camp) 16

In addition, for many schools in the host communities, only IDP and refugee children are reported. This makes the calculation

of the PTR unreliable.

Schools with valid PTR

Pupils Teachers PTR

Location Freq. Percentage

IDP prefab schools 32 58,2% 26,200 661 39.64

IDP Tented Schools 15 83,3% 15,701 311 50.49

Refugee Camps 12 100,0% 10,347 433 23.90

IDP Host Community 11 4,8% 5,532 286 19.34

Refugee Non Camps 11 12,4% 5,986 382 15.67

Grand Total 8115

20,1% 63,766 2,073 30.76

There are not enough teachers for the existing schools. Often teachers from the communities do not want to

come to the camp schools because they do not have the financial mean to do so. Others insist that there are

enough employed teachers, only that some do not come to school because they do not receive their salary on

a regular basis. Sometimes classrooms are full of children without a teacher. There can be more than 60 pupils

per teacher (PTR=60+). In the camp school visited, there are 1.400 students and 24 teachers (PTR 58), but only

16 teachers seem to turn up regularly (STR 87.5). At many schools pupils/students get only half the curriculum:

shifting is done within the week, three days may be devoted to grades 1 – 3, the other three days to grades 4 –

6.

As a solution, well-educated individuals living in the camp who would be willing to teach for a small incentive

of e.g. 20US$ a day (about 400 US$ monthly, 5,280 US$ a year and person)), could be hired.


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between camp and non-camp schools, but also between camp schools: The most difficult situation oc-

curs in the IDP camp schools. All very heavy overcrowding (PTR above 100) in seven schools occurs in IDP

prefabricated and tented schools. The schools in host communities have very comfortable situations

(15.6 and 19.3), closely matched by refugee camp schools.

(1) Availability of Arabic-speaking teachers for Arabic-speaking IDPs

The situation differs quite a bit in the Governorate and concerning the various groups involved. Accord-

ing to UNICEF, among the IDPs from Mosul, there are enough Arabic speaking teachers, but they refuse

to work for lack of salary and transport allowance. Among the IDPs from Sinjar, there are no female

teachers at all and not enough male teachers. The ones present are not well qualified. It was said that

one of the reasons was that there were not enough secondary schools in the Sinjar area. Among the

Syrian refugees, there are not enough teachers available because many of them continue to Europe17.

Concerning the Northern area (Zakho), during a visit by UNICEF staff to a school in Bersive camp, the

Principal was complaining that at the start of the school year, the number of teachers was already too

low and it kept getting reduced. That very morning two had been moved immediately to another loca-

tion with no reason given. But he had to change his whole timetable. The availability of teachers able to

teach the Arabic curriculum is a huge issue.

Often, there are enough competent individuals in the camps who just might need some in-service train-

ing on teaching methods. However, they need to be motivated for part time work paid by the hour,

without an employment contract by the education administration. Experience shows that an incentive of

about 20 US$ a day, i.e. 400 US$ a month, would be sufficient. This means 4,800 US$ per year. UNICEF

has been successful with a monthly incentive of 200 US$, 2,400 US$ per year.

According to the DEO Zakho, there are enough teacher candidates for Arabic in the district because of a

college with a department of Arabic language. However, many of them refuse to teach in the camps for

the reasons mentioned above.

(2) Recruitment potential for teachers in the camps.

There are conflicting and contradictory statements on this issue. Among the Sinjar IDPs, there is no such

potential. Among other things, there are no female teachers among them. This would be different for

the IDPs from Mosul. Among the Syrian refugees, there are sufficient candidates with academic qualifica-

tions. However, many of them (about 30% according to one DEO) lack any training in teaching methods.

Those who have are familiar with the curriculum from Damascus. Therefore, they are only appropriate

for refugee schools. The urbanization of Domiz suggests that Kurdish refugees from Northern Syria may

continue to stay in KRI even after the war – the longer this situation continues, the more probable.

Recruitment from the camps depends on INSET for beginners. The DoE and certain donors have experi-

ence with a short training of 45 days to officially qualify teachers, considered sufficient to employ suc-

cessful trainees as qualified teacher. This was started but is no longer practiced for lack of funding.

(3) Teacher demands in order to better cope with the current situation.

The best method to find out about this is the focus interview with teachers. This could not be done since

in Zakho, the team arrived too late; the morning shift had just closed. In the camps of Shariya and Ka-

bartu, schools remained closed because of heavy rain.

17

No figures are available.


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(4) Salary payment

The overall presentation of the financial issues affecting the salary payment has been made above (see

the section Teacher Salaries). This section also discusses the regularity of salary payments. Teachers re-

ceive their salary according to the availability of funds in the Kurdistan treasury.

Some teachers teach on an hourly, daily, or weekly basis and are paid by the hour. According to a DEO,

more fully employed teachers might be needed. In certain Basic education schools managed by the DoE

Duhok, there are non-Kurdish, non-Yazidi IDP children. Their teachers are in principle being paid by au-

thorities in Baghdad. But the payment has been suspended. Therefore, the Duhok Governorate refuses

to finance Arab IDP schools.

(5) Salary Differences between local teachers and those recruited from camps (IDPs and refugees)

All teachers who teach regularly in camps are employed by KRG. Therefore, they receive the same salary.

There might be a difference in the net amounts paid because the non-Kurdish teachers are not entitled

to family and seniority allowances.

(6) Alternatives to salaried teaching staff, e.g. volunteers.

Volunteers can be found in the camps (see above). They would be volunteers in the sense that they

would work without an employment contract but against a modest financial incentive, e.g. 20US$ a day

(about 400 US$ monthly, 5,280 US$ a year and person, NGO Friends of Waldorf school). Other formulae

were the one by UNHCR: 200 US$ per month to 300 teachers (2400 US$ a year per person, 720,000 US$

per year) or the one by UNICEF: 250 US$ per month for refugee teachers till the end of 2015 for 228

teachers, 684,000 US$ for the whole period). Incentive payments were also made by NGOs like World

Vision, Norwegian Refugee Council (NRC), and Save-the-Children (SC).

Donor community response The donor response after the influx of IDPs from the Sinjar region was swift. “Thanks to good coopera-

tion between the Kurdistan Regional Government and foreign/international organizations, 20 IDP and

refugee camps have been completed and provide temporary accommodation and services to IDPs and

refugees. Owing to these changes and according to the United Nations Strategic Response Plan, the larg-

est needs (besides the originally identified bottlenecks in accommodation) are in health and education

and also winter proofing of unfinished buildings for IDPs”18. The German Government financed an emer-

gency assistance project that started in Nov. 2014.

UNICEF, UNESCO, GIZ and other donors such as the French Red Cross, Save-the-Children and others have

been building Camp school buildings. The GIZ contributed seven prefabricated schools in Camps (Shariya,

Kabartu 1 & 2, Chamishku, Qadia (Rawanga), Bajed Kandala 1&2), one prefabricated school contracted

out to UNICEF (Qasara), and three tented schools in Shariya, also built by UNICEF. In addition, GIZ had

three permanent schools built, two in Duhok, one in Zakho.

UNICEF worked on the damage and wear-and-tear in schools caused by the IDPs who were hosted there-

in. According to certain education officials, it did not enough. Most of their work in 55 schools could be

18

ToR p1


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summarized as cleaning up19. School cleaners had been paid by UN agencies for a number of months.

After this was stopped, the cleaning is no longer assured20.

UNICEF also supplied teaching and recreation materials and stationery in the form of ready packaged

kits. This is done at the beginning of every school year.

Table 12: Education Supplies distributed by UNICEF

Location

G1

-4 K

it

G5

-9 K

it

G1

0-1

2 K

it

Re

cre

ati

on

al

Kit

Sci

en

ce K

it

Ma

th K

it

Sch

oo

l in

a

bo

x

IDP Prefab Schools 954 733 234 24 88 88 88

IDP Tented Schools 376 459 138 12 32 32 32

Refugee Camp 366 180 29 14 28 28 28

IDP Host Community 1.294 1.220 419 164 328 328 328

Refugee Non Camps 121 198 14 13 26 26 26

Grand Total 3.111 2.790 834 227 502 502 502

For example, in Shariya camp, each pupil received a school bag, eight copybooks, one pencil set, one

crayon set, two pencil sharpeners, two rubbers, and one ruler. In addition, UNICEF provided Teaching

Learning Materials (TLM) for Math, Physic, and Chemistry.

For reasons of fast relief, the measures taken in 2015 focused on the bare essentials. Therefore, in the

secondary school buildings, neither science nor computer laboratories nor libraries were installed.

According to some interview partners, donors only address the needs of refugees (Syrians) and IDPs21.

This could create tensions. UNICEF was said to do nothing for the IDPs.

Needs assessment The ToR specified explicitly to assess the need for teacher INSET. However, during interviews, many in-

terview partners spontaneously mentioned needs for infrastructure, TLM or other equipment. They are

summarized here since they might help in planning the next project phase. The presentation is limited to

uncommented lists. This issue needs to be treated in more details during project planning.

Teacher In Service Training (INSET)

1. Inducement training for graduates from the faculties who do not know how to teach (2x).

2. Psychosocial support in school. (3x)

3. teacher code of conduct,

4. Parent Teachers Association22.

5. lesson planning,

6. English language in order to be able to shift the curriculum language from Kurdish into English 3x).

7. positive discipline,

19

This is the personal opinion of the interview partners and could not be assessed by the mission. On other occasions also, the

donor response were not always correctly perceived. Thus, in the camp Kabartu 1, the camp manager stated that the GIZ School

had not been furnished as did UNICEF and UNESCO. 20

Critizism raised by the DEO Sumel 21

This is the personal opinion of a DEO, not borne out by the facts. It is true for the UNHCR whose mandate is limited to refu-

gees, but also does monitoring and advocacy with Govt. in favor of IDPs. It has no budget for any education activities at all, but

does here, too, monitoring and advocacy. Also, it is the lead agency for the legal protection and the physical protection for IDPs. 22

Points 2 – 9 were mentioned by the INGO Save-the-Children


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8. active learning,

9. communication with children,

10. child safeguarding,

Teaching Learning Materials (TLM)

1. Copy books and posters, all TLM other than school books.

2. Library books (sometimes also rooms as in many schools, libraries are used as classrooms),

3. Laboratory equipment (g7 – g12),

4. Laboratories for chemistry, science (2x).

5. Education kits for English language (Shariya camp school).

6. Playful TLM for grades 1 to 3, adapted to pupils’ age and level of development.

7. Support to the printing of books.

Equipment other than TLM

1. School desks and benches, enough furniture to accommodate the number of students in each class-

room.

2. White boards

3. Heaters

4. Furniture for school management

5. Enough classroom furniture to accommodate all registered pupils. (Kabartu 1 principals)

6. Computers g 7-1223

The equipment needs of the TVET Center Zakho have been specified in a list submitted to the GIZ pro-

ject. They need to be evaluated by a TVET specialist.

A discussion with two principals and their deputies in the GIZ-built school Kabartu was very productive.

Needs Kurdish School Arabic School

More classrooms 4 prefabs or tents

Furniture for the administrative office X

Desk and benches for students X X

TLM for English teaching X

TLM chemistry, physics X

School books Computer g7 and 8 Several subjects g1,2,3,5

Computer lab X x

First Aid equipment X

A school shop for income generation X

Additional teachers 3 10

Computer for the administrative office X X

Social workers X

Fast photocopier X

Projector X

Source: Kabartu 1 principals

Staff

1. About 700 permanent teacher posts and a corresponding number of auxiliary staff are needed to

employ the part time lecturers (2x);

2. Social workers to work with students who have problems at home or do not come to school often.

23

According to the Director of Stores, DoE Duhok


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Infrastructure

1. More secondary schools in the camps (3x), e.g. in one of the biggest camps in Sumel24, there is only

one secondary school (UNHCR Community Services Officer).

2. Clean water sources, filters, and storage tanks for schools. (Director of Programmes, DoE Duhok)

3. Refurbishing at least for 20 schools in Zakho which are being used at the moment (complete rebuild-

ing).

4. Rehabilitation of all schools in Zummar as they were used to host fighters, store weapons and am-

munition and served as fighting positions. (DEO Sumel) However, this is disputed territory, interven-

tions coming from Duhok Governorate might not be welcome.

5. Examination facilities, since there are no examination halls in the camps. Exams are done in the open

air. (DEO Sumel).

School buses

In Kurdistan urban non-camp areas, IDPs and refugees who wish to send their children to the relatively

few Arabic speaking schools are a minority. Thus, children have to walk long distances. Here, there is a

need for school buses. UNHCR is negotiating for this. Some principals have already created a busing sys-

tem in Duhok. It is felt that the buses should be managed by the principals (UNHCR Community Services

Officer).

24

Information provided by Ms. Shakibaie, Community Services Officer, UNHCR. The camp was not identified in the interview.


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INSET for the Special Conditions of IDP and refugee Children

What INSET do teachers need and what do they demand right at the moment as a priority to better cope

with the current situation (please differentiate camp and non-camp situations)?

At the moment, given the overcrowding of classrooms (up to 60 pupils per classroom in the camps),

there can be only two major INSET areas for teachers in the camp schools:

1. Teaching Methods for Large Learner Groups

Such methods have been developed and tested in France (CIEP), directed at frequent situations in

sub-Saharan francophone countries.

2. Psycho-social support for children of refugee and IDP families:

There are several initiatives in this field. Two have been visited, the Emergency Education project of

the INGO Save the Children and the German NGO Freunde der Erziehungskunst Rudolf Steiners e.V..

Each one has its specific approach that could be of interest to teachers and school principals.

The project of the INGO Save-the-Children looks at education and child protection. A major feature is

the inclusion of the families and early childhood development activities. It is proven that these activi-

ties contribute greatly to learning achievements in school, preparing children early on for organized

and structured learning. The presence of social workers in the team was said to help addressing anx-

iety and behavioral problems related to traumatic experiences before and during their escape from

home.

The approach of the Save-the-Children project is presented very briefly in the box below.

The Save-the-Children (SC) Project

Activities are directed at refugees, IDPs and the host communities in Garmawa camp, Shariya Camp A & B,

War-City and Bersive.

In the host communities, additional learning space in form of prefabricated schools as study centers is provid-

ed; in addition there is INSET in areas such as positive discipline, active learning, communication with children,

lesson planning, psychosocial support, child safeguarding, teacher code of conduct, Parent-Teacher Associa-

tion PTA and child committees.

Since 2013, SC established nine child and family friendly spaces (CFS) in the camps. These are prefabricated

buildings with playgrounds for children and youth between 0 and 17 years. They are staffed by care givers and

social workers and used for leisure activities, but also for early literacy and numeracy. They cater to about

3.500 children daily in “their” camps.

Other activities are (1) mother – toddler activities, four sessions peer month, (2) ECCD (Early Childhood Care

and Development) for children 3 – 5 years of age, and (3) Non Formal Education for children and youth from 6-

17 years of age.

Teaching covers the subjects Arabic, Kurdish, English, Science, Mathematics, and the official NFE curriculum.

As a result, children supported by the project can read and write at the same level as pupils in the standard

Iraqi schools.

It is expected that students can register for the Grade 9 and Grade 12 examinations in government schools

after having covered the full curriculum.

Each CFS has 17 staff members who earn between 500 and 700 US$ monthly, i.e. in line with teacher salaries.

A programme manager earns about 900 US$ per month. Source: interview with the SC project team in Duhok


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This approach tries to create a teaching and living school environment that is non-threatening and con-

ducive to learning in the sense of the UNICEF concept of a “child friendly school”. It takes teachers´ sub-

ject knowledge for granted up to a certain extent but places a heavy emphasis on changes in teacher

behavior towards the children. It will certainly contribute to better learning and more happiness in

school, but it places heavy innovation demands on the teachers, requesting them to drop all the behav-

ior that induces anxiety in the children. This approach would also work well in the host community

schools but it needs to be wholeheartedly agreed to by the sector authorities.

The NGO Friends of Waldorf Education25 focuses exclusively on trauma-related phenomena in children´s

behavior and feelings. This aspect was mentioned as a major need for INSET courses by the director of

the department of teacher training.

Given the hardship and anxieties the refugee children and the IDP children have gone through, such an

approach is highly relevant. One important aspect is that most interventions can be learned by teachers,

a deep knowledge of psychology, let alone psychiatry, is not necessary. The approach used by Save-the-

Children goes further towards school development, but this might be too ambitious for the time being.

25

Official English version of the longer German Name

The NGOs main activities focus on providing psycho social support for teachers, children and parents. An interna-

tional volunteer team comes every two months for two weeks. Currently there are nine international volunteers

around, mostly for teacher monitoring, working directly with children and training a local team of nine members.

Other areas of work are parental counselling, Post-Traumatic Stress Syndrome Awareness, health services. The

latter is mostly directed at Yezidi women by a gynecologist. Project Manager is permanently in Zakho and maintains

the activities between the international interventions with the local team, trained by the volunteers.

The current activities are part of a nine month project financed by UNICEF. The NGO started its activities already

earlier in KRG with mainly private funding. The work concept is Emergency Pedagogics1, focusing on psychosocial

support. It offers a non-confrontational approach, facilitating and bolstering coping strategies. Unlike psychothera-

py, emergency pedagogic measures are carried out in groups. It includes extracurricular activities meant to build up

children’s psychic strength. They aim to enhance the abilities to focus, concentrate, to experience joy and fun, and

regain psychic strength and self-confidence.

The majority of the teachers in the camp school are IDPs, a large proportion of them have recently traumatizing

events and displacement, many are not “stable”. Therefore, the NGO provides supportive psychosocial activities

with the teachers. The outcomes are difficult to evaluate, but an improvement of psychic strength and personal

growth has been observed already.

The project supports five Kurdish schools in the camps Bersive 1 and 2. It has no access to the Arabic schools as the

NGO is not registered in Baghdad.


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Vocational Training Centre Zakho - Status and needed action

Status

It was established in 2013 by the Directorate of Labour and Social Affairs. The main purpose of this cen-

ter is conducting training for people with very limited or no education in order to learn a trade. This

would allow them to establish their own business or to find employment. Another task of the center is

helping companies to settle in Zakho, e.g. to get their license instead of getting it in Duhok Governorate.

A third task is to help unemployed people finding jobs by advertising them to companies that come to

Zakho.

Organization:

The center consists of seven departments:

1. Labor department.

2. Vocational training department.

3. Law department

4. Statistic and auditing.

5. Accounting department.

6. Health and safety department for vocational trainings.

7. Self-management department.

It has eight large training halls with two administrative rooms each, most of them empty. Three big halls

can be used for carpentry, welding etc.. Attached to them, there are 3 administrative rooms. One very

big room is meant for meetings and parties, especially for distributing certificates in the last days of

training (for details, see pictures in the Annex “Photographs of the TVET center Zakho).

Most of the training hall are empty, some of them were used to store materials (water bottles, iodized

salt) for IDP after the IS attack on the Sinjar mountains in 2014.

The equipment seen consists of a number of electrical sewing machines and 12 PC with Windows and

Office 2007.

Skill training is so far planned in the following fields:

1. Repairing mobile phones.

2. Carpentry.

3. Welding.

4. Air Conditioning.

5. Coiffure for male and female.

6. Sewing.

7. Teaching on how to use Ceramic for grounds.

8. Making windows from plastic.

9. Computer skills.

10. English language.

So far, various trainings with about 120 participants have been conducted:

1. two sewing training courses,

2. one Computer course,

3. one coiffure training.

Two trainings had been organized by the NGO DRC (Danish Refugee Council).


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Rehabilitation needs and cost estimates

None at the moment, the center is only two years old and in good shape.

Equipment needs

The equipment needs have been specified by the management of the center in a list submitted to the

GIZ project.

Budget situation of Directorate in charge

The budget situation could not be assessed as the Director was not available. But one can safely assume

that the budget is small and hardly available.

Staff situation

The center has 56 employees, 40 professionals, of which one trainer (computer) and 16 auxiliary staff.

Given the low level of activities, this is more than sufficient.

Assessment

At present, there are no activities. Most employees were absent on a normal working day, large areas

have remained uncleaned despite the large number of auxiliary staff.

Recommendations

1. TVET Center Zakho

a. Increasing the capacity for technical and vocational training is certainly appropriate in a situation

of widespread youth unemployment, with makes turning to the terror militias an attractive al-

ternative. Well trained graduates of the center could look for employment in the whole of the

KRI and beyond.

b. Before any intervention of and support by the German side, a TVET specialist should be involved

in order to (1) find out more about the plans, revise and complete them, (2) visit the center, and

(3) revise the equipment list supplied to the GIZ.

c. It is necessary to make sure that the budget allotted for funding the non-salary recurrent costs of

the center is made available or that temporarily, other funding sources be found.

d. If a satisfactory, sustainable arrangement cannot be reached, the center should not be support-

ed by the project.

2. INSET

Teachers from Sinjar need INSET more than any other group, both concerning teaching methods and

subject knowledge.

Teaching Methods with Large Learner Groups

This is an approach to teach large classes of 60 or more students/pupils. It was developed in France for

the situation in Sub-Saharan Africa with sometimes huge classes of more than 100 pupils. It was devel-

oped in the middle of the 1980. In 1994, a World Bank publication26, took up the topic. The approach has

also been published in English27. It is suggested to discuss this with the Director of the DoE Department

of Teacher Training to find out whether the approach is already known. The approach should be dis-

cussed with a pedagogical expert on teaching approaches, e.g. a former GIZ colleague on teacher train-

ing.

26

Vandevelde, Pedagogie des grands groupes, Washington 1994 27

UNESCO. Practical Tips for Teaching Large Classes, A Teacher´s Guide, Paris 2006


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Psycho-Social Support

The approach used by the NGO Friends of Waldorf Education should be applied to other camps whose

inhabitants have gone through traumatizing experiences. In the beginning, it might be useful to focus on

this, given the consequences of what the families, and in particular the children, have gone through. It is

important, though, that based on the experiences in the Bersive camps, a process of extension be envis-

aged. This means more than anything else training of trainers and intensive coaching of the first and

second batch of trainers. However, this needs to consider the general approaches to psycho-social sup-

port for IDP and refugees, falling under DoH responsibility. A process establishing governorate wide SOPs

is currently under way. Particular project approaches need to fit into these efforts.

Financial Incentives for Teachers

Financial incentives for teachers need to be limited to teachers in camp schools, otherwise, the financial

implications become too heavy, and sustainability cannot be reached. The teachers most in demand

seem to be teachers able to teach the Arabic curriculum. One should, maybe together with other donors,

establish a program of incentives in the order of 200 to 400 € per month to volunteer teachers. If this is

seen as useful and possible in principle, detailed figures about the need for such volunteers need to be

collected in all camps. If graduates from the Arabic language Department of the College of Zakho are to

be employed, they could be motivated to work in the camps by paying a transport allowance.

School busing

For areas where there are long distances between pupils´ homes and schools, buses should be supplied

to either schools or municipalities on condition that they take charge of all recurrent expenses – staff

salaries, fuel, and maintenance.


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Annexes

Terms of Reference

Assessment of the Education Sector in Northern Iraq / Kurdistan Region of Iraq (KRI)

“Improvement of Living Conditions for Iraqi Interna lly Displaced Persons, Refu-gees and Host Communities in Duhok Governorate, Nor thern Iraq”

On behalf of GIZ

PN: 14.1837.5-001.00

By Mr. Herbert Bergmann

1. Initial Situation

After the civil war in Iraq, the Shiite government of Nouri al-Maliki failed to unite the various religiously

motivated and political groups in the country and prevent the rapidly growing influence of the extremist

Jihadist-Salafist rebel group, Islamic State (IS), in the West.

Since the outset of the Syrian crisis, approx. 215,000 Syrian refugees have fled to Northern Iraq and

about 46,000 Iraqi citizens have returned to Iraq from Syria. Added to this are approx. 2,100,000 inter-

nally displaced persons (IDPs) who have had to leave their homeland to escape the advance of IS in Iraq,

above all in Al Anbar and Ninive Governorates in the KRI, and live either in refugee camps or host com-

munities. As a consequence, the KRI is now home to the largest number of internally displaced persons

in the world. About 400,000 IDPs have fled to Duhok Governorate with a local population of app.

1,300.000 Million.

Meanwhile, Duhok has to cope with an influx of over 45,000 Syrian-Kurdish refugees (approx. 500 a day)

from the embattled areas. Despite the relatively good infrastructure and the great local willingness to

help, the Kurdistan Regional Government (KRG) lacks sufficient capacities to provide for the large number of

largely destitute IDPs and refugees – be it in camps or in host communities (app. 67% of IDPs live in host

communities, app. 33% of IDPs live in camps).

Thanks to good cooperation between the Kurdistan Regional Government and foreign/international organi-

sations, 20 IDP and refugee camps have been completed and provide temporary accommodation and

services to IDPs and refugees. Owing to these changes and according to the United Nations Strategic Re-

sponse Plan, the largest needs (besides the originally identified bottlenecks in accommodation) are in

health and education and also winterproofing of unfinished buildings for IDPs.

2. Brief information about the project

The objective of the project is as follows: The living conditions of internally displaced persons, refugees

and the local population in the Governorate Duhok host are improved.

The project operates mainly in Duhok Governorate in the autonomous Kurdistan Region of Iraq, the sub-

districts/districts of Duhok (city), Zakho and Sumel with the aim of improving the dwellings and living

conditions for internally displaced persons and alleviating the social strains in the communities affected

by the large IDP influx, above all in education and health.

Main areas of intervention of the project are


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1. Health & Psycho-Social Support, 2. Education and Vocational Training, 3. Social activities, facilitating interaction among IDPs, refugees and host communities.

The fields of activity will entail medium-term capacity-building measures, comprising the replacement of

inadequate and damaged dwellings in the IDP camps, the construction/refurbishment of social infra-

structure in selected camps and in adjacent host communities, the establishment of support facilities for

traumatised IDPs, above all women and girls who have suffered from acts of violence by IS, winterproof-

ing shelters in the unfinished buildings and social activities through local initiatives and schools.

The project run-time is scheduled from November 2014 to April 2016.

3. The contractor will deliver the following result s

The scope of the assessment in the education sector is to collect generic information in the Governorate

of Duhok with a particular focus on the situation in elementary & primary Schools (in and off camps). The

assessment is a direct contribution to the planning process for the envisaged new project phase in 2016 /

2017.

Key elements of the assignment:

• Collect generic information about the education sector in Governorate Duhok (number of schools, number of pupils and teachers, children not in school as an estimate for the de-mand for schools and teachers in and off-camp),

• Assess the availability of Arabic-speaking teachers for Arabic-speaking IDPs.

• Collect and assess data concerning the school enrolment rate by gender and age (if pos-sible) in the camps and outside of them.

o Are there schools which are not in use?

o If so, where are these schools and what are the reasons for not using them?

• Are there cases, where new schools are not operational? If yes, for what reason?

• What aspects of school buildings provided by donors (in and off-camps) need to be taken care of to get them operational in the long run (zweckgerechter Betrieb der Infrastruktur)?

• What is the current situation of teacher’s salary payments (in and off-camp)? Is this dif-ferent for local teachers and those recruited from camps (IDPs and refugees)?

o Do they receive their salary regularly?

o Is there a difference in the payment of Kurdish teachers and Syrian teachers

� concerning the amount?

� concerning the regularity of payment?

o Does the Governorate have sufficient financial means to pay teacher salaries regularly?

o Assess alternatives to salaried teaching staff, e.g. volunteers.

• Is it possible to extend the recruitment of teachers from camps (IDPs, refugees) for teaching in schools in camps and host communities?


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• What in-service training do teachers need and what do they demand right at the moment as a priority to better cope with the current situation (please differentiate camp and non-camp situations)?

Side aspect of the assignment:

• Please clarify status and needed action in the Vocational Training Centre Zakho:

o Is a rehabilitation of the building needed? If yes what are probable costs? Collect existing cost estimates and comment on them. Provide evidence (photographs) of the existing infrastructure and equipment, including a short description.

o What equipment is needed at what costs to get the center running?

o What is the budget of the Directorate in charge of the center to operate it?

o Describe the staff situation of the center and assess whether it is sufficient. If not, how should it be changed?

Proceeding:

a) Research and screening of available secondary literature on the education sector in the KRI, in particular in the Governorate Duhok (please hand over identified/ collected documents, studies, policies and strategies, rules and regulations to the project to the end of the assign-ment). --> up to 3 working days

b) Trip to KRI including interviews and (possibly) Focus Group Discussions with selected pro-ject staff, ministries, donors, NGOs, and teachers in camps and in host communities. --> up to 12 working days (including 2 travel days)

c) Presentation of generic figures in the education sector in KRI / Governorate Duhok including assessment (please see list above) and recommendations to the project. --> up to 5 work-ing days

The assignment will be implemented in close cooperation with the GIZ personnel in Duhok / and the responsible advisor in GIZ headquarters (department 4C40 on peace, security and rehabili-tation). The responsible project personnel will provide essential project documents and ready available studies and analysis in forehand to the assignment. Collected files and documents by the contractor will be handed over to GIZ personnel to the end of the assignment.

The structure of the final report with up to 30 pages (excluding annexes) shall be proposed by the consultant and agreed to with the responsible GIZ project personnel to the end of the trip in Governorate Duhok.

The consultant will implement the assignment in the time frame from 28.10.2015 to 21.11.15 with a total number of up to 20 working da ys (up to 3 days preparation at home-base, up to 11 days in KRI including travel days, u p to 5 days report writing including feedback-loop with GIZ personnel).


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DoE Organization Chart

General Director

Assistant General

Director Technical Assistant General

Director Man-agement

Director

Planning

Depart-

ment

Director

Program-

me De-

part-

ment

Director

Examina-

tions

Depart-

ment

Director

Teacher

Training

Depart-

ment

Director

School

Building

Depart-

ment

Director

School

Activi-

ties

Director Sports Activi-

ties

Director

Stores

Depart-

part-

ment

Director Ac-counting Depart-ment

Director Manage-nage-ment & Admi-nistration Dept.

Director Human Resour-ces Dept.


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INSET Courses Organized by the Directorate of Teacher In-Service Training Sum of participants Column

Labels

Row Labels 2012 2013 2014 2015 Grand

Total

Arabic

Arabic language training for grade 10 16 16

Arabic language training for grades 5-6 1551 1551

Arabic language training for grades 10-11 319 319

Arabic language training for grades 7-8-9 681 510 1191

Arabic language training for inspectors 11 11

Arabic language training on the new programme 277 277

Arabic leaders training for grades 5-6 22 22

Training on Arabic leaders for grade 7 38 38

Arabic & English 214 214

Kurdish

Kurdish language training 717 717

Kurdish language training for grade 1 39 1058 1097

Kurdish language training for grades 4 & 9 92 92

Kurdish language training for teachers 13 13

Capacity building on Kurdish language for kindergardens 97 97

Syriac 24 24

English

English language for kindergardens 25 25

english language training for grades 10-11-12 51 51

Training on changing the language of math, scientific and kindergarden

from Kurdish into English

465 465

Health

AIDS prevention 25 25

Mathematics

Math for grades 5-6 245 245

Math training 103 103

Math training for grades 4 & 9 108 108

Mathematics & Science 96 96

Science

Scientific training 368 368

Training on scientific subjects 203 203

Science & Social aspects

Science training and social principles for grade 4-5-6 229 229

Social Aspects

Social principles 73 73

Social training 660 660

Social training for general teachers 161 161

Strengthening of human rights inside schools 50 50

Training on children rights 132 132

Training on raising child awareness for violence in school for 10 schools

of refugees (school managers and deputies)

20 20

Training on social leaders 38 38

social training for teachers of grades 7-8-9 55 55

Pedagogy

Teacher training on teaching and learning 1st round 858 858


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Teacher training on teaching and learning 2nd round 1417 1417

Teacher training on teaching and learning 3rd round 1482 1482

Teacher training on teaching and learning 4th round 1757 1757





Teacher training on teaching and learning maternity 399 399

Training for advanced teachers 5 5

Training on teaching and learning 367 367

training on teaching and learning leaders 22 22

refresher courses 482 482

Capacity building for weak teachers 63 63

special education training 149 149

refresher courses for teachers 619 297 916

refresher courses for inspectors 28 28

training on special education for administrative inspectors 23 23

refresher courses for refugee camps 344 344

Kindergarden

training for kindergarden teachers 83 83

Capacity building for kindergardens 97 97

Inspection

Capacity building for inspectors of high school and basic school 43 43

Inspector training 151 151

inspectors training for British Council 100 100

Training for administrative inspectors 29 29

Training for inspectors 82 82

Management

British Council management education 164 164

Management training 210 210

Management training employers. Two shifts 117 117

management training for British Council 243 243

Management training for employers of DGE 71 71

Management training for school managers and deputies 705 19 724

Training for school managers and deputies 23 23

Training on basic management 71 71

Training on strengthening school managers capacity with PWJ 118 118

Management & leadership

Training of management and leadership for school management and

deputies, British council project

238 238

Training on leadership and management for all schools managers and

their deputies

317 317

Psychosocial

Training on psychosocial support for refugees 39 39

Sports

Training for sports teachers 147 147

Training for sports teachers and referees 193 193

sports and referee training 54 54

training for camp sports teacher and referee 110 110

Technical Training

Handicraft training for Art teacher 60 40 100

Car Air Condition for industrial high school 20 20


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IT

Autocad training for the teacher of industrial school. 10 10

Computer and internet training for inspectors 56 56

Computer course for industrial high school 19 19

Computer training employers. Four shifts 103 103

Computer training for teachers of examination boards 75 75

Photoshop training for informative employees 13 13

Training on electronics for the teachers of industrial school 10 10

unknown

��رئ. ه.ر و ��ر��رى �و� 175 175

Grand Total 4487 16191 3627 2500 26805


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Selected statistics about IDP and Refugee Education situation

Camp Schools Non-camp schools GPI Camp - GPI Non Camp Grade Boys Girls GPI % repeater Boys Girls GPI % repeater

1 3.771 3.800 100,8% 3.608 3.540 98,1% 2,7% 2 3.045 2.773 91,1% 3.447 3.241 94,0% -3,0% 3 3.072 2.919 95,0% 3.494 3.252 93,1% 1,9% 4 3.061 2.811 91,8% 3.876 3.106 80,1% 11,7% 5 3.197 2.720 85,1% 3.660 2.851 77,9% 7,2% 6 3.196 2.620 82,0% 3.063 2.530 82,6% -0,6% 7 2.264 2.031 89,7% 3.378 2.522 74,7% 15,0% 8 1.941 1.616 83,3% 2.958 2.183 73,8% 9,5% 9 2.034 1.753 86,2% 3.134 2.397 76,5% 9,7%

10 901 693 76,9% 1.577 1.237 78,4% -1,5% 11 1.213 901 74,3% 32.6% 1.803 1.176 65,2% 5,9% 9,1% 12 1.484 1.065 71,8% 20.6% 2.196 1.502 68,4% 24.1% 3,4%

Total 29.179 25.702 36.194 29.537

TotalEducation

leave

Maternity

leave

Travel ing

leave

Long

leave

Leave

without

paying

Borrow-

ingContract Total

Other

Employees

Basic

school

teacher

Secondary

school

teacher

Education

316 1 9 1 4 25 316 238 3 75 General

5.600 16 277 53 142 5.600 775 3.557 1.268 Eastern Duhok

6.115 61 606 195 91 6.115 890 3.433 1.792 Western Duhok

4.653 25 354 7 11 179 434 4.653 725 2.558 1.370 Sumel

4.299 27 300 3 6 74 1 101 4.299 698 2.396 1.205 Zakho

2.062 6 68 2 5 51 150 2.062 408 1.065 589 Shekhan

3.265 14 187 1 3 61 244 3.265 603 1.869 793 Amedi

2.452 8 77 2 2 94 176 2.452 560 981 911 Bardarash

3.072 21 120 3 17 230 3.072 926 1.485 661 Akre

882 3 34 2 33 83 882 125 377 380 Tilkef

1.883 2 13 16 34 1.883 654 935 294 Sinjar

34.599 184 2.045 17 31 777 1 1.710 34.599 6.602 18.659 9.338 Total

34.599

Source: DeO Duhok, Dept. Of Human Res ources

All employees 2015

27.9974.765

male

teachers

Female

Teachers

Total

teachers

Male

students

Female

Students

Total

Students

staff classespupils/CR STR

Morning (Kurdish students) 20 1 21 400 371 771 26 64 36,7

Afternoon (Arabic students) 9 1 10 700 600 1300 15 108 130,0

Total 29 2 31 1100 971 2071 41

male

teachers

Female

Teachers

Total no.

of

teachers

Male

students

Female

Students

Total no.

of

Students

staff classes

Morning (Kurdish students) 21 0 21 340 192 532 28 41 25,3

Afternoon (Arabic students) 22 0 22 429 387 816 26 63 37,1

Total 43 0 43 769 579 1348 54

Total Morning 41 1 42 740 563 1303 54 25 52 31,0

Total Afternoon 31 1 32 1129 987 2116 41 25 85 66,1

Grand Total 72 2 74 1.869 1.550 3.419 95 25

Source: Tota l number of students .xl sx

Giz basic school

12

�و�� Unicef �� دوا �وة دى

13


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Location School type female male mixed n/a

Grand To-tal

IDP Host Community 26 35 117 51 229 Basic 14 17 98 17 146 complete

2

2

n/a 1 1

9 11 secondary 9 13 11

33

upper basic 2 4 6 25 37 IDP prefab schools 33 22 55

Basic

19

19 n/a

22 22

secondary

11

11 upper basic

3

3

IDP Tented Schools 1 1 14 2 18 Basic 1 1 11

13

n/a

2 2 secondary

3

3

Refugee Camps 12 12 Basic

10

10

secondary

2

2 Refugee Non Camps 8 18 27 36 89

Basic 5 14 23 31 73 secondary 1 2 1 3 7 upper basic 2 2 3 2 9

Grand Total 35 54 203 111 403


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The Structure of the System of Education

Source: IBE: World Data on Education VII 1ed. 22010/11, Iraq, updated versions August 2011, p.5

In Kurdistan, grades 1 – 6 Primary and grades 1 – 3 Intermediate are combined into Basic Educa-

tion grades 1 – 9. Grades 1 – 3 Preparatory are called Secondary grades 10 – 12.


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Support of the British Council to the Duhok Inspectorate Schools

• Over 45,000 teachers, principals and supervisors have been trained in, and are implementing, a

more child-centred approach to teaching and learning in over 3,700 schools.

• 12,500 senior staff are focused on giving school principals a greater role as ‘leaders of learning’

in 5,900 schools, while over 5,000 supervisors are acting as ‘critical friends’ to schools.

• The Ministry of Education in the Kurdistan Region has printed 120,000 copies of the standards

and plans are in place to roll out the training in the remaining 29 Directorates of Education. Plans

are also in place in Central and Southern Iraq to deliver training in the remaining eight General

Directorates of Education.

TVET (Technical and Vocational Education and Training)

• The Ministries of Higher Education, Ministries of Education, Ministries of Labour and Social Af-

fairs for the Kurdistan Region and Central and Southern Iraq have approved the first cross-

ministry TVET strategy.

• 15 centres of excellence are now actively involved and pioneering new developments in line with

the strategy. Staff are actively implementing modern competency-based teaching, learning and

assessment methods, and are cascading the training to other teachers.

• Twenty-four deans and ten head teachers have successfully graduated from a customised execu-

tive leadership programme at master’s level and achieved chartered manager status.

• Frameworks are piloted, for both the Standards for Leadership of TVET organisations and the

Standards for the Teaching of competence-based training.”

The language change experiment (44 schools) was mentioned and criticized as unrealistic. However, the

majority of the Directorate managers consulted in a meeting did not voice any criticism.

http://iraq.britishcouncil.org/en/programmes/education/improving-quality-education-iraq


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Photographs of the TVET Center Zakho

Inner Court Yard

Corridor leading to the training halls

Corridor leading to the training halls Training Hall with Electrical Sewing Machines


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Electrical Installation: protective plugs

Electrical Installation: Power lines and fuse box


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Auditorium Restaurant


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