Save the Children

CHILD PROTECTION IN EDUCATIONBest Practices from Lebanon

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Our global breakthroughs

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The Right to Education & Protection (in Emergencies)

Universal Declaration of Human Rights

Fourth Geneva Convention & Additional Protocol II

Convention Relating to the Status of Refugees

International Covenant on Economic, Social and Cultural Rights

Convention on the Elimination of All Forms of Discrimination against Women

Convention on the Elimination of All Forms of Racial Discrimination

Convention on the Rights of the Child

Convention on the Rights of Persons with Disabilities

United Nations General Assembly Resolution on the Right to Education in Emergency Situations (2010)

 (UN) Sustainable Development Goals

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Ensure inclusive and equitable quality education and promote lifelong

learning opportunities for all

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning

environments for all 

 SDG 4

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(Child) Protection

Freedom from all forms of abuse, exploitation, neglect and violence, including bullying; sexual exploitation; violence from peers, teachers or other

educational personnel; natural hazards; arms and ammunition; landmines and

unexploded ordnance; armed personnel; crossfire locations; political and military

threats; and recruitment into armed forces or armed groups

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Education in Emergencies

Quality learning opportunities for all ages in situations of crisis, including early

childhood development, primary, secondary, non-formal, technical,

vocational, higher and adult education.

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INEE Minimum Standards

‘Learning environments are secure and safe, and promote the protection and the psychosocial well-being of learners, teachers and other education

personnel.’

‘Education facilities promote the safety and well-

being of learners, teachers and other education personnel and are linked to

health, nutrition, psychosocial and protection

services’.

(INEE Minimum Standards)

Standard 2:Protection & Wellbeing

Standard 3:Facilities & Services

‘In emergency situations through to recovery, quality education

provides physical, psychosocial and cognitive protection that can

sustain and save lives.’

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Minimum Standards for Child Protection In Humanitarian Action

Standard 20:Child Protection & Education

Child Protection concerns are reflected in the assessment,

design, monitoring and evaluation of education programmes.

Boys and girls of all ages can access safe, high-quality, child-friendly, flexible, relevant and protective

learning opportunities in a protective environment.(MS for CP in Hum Action)

‘For survivors of violence, exploitation, abuse or neglect, education is critical both as a right and because of the important role it plays in supporting these children in re-joining their peer groups.

In terms of prevention, education serves as an important way of passing on messages, raising awareness and providing life skills to bolster children’s ability to recognise risks and respond accordingly.

Education supports children’s resilience (…) and during times of crisis and emergency, it may help restore a sense of normality, dignity and hope.’

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SC Lebanon Education Response 2013-15

Formal Education Support (incl. TvET)o Community Outreach & Mobilisationo Community Monitoringo Parents Community Groupso Refugee Outreach Volunteerso Homework/Reading Clubs etc.* o Mobile Librarieso (2nd Shift Implementation)

Non-Formal Education o ECE (3 to 5 years)o Non-Formal for Out-of-School

Childreno Non-Formal for Children At-The-Risk

of Dropout (Retention)* Total Direct Reach

92,942 Children3,725 Adults

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Our Approach to Protection in Education: Quality Learning Environment (QLE)

https://www.youtube.com/watch?v=hfLotssCQbI

   

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Our Approach to Protection in Education: Quality Learning Environment (QLE)

Four Guiding Principles (GP) with related sub-standards (items).

For a learning site to “achieve” a GP, 50% of items within GP must score 3 or 4

• 1 = Indicator is not at all achieved: There is no evidence that any efforts have been made to achieve the monitoring indicator.

• 2 = Indicator is partially achieved: Some efforts to achieve the monitoring indicator are observed, although they are inconsistent. Some additional work is required to ensure consistency.

• 3 = Indicator is achieved: There is consistent evidence that the monitoring

indicator has been successfully reached in the learning environment.

• 4 = Indicator is exceeded: There is direct and consistent evidence that the indicator has been achieved. In addition, there is evidence that a variety of methods is used to go beyond the minimum expectation and ensure an exceptionally high/excellent level of quality during implementation.

   

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Our Approach to Protection in Education: Quality Learning Environment (QLE)

   

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QLE in our Education Programmes in Lebanon

QLE has been adopted and contextualised in Lebanon in 2015.

KII/FGD Grids have been developed, tested and are available in AR & ENG.

Classroom Observation Tools have been developed, tested and are available in AR & ENG.

 SCI has established at least one baseline and one endline QLE Assessment in each Learning Space in 2015.

Although non of the Learning Spaces had achieved all four guiding principles by the end of 2015, there were improvements in each space between the baseline and endline QLE Assessments.

These improvements were mainly the result of Action Plans established with education personnel and caregivers following dissemination of the QLE Baseline Results.

  

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QLE in our Education Programmes in Lebanon

Child Safeguarding Training delivered to all staff prior to start of assignment.

Child Safeguarding Policy & CoC signed by all staff (incl. teachers, guards, bus drivers).

Child Safeguarding Policy & CoC include zero tolerance to any breach of child protection standards and outline reporting

systems and mechanisms.  

Site selected taking into account safe access and safety of spaces.

Spaces rehabilitated to ensure they comply with minimum safety standards.

Appropriate WASH facilities established (sufficient # of latrines, safe drinking water etc.)

   

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QLE in our Education Programmes in Lebanon

Teacher Interviews conducted including Child Safeguarding Scenario.

Capacity Building Activities on Child Rights & Child Protection issues delivered to all education staff and to caregivers on the following topics (not exhaustive):

- Safe identification and referrals- PSS (Psychosocial Support)**- PFA (Psychological First Aid)- Positive Discipline (in Everyday Teaching & Parenting)- Child-friendly & centred methods, incl. play and recreation, etc.

Teacher wellbeing promoted through peer support , coaching/mentoring etc.

** Healing & Education Through the Arts** Child Resilience (also for caregivers)

 

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QLE in our Education Programmes in Lebanon

The enrolment of children with special vulnerabilities (special needs, child-headed HH etc.) facilitated & referrals ensured at all times.

Child protection messaging proportioned in education sessions and materials.

Parents engaged through Parents Community Groups which are established in each learning space.

Strong linkages with and referrals to other service providers & Case Management Teams maintained, ensuring confidentiality, best interest of the child, non-discrimination etc.

Holistic CP programmes with education elements targeting the most vulnerable (working children/children associated with armed conflicts) are being and will be piloted in the coming three years.

 

 

 

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Parents’ & volunteers’ engagement

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Community Engagement

 Child Protection in Formal Education

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National Policy on Child Protection in Education

settingsCorporal punishment is lawful in schools under the provision for “discipline” of children in article 186 of the Lebanese Penal Code.

A 2001 Memorandum from the Minister of Education prohibits educational staff from “inflicting corporal punishment, insulting, verbally humiliating, and attacking the honour of their students”, and establishes administrative disciplinary measures for those who breach this prohibition. This memorandum applies only to public schools. Private schools are governed by their own internal regulations, and some, but not all, have adopted anti-corporal punishment regulations.

MEHE has issued several decrees reenforcing the ‘ban of corporal punishment’ and has put in place measures such as: - MEHE Hotline- Counsellors at school level etc.SCI has been able to deliver training on Child Safeguarding & Positive Discipline in Public Schools.

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Thank YOU!