Percentage and Number of Temporary Learning Spaces constructed in affected area
Percentage and Number of Temporary Learning Spaces constructed in affected area
This indicator allows you to track and measure the output activities of constructed Temporary Learning Spaces against the target needed of temporary learning spaces
Unit Description:
Schools/ Learning spaces
Numerator:
# of Temporary Learning Spaces constructed in affected area
Denominator:
Total # of Temporary Learning Spaces needed
Disaggregation:
Geography location (ie administrative boundary), Type of school/learning space, # classrooms, # children & youth (by age and sex)
Threshold / Standard:
Specific to Country
General guidance:
n/a
Guidance on phases:
There is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...
Phase applicability:
Pre-crisis/Baseline
Phase 1
Phase 2
Phase 3
Phase 4
Data Sources:
Cluster Partner reporting - 4Ws
Comments:
Preparedness: With government and partners, ensure that pre-crisis baseline data is collected on number and location of schools and number of teachers and students in vulnerable areas. Determine essential supplies needed for temporary learning spaces, including weather appropriate tents, tarpaulins, etc., and determine options for procurement. Identify relevant standby agreements with local suppliers and
consider warehousing essential supplies as the situation warrants.
Response: With government and partners, determine where temporary learning spaces should be established, ensuring safety and security. Sites should have shade and protection against wind, rain, cold and dust, and be located away from stagnant water, very loud areas, main roads and distribution points. Plan sites with community as partner, preserving previous social arrangements to the extent possible. Consider alternative shelters, besides formal school buildings, such as markets, churches, mosques,temples, etc. Plan sites according to child friendly criteria, with services to include primary education, recreation,
psychosocial support, early childhood care and development, youth activities, WASH facilities, and mother support. Determine essential supplies needed for temporary learning spaces, including furniture, weather appropriate tents, tarpaulins, etc., and determine options for procurement. Deploy stockpiled supplies and order additional supplies required based on previous standby agreements with suppliers to meet the demands of temporary learning spaces. Order offshore if local supplies are not available. Collaborate with child protection and WASH to ensure that temporary learning spaces have water and sanitation facilities and are designed to protect children against abuse