Advocacy and resource mobilisation - OneResponse

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8.4 Mobilising education supplies Education supplies and equipment are needed to meet the cognitive, psychosocial, and developmental needs of children in emergencies. The quantity of supplies required will depend on the scale and nature of the emergency and the extent of damage to existing schools and to teaching and learning materials and equipment. This section sets out the main considerations for the Coordinator and cluster partners in achieving a coordinated approach to the supply and distribution of education supplies. The main stages in the supply and distribution of education supplies are set out in the diagram below: Distribution of supplies – networking and transportation What do we mean by education supplies? � teaching aids – blackboards, chalk, alphabet and number charts, maps � curriculum materials such as textbooks and teacher guides � exercise books, pens and pencils for students � recreation supplies – sports equipment, art materials � administration supplies – file folders, paper, pens, stapler, scissors 278 | May 2010 In-country logistics – storage and warehousing Assessing supply requirements – what supplies and quantities are needed Monitoring, reporting and control of – distribution, stock levels and end-user utilisation Imported supplies – transport, customs clearance and receipt Selection of supplies and equipment – based on agreed standards, suitability, availability, price Procurement of supplies and equipment – locally or offshore
Advocacy and resource mobilisation � materials for temporary learning spaces, eg, school tents, latrine slabs � WASH materials, eg, water containers, soap, locally appropriate sanitary items; � clothing. In addition, a number of education kits have been developed. These are packages of ‘standard’ education materials designed to support a specific number of children or teachers. UNICEF has designed kits that respond to basic supply needs at the onset of a crisis. UNESCO has also developed an education kit for selected countries, which focuses on literacy and numeracy and provides basic curricula and teaching aids. As an alternative to education kits, Save the Children Indonesia has developed a classroom activity box. Designed to promote active learning and cooperative group work, the classroom activity box provides basic teaching and learning aids that encourage student interaction. Advantages of education ‘kits’ Disadvantages of education ‘kits’ � Pre-assembled kits can be deployed within days of an emergency. � Design time is unnecessary, as basic education supplies are generally quite similar from county to country. � There is a common ‘menu’ as to what kits should contain, making theft more difficult. � Packaging, ie, plastic or metal box, can be used as long-term storage container. � For NGOs, kits can be more easily obtained from the UN than money for local purchase of supplies. Support in mobilising education supplies � Shipment costs higher than local buying. � Mistaken assumptions of class size. � Many items meant for individual students, difficult to divide when greater number of students. � Ongoing costs of storage and may be in ‘wrong’ location for shipment. � Short-term impact as supplies will quickly be used and depleted. � Discrepancy with local supplies in terms of quality. � When local markets are available, their use damages economy and encourages UN to prioritise kit replenishment. While the CLA(s) has responsibility for overall cluster resource requirements, individual cluster partners have responsibility for mobilising the supplies needed for their own projects. However, the cluster function of coordinating the supply and distribution of education supplies can also provide tangible benefits for cluster partners, and serve as an incentive to ongoing collaboration. Effective coordination can reduce the risk of duplication, delays, inflated costs, culturally inappropriate supplies, and a negative impact on local businesses, and can facilitate economies of scale in production and distribution. May 2010 | 279
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Advocacy and resource mobilisation - OneResponse

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