Advocacy and resource mobilisation - OneResponse

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Loans under the CERF are made to cover the same purposes as outlined above, the difference being that they require repayment within six months of receipt. The loan facility aims to enable UN agencies to access funds rapidly while they are waiting for donors pledged funds to be transferred. CERF funding criteria The essential CERF funding criteria are: a) Life-saving and/or core emergency humanitarian programmes that within a short time span, remedy, mitigate or avert direct loss of life, physical harm or threats to a population or major portion thereof. Also permissible are common humanitarian services that are necessary to enable lifesaving activities. b) Time-critical response refers to necessary, rapid and timelimited actions required to immediately avert or minimise additional loss of lives and damage to social and economic assets. It relates to the opportunities for rapid injection of resources to save lives either in complex emergencies or after sudden disasters. CERF and the Education Cluster 266 | May 2010 Reasons for CERF delays or rejection � failure to meet and/or articulate the criteria for ‘life-saving’ or time-critical responses � budget errors – inadmissible costs or inadequate detail. When CERF funding is triggered, the Coordinator has responsibility for identifying critical education needs, and selecting corresponding projects that meet the CERF funding criteria. However, as the CERF is only available to UN agencies, education projects may only be submitted by UNICEF as CLA, or by other UN cluster partners such as UNESCO. This means that NGO cluster partners may be reluctant to submit projects for the CERF, because the funding will be channelled through UNICEF or another UN agency, and the NGO would be put in the position of an implementing partner.
Funding for education through the CERF Advocacy and resource mobilisation Success in securing CERF funding will be highly dependent on the understanding of education in emergencies, and particularly education as a ‘life-saving’ intervention, among the CERF Secretariat, HCT, OCHA, and other clusters. UNICEF, as CLA, and the Coordinator can play a key role in fostering better understanding through advocating for education in emergencies as a basic human right, a priority for communities, and a critical form of protection (see section 8.1.1). Education Clusters have successfully secured CERF funding by establishing that education can be a ‘life-saving’ and ‘life-sustaining’ intervention for funding psychosocial support for teachers and children, as well as temporary learning spaces which provide protective and life–saving environments. Education activities funded through the CERF 55 Criteria Activities Conditions Provision of school tents and other educational and recreational materials to establish safe spaces/learning No recurrent costs funded Interventions environments for male and aimed at female learners of different restoring age groups educational and Emergency repair of primary education facilities No recurrent costs funded recreational Initial teacher training in Only to support activities for emergencies establishment of initial children and teaching capacity. No adolescents recurrent costs for during an training emergency Essential life-saving skills (information on sexual and other gender-based violence [SGBV], mine risk education, HIV/AIDS, health and hygiene) 55 Extract from CERF (2007) Life Saving Criteria and Sectoral Activities (Guidelines), included in the ‘Additional resources’ listed at the end of this section May 2010 | 267
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Advocacy and resource mobilisation - OneResponse

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