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Selection of education supplies Key points when selecting education supplies and equipment � Draw on contingency plans and the pre-positioning, specification, and budgeting of supplies undertaken as part of emergency preparedness. � Observe cultural norms and sensitivities in selection but do not perpetuate any local prejudices or inequalities. � Consider, when selecting, the special needs of people with disabilities, of those with HIV and AIDS, of girls and boys, and age relevance. � Consider any special requirements in adhering to agreed principles and standards, eg, use of translated materials, support for non-formal education, inclusion of conflict resolution or mine awareness issues. � Adapt emergency education kits as necessary to suit the local context and ensure standardisation across cluster partners. � Consider the environmental impact of different material options, including use of local materials, such as timber, and the long-term impact of temporary, emergency structures, eg, latrines. � In order to avoid undermining local markets and livelihoods, procure locally where possible. Selection of education supplies should be considered as an integral part of the needs assessment and response planning processes, so that selection is made on the basis of priority concerns, agreed standards and contextual suitability, and takes supply constraints into account. Support education authorities in providing textbooks, blackboards and teaching materials if these have been destroyed during an emergency, in addition to basic supplies. In selecting education supplies it is also important to consider the needs of preschool and out-of-school children and young people, and the requirements for non-formal education. Education supplies can be obtained from a range of sources such as the Save the Children Emergency Kits catalogue or the UNICEF Supply Catalogue (http://www.supply.unicef.dk/catalogue/). The UNICEF Education in Emergencies Resource Toolkit (included in the ‘Additional resources’ listed at the end of section 2.1) provides a useful outline of materials for temporary learning spaces and education and recreation kits. 284 | May 2010
Procurement of education supplies Procurement options should also be considered during needs assessments and response planning to ensure that existing national and local capacities are taken into account. For example, if curriculum materials are available or have been pre-positioned, it may be possible to reproduce any materials required locally, and quickly resume implementation of the formal curriculum. In the event of large-scale damage and disruption, there may be need to focus on production and deployment of emergency kits in the first instance, drawing on emergency ‘school in-a-box’, ‘recreation kits’, ‘teachers’ kits’ and ‘early childhood development kits’. The Coordinator will be looking for procurement options that facilitate the fastest and most effective implementation of agreed cluster response strategies. This may be through: Advocacy and resource mobilisation Problems with international procurement in Pakistan Following the 2005 Pakistan earthquake, UNICEF Islamabad experienced long delays in international procurement of ‘school-in-a-box’ kits, owing to problems with manufacture of the aluminium containers for the kits. The Islamabad office amended their specification for future orders to request that ‘school–in–a-carton’ kits be supplied in cartons. Lockable boxes were then procured locally. This enabled a reduction in delivery time. From UNICEF, Education in Emergencies – Resource Toolkit � UNICEF and Save the Children local procurement arrangements or global, regional or national stockpiled items � government partners � cluster partners’ pre-positioned supplies in-country (identified from preemergency mapping of material and equipment capacities – see section 6.5) � local markets, private sector suppliers and contractors � developing the capacity of local producers. In emergencies that require substantial international procurement, coordinating import requirements with the CLA(s) country offices, other clusters, and government partners, can save time, money and significant resources in the administration of multiple shipments. Following Cyclone Nargis in Myanmar, the Emergency Shelter Cluster established a ‘Joint Procurement Initiative’ working group, led by World Concern, to coordinate the mass procurement, shipment and distribution of NFIs. This resulted in savings for cluster partners and a substantial reduction in response times. May 2010 | 285
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Advocacy and resource mobilisation - OneResponse

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