Education in Emergencies

EDUCATION IN EMERGENCIES:
CHILDREN IN DISTRESS
A CHILD PROTECTION RISK
ANALYSIS FOR NRC AFGHANISTAN’S
EDUCATION PROGRAMME
EDUCATION IN EMERGENCIES:
CHILDREN IN DISTRESS
A CHILD PROTECTION RISK
ANALYSIS FOR NRC AFGHANISTAN’S
EDUCATION PROGRAMME
ACKNOWLEDGEMENTS
This study seeks to provide an in-depth analysis of the major protection risks that displaced children in
Afghanistan face and how these risks affect their ability to access schooling and learn effectively.
The Norwegian Refugee Council (NRC) commissioned and researched this report, with generous support
from the Norwegian Agency for Development Corporation (NORAD) and the Swiss Agency for Development
and Cooperation (SDC).
Bethan McEvoy, Child Protection Coordinator with NRC Afghanistan, authored the report.
The author would like to thank all those who helped to complete this report: Ilyas Qazizada, Sayed Najibullah
Amiri, Noor Mohammad Mamozai, Shamsia Arif, Samar Samar, Khatera Saeedi, Noor Nawaz Shaiwani,
Guloma Bakhtiar, William Carter, Andrea Castorina, Sonia Gomez, Anna Stone, Dan Tyler, Becky Bakr
Abdulla (NRC). Thanks to Jeremy Lennard for editorial assistance and to Tomas Bakos for design and layout.
The author would also like to thank the NRC Afghanistan education teams in Kabul, Herat, Kunduz, Faryab,
Sarepul, Mazar, Kandahar, Nangarhar, Kunar and Khost who worked tirelessly to collect and submit the
quantitative data for this report. We would also like to thank the displacement-affected men, boys, women
and girls from Herat, Kunduz, Faryab, Sarepul, Mazar, Kandahar, Nangarhar, Kunar and Khost provinces who
took the time to speak with us and share their stories.
To cite this report, please use:
Norwegian Refugee Council (2018), Education in Emergencies, Children in Distress: A Child Protection
Risk Analysis for NRC Afghanistan’s Education Programme. Kabul, Afghanistan.
Cover photo: © NRC / Enayatullah Azad, Herat city

© NRC, 2018
Layout & Design: BakOS DESIGN
The Norwegian Refugee Council is an independent humanitarian organisation helping people forced to flee.
For further information, please contact info@nrc.no
Disclaimer: The contents of this document should not be regarded as reflecting the position of the
Norwegian Agency for Development Corporation (NORAD) and the Swiss Agency for Development
and Cooperation (SDC).The document does not necessarily reflect the position or views of the
Norwegian Refugee Council (NRC). The document should not be regarded in any way as the provision of
professional or legal advice by NRC.
© NRC / Enayatullah Azad, Kabul
4 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

TABLE OF CONTENTS
ACRONYMS.................................................................................................................................................................................... 6
KEY CONCEPTS.............................................................................................................................................................................. 7
EXECUTIVE SUMMARY................................................................................................................................................................... 8
An introduction to the study..................................................................................................................................................................8
Key findings...............................................................................................................................................................................................9
1 INTRODUCTION AND BACKGROUND...........................................................................................................................................14

1.1 The education system in Afghanistan....................................................................................................................................... 14
1.2 Barriers to children’s education................................................................................................................................................. 14
2.3 Child protection in education...................................................................................................................................................... 16
2.4 Aims of the study........................................................................................................................................................................... 16
2 METHODOLOGY......................................................................................................................................................................... 17
2.1 Focus group discussions............................................................................................................................................................. 17
2.2 Key informant interviews.............................................................................................................................................................. 18
2.3 Observations................................................................................................................................................................................... 18
2.4 Questionnaire................................................................................................................................................................................. 19
2.5 Limitations....................................................................................................................................................................................... 19
3 KEY FINDINGS...........................................................................................................................................................................20
3.1 Barriers to education.................................................................................................................................................................... 20
3.2 Child protection risks in the community................................................................................................................................... 25
3.3 Main child protection gaps in NRC schools............................................................................................................................ 30
4 CONCLUSION............................................................................................................................................................................33
5 RECOMMENDATIONS................................................................................................................................................................34
5.1 Barriers to education.................................................................................................................................................................... 34
5.2 Child protection risks in the community................................................................................................................................... 36
5.3 Child protection gaps in NRC schools..................................................................................................................................... 38
6 ANNEXES..................................................................................................................................................................................41
Annex I: Observation tool.................................................................................................................................................................... 41
Annex II: FGD questions..................................................................................................................................................................... 44
Annex III: Questionnaire...................................................................................................................................................................... 47
ENDNOTES...................................................................................................................................................................................55
5
ACRONYMS
ACTED Agency for Technical Cooperation and

Development
ALP Accelerated Learning Programme
CPAN Child Protection Action Network
EiE Education in Emergencies
ERM Emergency Response Mechanism
FGD Focus group discussion
IASC Inter-Agency Standing Committee
IDP Internally displaced person
ILO International Labour Organisation
KIIs Key Informant Interviews
MoE Ministry of Education
NSAG Non-state armed group
PED Provincial Education Department
PFA Psychological first aid
PSS Psychosocial support
SIDA Swedish International Development

Cooperation Agency
SDR Secondary data review
UNAMA UN Assistance Mission in Afghanistan
UXO Unexploded ordnance
WASH Water, sanitation and hygiene

KEY CONCEPTS
CHILD PROTECTION PSYCHOLOGICAL FIRST AID

Child protection refers to the “prevention “Humane, supportive and practice assistance
and response to violence, exploitation and for people who are distressed, in ways that
abuse against children – including commercial respect their dignity, culture and abilities.”3
sexual exploitation, trafficking, child labour and
harmful traditional practices, such as child
marriage.”1 PROTECTION
Protection is a term that “broadly
INTERNALLY DISPLACED PEOPLE encompasses activities aimed at obtaining
full respect for the rights of individuals
Internally displaced people (IDPs) are in accordance with international law …
“persons or groups of persons who have regardless of their age, gender, social ethnic,
been forced or obliged to flee or to leave national, religious, or other backgrounds.”4
their homes or places of habitual residence,
in particular as a result of or in order to avoid
the effects of armed conflict, situations of RETURNEES
generalized violence, violations of human rights
or natural or human-made disasters, and who Returnees are defined as “every person
have not crossed an internationally-recognized who returns to Afghanistan after he or she
State border.”2 was compelled to leave the country due to
persecution or a situation of generalized
violence, including returning asylum seekers
PSYCHOSOCIAL and refugees.”5
The combined influence that psychological

factors and the surrounding social environment REFUGEES
has on physical and mental wellbeing and
ability to function. Non-Afghan nationals forced to flee their
country due to persecution, war, violence
or threat to wellbeing, now residing in
Afghanistan.
7
EXECUTIVE SUMMARY
AN INTRODUCTION TO THE STUDY The research outlined in this report sought to
identify the main protection risks children face
It is not easy to be a child in Afghanistan. As the and to examine how these affect their ability to
conflict continues, children’s challenges increase, access schooling and learn effectively. It also
threatening their safety, wellbeing and access to aimed to assess the extent to which NRC’s
education. NRC’s education programmes aim schools provide the safe, protective and inclusive
to mitigate the devastating impacts of conflict learning environments that children need to
and forced displacement by providing a sense recover from conflict and fulfil their potential.
of normality and stability. They provide quality The report combines the results of 49 focus
education that supports children’s emotional and group discussions with 319 participants, 36 key
cognitive development and open pathways for informant interviews, observations at schools
their reintegration into formal schooling systems. and in the community and 1,052 responses to
But with increasing numbers of children out a questionnaire, bringing together the voices of
of school and the complex psychosocial and children, parents, teachers, community leaders
protection needs of displaced boys and girls, and key organisations in the provinces of Faryab,
how can NRC’s education programmes be Herat, Kandahar, Khost, Kunar, Kunduz, Nangarhar
improved to be as relevant as possible to the most and Saripul.
egregious risks they face, and to meet international
standards?6

© NRC / Jim Huylebroek. Maslakh, Herat
KEY FINDINGS Many boys and girls who took part in the study
explained that long working hours prevented them
from attending school at all, particularly as the
Barriers to school attendance hourly rate is so low that working just a half day
would not result in sufficient wages to support
Pressure to work the family. Children able to juggle their work and
education said they still missed school frequently,
Forty-two per cent of participants said the main particularly on market days, or for weeks at a time
reason boys and girls did not attend school during busy periods.
was the need to work to support their families
financially. The study demonstrated a direct Attacks to education
correlation between displacement and child labour,
highlighting the negative impact of displacement
on children in terms of the increased adoption of “ They burnt down the school and
then they set our house on fire.”
negative coping mechanisms. Only 11 per cent
of child participants were working in their place of Twenty-three per cent of participants said conflict
origin, compared with 36 per cent at the time of and insecurity were the biggest barrier to school
this study. Parents who participated in focus group attendance, affecting children in three ways;
discussions (FGDs) said the struggle to find work attacks on schools, their closure because of the
in their place of displacement, combined with an conflict and dangers on the journey to school.
increase in living costs, meant there was greater Fifteen per cent of children had experienced
pressure on children to take up work and reduce shooting near to or inside their school, and 11
the family’s financial burden. per cent had received verbal or written warnings
from armed opposition groups (NSAGs) that their
9
school would be targeted. Twenty-eight per cent Five per cent of children saw distance as the
had come from areas where their school or one biggest barrier to school and many children shared
nearby had been closed because of the conflict, they were unable to go to school in their place of
and some children, particularly in Kunar and origin because the only available school was too
Faryab, still have to travel long distances because far away. Far fewer children face this problem after
the nearest school has been damaged beyond use displacement, but it is clear that many in conflict-
or closed because of insecurity. affected areas have no school within walking
distance. This is particularly problematic for girls,
In terms of dangers en route to and in school, who are not allowed to walk long distances on
participants identified risks of kidnapping, their own and are more likely to face harassment
landmines, harassment from opposition groups, en route.
verbal or written threats and regular shooting.
Attitudes to gender Main protection risks
“ A girl has two options, to stay

at home … or to die.”
Psychosocial health
Nineteen per cent of participants said parent’s “ They burnt down our family shop,
we lost everything and at night I
attitudes were the main reason that girls did not wake up crying and screaming.”
attend school. Female participants said parents
or wider family members, particularly uncles, Fifty-five per cent of participants cited
thought that girls should not leave the house and psychosocial health needs as the biggest
did not need or should not have an education. challenge for displaced Afghan children.
A significant proportion of girls who took part in Nightmares, flashbacks, physical pain, nausea,
the study had experienced verbal harassment fainting, difficulty concentrating or socialising and
from community or family members telling them strong emotional responses such as frequent
not to go to school, affecting their self-esteem, crying or feelings of anger were all common.
confidence and sense of self-worth. Twelve per Many children interviewed had witnessed horrific
cent of participants said child marriage was a violence and were troubled by gruesome and
significant barrier to girls’ education and four per intrusive memories that made it difficult to function
cent identified themselves as married under the in daily life, let alone study.
age of 16.
Parents also described struggling with daily
Many boys also felt their parents did not value life after their traumatic experiences of conflict,
their education, and that they attached more making it difficult to look after themselves and their
importance to work. Some said their parents children. Both children and parents said the lack
took them out of school once they were able to of support services left them feeling hopeless and
read and write, believing that basic literacy and isolated.
numeracy was sufficient education.
Risks on the journey to school
Overcrowded and inaccessible schools
Eighteen per cent of all participants felt that the
Eleven per cent of respondents said overcrowding main risk for displaced Afghan children was the
was an issue in their school. This was particularly number of risks children face on their route to
common in Nangarhar, where classes of as school. Thirty-six per cent of children felt the main
many as 250 children in one tent were observed. risk to their safety on the journey to school was
Overcrowding makes classrooms and tents the possibility of kidnap. Seven per cent were
unbearably hot, making concentration difficult. It most concerned about the presence of NSAGs,
also puts a strain on schools to provide enough particularly in Faryab and Kunduz, where children
teachers to cover the large student population. came across them on their walk to school and
were sometimes questioned about their journey.
Both boys and girls said they had experienced
frightening or violent language in the community,
but it was more common for girls, who also said

that strangers had asked them to get in their car, Child protection gaps in NRC schools
and that community members had shouted at them
on their way to school. Poor awareness
Domestic violence Very few teachers who participated in the study

were aware of child protection issues and risks
“ When she was really angry she

slammed my head on the kitchen
to children’s safety, and many were unsure of
their role in protecting children. Teachers felt
stove. There was a lot of blood.” that speaking to parents to encourage school
attendance was part of their role, but that
Sixteen per cent of all participants said domestic broaching topics of violence, abuse and other risks
violence in the home was the main risk children was not. They also said they felt uncomfortable
faced, and child participants shared stories of identifying children in need of additional support
physical abuse carried out by family members. The or protection, and very few were aware of any
study found a correlation between displacement organisations they could refer children to.
and increased domestic violence, once again
highlighting the negative impact of displacement Observations for the study also revealed teachers’
on children in relation to an increase in negative lack of awareness about children’s rights,
coping mechanisms amongst family members. particularly their right to share their opinion,
Children said the most common reason for a participate and consent to participation.
parent to punish them was because they did not
bring home enough money from work. Stories Lack of psychosocial support
of domestic violence caused by arguments over
household debt were also common. The majority Ninety-six per cent of participants said there
of children had witnessed a violent dispute were no psychosocial support services available
between their parents and close relatives. in schools, and 93 per cent felt it was the main
service needed. None of the schools observed
Road accidents had teachers trained in psychosocial issues and
no teachers were aware of support services in the
Seven per cent of participants cited road community.
accidents as the biggest risk for both in school
children and out of school children. Twenty per Inadequate infrastructure
cent of FGD participants had witnessed a road
accident which had caused serious injury, and The infrastructure of NRC schools was observed
several children had witnessed someone’s death to pose a number of risks to children’s safety.
or experienced the loss of a friend or family These included improperly secured facilities and
member. Participants in key informant interviews grounds, and damage such as crumbling walls and
(KIIs) said traffic was a major risk for children, broken windows and doors. Bullet casings were
and that they did not know how to cross the road seen outside the classrooms of some schools.
safely. Nine per cent of all participants identified Both Accelerated Learning Programme (ALP)
road accidents as the main risk in-school children and Education in Emergencies (EiE) schools
faced on their way to school. had cramped classrooms in which children were
almost sitting on top of each other. Many of
Harmful labour7 the classrooms in ALP schools were dark with
crumbling, bare grey walls.
KIIs highlighted the prevalence of girls working as
carpet weavers. FGD participants did not discuss The majority of schools observed did not have
child labour in terms of the harmful impact on enough recreational space or facilities for children
children’s health and development, but focused to play or do sport. Nor did timetables have much
instead on its effect on their education. Carpet space for creative activities, life-skills coaching or
weaving is nevertheless widely acknowledged to opportunities for children to share their opinions.
have a severe physical impact because of the bad This was a particular problem in ALP schools.
lighting, sharp tools and poor posture involved.8
11
Disconnect between school and community RECOMMENDATIONS
NRC schools tend not to engage enough
local people in the setting up and running
of facilities, reducing the likelihood that the 1
community will feel a sense of ownership Advocate for a stronger response to child
over their children’s education. There were protection risks within education across the
no regular meetings with parents at which child protection, protection and education
children’s performance and the risks they working groups
face might be discussed, and staff and
teachers did not involve local community a. N
RC to conduct regular risk analysis of
members in coming up with practical threats near to schools, providing evidence for
solutions to keep children safe on their way advocacy messaging
to school.
b. APC, CPiE SC and EiE WG to provide a
Children with disabilities marginalised joint tool for protection analysis and work
collaboratively with working group members
Only four classes of the 22 observed to create and publicise advocacy messages
included a child with a disability. Twenty- to ensure children’s safety when accessing
seven per cent of children, parents education
and teachers who participated in the
questionnaire knew at least one school- c. Afghan government to redouble efforts on its
aged child with a disability who was commitments to Oslo Safe School declarations,
not attending school because of their which NRC can support on technical guidance
condition. Despite the significant number of for
children with physical or mental disabilities
in all three areas, very few centres are able
to accommodate them. Buildings are not 2
equipped to support those with limited Engage and advocate with armed actors,
mobility, and teachers said they did not including NSAGs on the protection of
feel able to provide appropriate teaching education from attacks
support to children with disabilities in the
classroom. a. NRC to work in partnership with communities
and local and international NGOs to engage
Lack of WASH facilities and hygiene training effectively with armed actors to better
understand motivations for attacks on schools
Forty-seven per cent of children and and advocate for commitment to protection
teachers said they had no hand-washing education from attacks
facilities in their schools and 78 per cent
that there were no separate toilets for girls b. APC, CPiE SC and EiE WG to advocate with
and boys. Nineteen per cent said there humanitarian and political counterparts to
were no functioning toilets at all at their denounce violations of IHL norms, policies and
school and 14 per cent that there was only guidelines related to Protection of Education
one. None of the schools visited had been from Attacks, mobilize resources for programme
given hygiene training and there were no implementation and support community and
visual aids to promote hand washing or NGO partnerships aiming at facilitating access
other safe practices. to direct engagement with duty bearers and
perpetrators of attacks to education

3 7
RC to set up community centres that
N Upgrade existing classrooms and select
provide basic education for children engaged better new ones to improve the safety and
in work, with fewer contact hours a day learning environment of school buildings
and flexibility to accommodate their work and include space for recreation
schedules. This would serve as a transition
toward formal education, gradually exposing a. NRC to establish minimum standards and
children and parents to full-time schooling ensure vital upgrades in the next 6 – 12 months
b. Shelter, WASH and EiE clusters to collaborate

4 in advocating for increased allocation of
RC to integrate NRC’s Recovery Box and
N funds to EiE projects, to ensure that learning
Better Learning Programme in schools and environments are safe and child-friendly. Donors
community spaces to provide psychosocial and pooled funds to provide more flexibility in
support, life skills and risk awareness for terms of inclusion of recreational space and
both children and parents safer building structures.
5 8
trengthen community based efforts to
S Greater emphasis on including children with
involve the community in identifying risks disabilities
to children and establishing risk mitigation
strategies a. NRC to improve selection criteria to actively
include children with disabilities in NRC’s
a. N
RC to introduce regular community meetings education programmes
which focus on identifying risks to children
at the community level and establishing risk b. APC, CPiE SC and EiE WG to develop
mitigation strategies to keep children safe, guidelines on inclusion of children with
particularly with regards to the Oslo Safe disabilities within EiE in Afghanistan and identify
School Declaration and related technical referral partners who specialise in education for
guidelines conduct regular meetings and children with disabilities.
workshops with communities on current risks
and potential mitigation strategies
9
b. EiE WG partners and CPiE SC partners Upgrade school WASH facilities
to coordinate and strengthen relationships
between communities and different education a. NRC to review WASH infrastructure of all EiE-
actors assisted schools, and ensure vital upgrades as
practicable in the next 6-12 months
6 b. EiE WG and WASH Cluster to provide

I dentify a referral response within the localised guidance on minimum WASH
community and through local NGOs for child standards in EiE operations
protection risks and psychosocial needs
c. Donors and pooled funds to provide more
a. NRC to support the CPiE SC to identify referral flexibility in terms of inclusion of WASH
partners for child protection risks infrastructure support in EiE operations
b. CPiE to complete child protection actor d. Ministry of Education to abstain from financial
mapping and develop a safe and timely referral penalties when calculating
pathway for child protection cases
13
1 INTRODUCTION AND BACKGROUND
1.1 THE EDUCATION SYSTEM staff. The curriculum is also outdated and student
IN AFGHANISTAN capacity is low. Escalating conflict in recent years
has further weakened the system, resulting in
Education is a fundamental right for all children. serious infrastructure damage, yet more untrained
In conflict zones it can be lifesaving, protecting teachers and fewer qualified staff.9
them from threats in the community, restoring a
sense of normality and supporting their cognitive,
social and emotional development. Afghanistan’s 1.2 BARRIERS TO CHILDREN’S EDUCATION
education system has been devastated by more
than three decades of conflict. Under the Taliban Conflict and widespread displacement have had a
in 2001, only around 900,000 children attended severe impact on children’s access to education.
school, nearly all of them boys. Girls were almost About a third of Afghan children, or 3.5 million, are
completely excluded, and boys received only currently out of school, 75 per cent of them girls.
religious education. An additional 400,000 children are expected to
face acute education needs in 2018.10
The Afghan government launched a “back to
school” campaign in 2002, which resulted in an In areas held by NSAGs, education continues to
enormous increase in the enrolment of both boys be denied, disrupted and controlled, particularly
and girls. By 2016 there were 9.2 million children for girls. Attacks on schools continue, and more
in education, 39 per cent of whom were girls. But than 1,000 are currently damaged, destroyed or
the unprecedented number of schools constructed occupied, leaving children in some areas unable to
and teachers hired in such a short period of time access any form of education. Even when facilities
made it challenging to improve the quality of are available, children face conflict-related risks
education at the same speed. The hasty process on their journeys to and from school. Increased
of revitalising the education system also brought reports of kidnapping, crossfire shootings,
with it serious corruption problems. explosions and injuries caused by unexploded
ordnance mean that many families are too
A recent anti-corruption assessment by the frightened to allow their children to go to school,
Monitoring and Evaluation Committee (MEC) Forty-two children were abducted in 2017, at least
for the Ministry of Education (MOE) revealed 83 boys were recruited into armed groups and 41
that it was such common practice for untrained schools were occupied by armed groups.11
candidates to bribe their way into teaching
positions that qualified professionals struggled In other parts of the country, the influx of returnees
to find work unless they were prepared to from Pakistan and internally displaced families
pay for it. Nepotism and favouritism have led fleeing the conflict has led to the overcrowding
to an acceptance of poor standards, teacher of education facilities, which simply do not have
absenteeism and falsification. Students can the capacity to meet the increased demand for
purchase exam results, and some have been able services. Around 653,000 people were displaced
to pay to be marked as attending and graduate by conflict and violence in 2017 alone, and 56
without actually showing up to school. per cent of internally displaced people (IDPs)
in Afghanistan are children.12 A combination of
The quality of education has suffered significantly shortages of teachers, classrooms, drinking water
as a result. There is a shortage of 40,000 qualified and toilets, and differences in language, culture
and capable teachers across the country, and and education levels mean that many children are
women make up only 33 per cent of teaching turned away. About 41 per cent of schools have

© NRC / Enayatullah Azad, Rodad District, Nangarhar
no buildings, so classes take place under tents or Afghanistan’s child labourers are in education.15
in the open air. These schools close at the height Those who do go to school miss classes regularly
of summer and winter, or children are unable to on market days or for long periods to help their
attend during the hottest and coldest months.13 parents or relatives in shops and other businesses.
A minimum of four hours a day is required at
Overcrowding is just one of many barriers to school, which makes studying and working at the
children’s education in Afghanistan. Displacement same time exhausting, and children struggle to
is also a significant drain on families’ financial keep up. Many of these findings were also borne
assets. Data from the EU’s Emergency Response out by FGD participants.
Mechanism (ERM) shows a five-fold increase in
average household debt following displacement Around two-thirds of Afghan girls do not attend
and a 69 per cent drop in household income. school because of discriminatory attitudes
Thirty-seven per cent of ERM beneficiaries have that do not value their education. Girls are
debts of more than 8,000 afghanis (USD 112). pressured to stay at home, particularly in more
Displaced families struggle to find work and at conservative parts of the country where the view
the same have new expenditure such as rent that girls should not be seen outside the home is
or increased living costs in urban areas. Many widespread. Early marriage is also common. At
heads of household are unable to transfer their least nine per cent of girls are married by the time
employment skills to their new environment, and they are 15, but it is widely acknowledged that
others may have been injured as a result of the the issue is significantly underreported. If child
conflict, making it difficult for them to work. marriage is defined as taking place before the age
of 18, as it is under the international conventions
Such economic pressures reduce households’ to which Afghanistan is a signatory, the figure rises
ability to send children to school and increase to 40 per cent.16 Once they are married, and often
the likelihood of their resorting to negative coping once they are engaged, girls are forced to drop
mechanisms such as child labour. More than 25 out of school and discontinue their education. In
per cent of children between the ages of seven families who can only afford to send one child to
and 14 work to support their families, and the long school, boys tend to be prioritised.17
days leave little or no time for study.14 Only half of
15
2.3 CHILD PROTECTION IN EDUCATION NRC’S EDUCATION PROGRAMMES
The 2018 Humanitarian Needs Overview for NRC is one of the main providers of non-
Afghanistan estimates that 3.3 million people will state education in Afghanistan, ensuring
require life-saving assistance during the year.18 that children who have missed out on part
Well over a million people face acute or prolonged of their schooling can catch up through the
displacement from their homes. In addition to the Accelerated Learning Programme (ALP)
653,000 people internally displaced by conflict or enrol in state schools via the Education
and violence in 2017, around 462,361 Afghans in Emergencies (EiE) programme. More
returned from Iran and 97,225 from Pakistan.19 300 ALP classes and a similar number
This despite Afghanistan being reclassified from a of EiE classes in Balkh, Faryab, Heart,
post-conflict country to one in active conflict again. Kandahar, Khost, Kunar and Nangarhar
These population movements have heightened provide thousands of internally displaced,
the needs and vulnerabilities of all groups, and returnee and refugee children with access
particularly child protection concerns. Children to high-quality education within safe walking
returning from Pakistan faced police brutality distance of their homes.
and harassment while away, and the number of
unaccompanied minors deported from Iran is Many children who have never attended
increasing, many of whom have survived illness, school before or would otherwise be unable
abuse and even torture.20 to return to school receive an education
provided by trained and qualified teachers.
Afghanistan is one of the toughest places in As the conflict continues, however, and child
the world to be a child, and progress in child protection concerns increase, children are
protection lags far behind in comparison with other exposed to a growing number of risks en
sectors. Children continue to be disproportionately route to school, in school or which prevent
affected by the conflict, suffering death, injury, them attending school altogether.
other grave violations of their rights and the
impacts of negative coping mechanisms. They
accounted for 30 per cent of civilian casualties in
2017, when 3,179 children were killed or injured.21 2.4 AIMS OF THE STUDY
There was also a rise in the number of children
recruited and used by parties to the conflict in the The study seeks to identify the main protection
first six months of the year compared with 2016.22 risks children face and the relationship between
Landmines and unexploded ordnance killed 142 these risks and children’s ability to access
children and injured 376 in Afghanistan in 2017.23 education and learn effectively. Secondly, the
study aims to assess the extent to which NRC’s
More than a third of children have been exposed to education programmes provide safe, inclusive
psychological distress as a result of losing family and protective learning environments that are
or community members and the constant risk of accessible to all those in need by answering the
death and injury.24 Schools and health facilities following questions:
do not, however, have psychosocial services to
support them or areas that encourage play and • What are the main barriers to children accessing
recreation. Domestic abuse is also prevalent. NRC’s education programmes?
Ninety-one per cent of children experience at least • What are the main protection risks children face
one form of violence in the home on a regular and how do they affect their learning?
basis, and corporal punishment and humiliation are
common in state schools.25 • Which protective factors do NRC’s education
programmes currently lack, and which would
help children recover, develop and learn in a safe
environment during displacement and conflict?

2 METHODOLOGY
A mixed methodology was used to conduct the analysis for this study, beginning with a desk
review to develop contextual understanding of the education system in Afghanistan and children’s
protection risks within and outside it. This highlighted a lack of data on protection concerns for
children in education, further supporting the need for this study. Given the sensitive nature of the
topic, a qualitative approach was taken during the primary data collection phase, through FGDs with
teachers, community leaders, parents and children, both boys and girls. KIIs were also conducted
with protection and education agencies. Observations were carried out at education facilities and in
the surrounding community to validate the data gathered through the FGDs and KIIs.
Primary data collection was conducted between 2.1 FOCUS GROUP DISCUSSIONS
October 2017 and January 2018 in Faryab,
Khost, Kunar and Nangarhar provinces. The Data collected via FGDs included a range of
locations were chosen based on the scale of viewpoints within the community, but the main
NRC’s education programmes and the number target group were boys and girls. Their views
of displaced children living there, and because have tended to be underrepresented in previous
they provided a representative sample of the studies, and this research aimed to understand the
programmes in other parts of the country. The risks, barriers and needs from their perspective,
primary data collection stage involved 349 upholding their rights to participate and have their
community members and 37 representatives from voices heard. There were between six and eight
relevant organisations. participants in each focus group.
Quantitative follow-up data was then collected to Girls Boys Teachers Fathers Mothers Community
gain further information about how displacement leaders
affects threats to children’s wellbeing and access
to education, and to provide a broad overview of 110 105 24 41 35 34
the other areas of the country where NRC has
education programmes. To do so 1,052 surveys Participants were identified in collaboration with
were conducted in schools and communities with NRC’s education team in each province, ensuring
children, parents and teachers in Faryab, Herat, that their selection was representative of the
Kandahar, Khost, Kunar, Nangarhar and Sari Pul. different groups of people present in the areas
within which NRC works – IDPs, returnees from
All children who participated in the FGDs and the Pakistan, host community members and, in the
questionnaires were of school age. case of Khost, refugees from Waziristan.
FGDs KIIs Survey Host IDPs Returnees Refugees

community
349 37 1,052
Nangarhar 23 21 26 0
1,438
Total number of respondents Kunar 8 16 8 0
Khost 20 0 0 82
Faryab 36 89 0 0
17
The study considered the viewpoints of children 2.2 KEY INFORMANT INTERVIEWS
enrolled in NRC schools and state schools, and
those not in education. The aim was to build up a Key informants were selected based on their
picture of the range of different issues affecting organisation’s focus on either child protection or
children in different educational circumstances education in order to gather the perspectives of
and identify patterns or differences between the a range of organisations. The interviews provided
groups. Education teams selected children from stronger contextual understanding and an overview
ALP and EiE centres to cover a diverse sample in of the challenges organisations face in the field,
terms of age, language, district and place of origin. drawing comparisons and differences with the
To identify children enrolled in state schools, NRC FGDs to strengthen the reliability of the data.
spoke to teachers and headteachers, and to select
out-of-school children, to community leaders in KIIs Number of participants
each district.
NRC education staff 19
Attending ALP/EiE Attending Out of school NRC protection staff 2

state school UNICEF 2
111 39 65 UNAMA 2
Save the Children 1
FGD tools were developed in accordance with the
CPAN 3
global protection cluster’s child protection rapid
assessment toolkit and Inter-Agency Standing ACTED 3
Committee (IASC) guidelines on mental health Human Rights Commission 3
and psychosocial support in emergencies. The
MoE 2
study had only a limited focus on shelter, food,
WASH and health because NRC’s protection Total 37
report – Escaping war, where to next? – covers * UNAMA: UN Assistance Mission in Afghanistan;
these topics in more detail. It aimed instead to fill CPAN: Child Protection Action Network; ACTED:
the gaps in awareness and understanding of child Agency for Technical Cooperation and Development;
protection issues in the locations outlined. MoE: Ministry of Education
Based on the initial desk review, FGDs covered

the following topics: 2.3 OBSERVATIONS
• Place of origin and, if relevant, reason for
displacement or return Observations were carried out in each location to
increase understanding of behavioural patterns,
• Experiences of conflict
hazards on school sites and in surrounding areas
• Occupation and experiences in work and the physical conditions of the location. They
• Main risks to children in the community were used to validate the data collected by
• Social support networks triangulating their findings with those of the FGDs
• Teaching quality and school facilities and KIIs.
• Shelter, food and WASH facilities at home and
The observations focused on the following:
in school
• Minority groups in the community
• Barriers to accessing education
• Inclusion or exclusion of minority groups in the
• Psychosocial support needs
community and in school
• Experiences of violence at home, in school and
• Hazards in and around schools
in the community
• Gender-specific latrines with locks
• Violence and aggression in the community
• Areas and equipment for recreation and play
• Child labour
• Signs of psychosocial support needs or difficulty
in social interactions

2.4 QUESTIONNAIRE
The questionnaire was developed to gather further
information on the topics raised in the FGDs and
KIIs, particularly about the facilities available in
NRC schools and the link between the economic
impact of displacement and child labour. It enabled
the researchers to include community voices in
parts of the country not included in the primary
© NRC / Enayatullah Azad, Tebar village in Sar-e-pul city

data phase, providing a more general overview
of NRC’s education programmes nationwide. It
also strengthened the findings in the geographical
areas targeted in the primary data phase. It
targeted all areas of the country where NRC has
education programmes, but staff capacity meant it
was not possible to cover Mazar. The survey took
place in the following locations:
Children Teachers Parents

Khost 97 54 48
Kunar 21 12 10
Nangarhar 101 59 47
Kandahar 98 48 50
Herat 91 1 1
Faryab 113 40 51 staff. The inexperience of support staff also led to
initial challenges in identifying participants, and
Kunduz 26 4 8 in some cases students appeared to be selected
Sari Pul 39 19 14 based on their education level rather than as a
representative sample.
The research team was fortunate to have a skilled

2.5 LIMITATIONS male translator trained in child protection and
child-friendly communication methods. There were,
In some areas, the research covered a small however, very few female translators available,
sample size, due to staff availability and it was which was a significant challenge during the
not possible to carry out quantitative FGDs in all FGDs. Some female staff who were available to
areas. The sample was drawn from government- support the FGDs had very little experience with
controlled areas because of security restrictions, translation which meant that the original meaning
and so is not representative of the views and of the questions or answers was altered, possibly
needs of children outside these areas. affecting the validity of the data.
The lead researcher is trained and experienced in The study’s main limitation, however, was the small
psychosocial support and child protection, so was number of out-of-school children it involved. The
aware of sensitive nature of the study and able to FGDs included only 65 and the questionnaire only
conduct themselves accordingly. Support staff in 73, which means the research may not paint a full
each location were unfamiliar with the terminology enough picture of the barriers and child protection
and the subject matter, however, which caused risks out-of-school children face. The study was,
some disruption to the FDGs and undermined the however, able to speak to hundreds of children
feeling of safety required to divulge information who had been out of school in their places of
about sensitive topics. Issues included participants origin and so to better understand the barriers
being cut off, their views being dismissed and they previously faced even though they were now
or being pointed at by teachers and education able to attend school.
19
3 KEY FINDINGS
3.1 BARRIERS TO EDUCATION Child labour

Despite the range of participants consulted, there All groups cited child labour as a significant
was a broad similarity between answers across barrier to children’s education. Many children who
the different groups. Participants from Faryab, participated in the study were unable to attend
Kunar and Nangarhar also gave similar responses school or missed their classes regularly because
to questions, but results in Khost showed some of pressure to work and help support their families.
variations. The vast majority of refugees in Khost Of all the children interviewed, 36 per cent were
live in camps, where education facilities are in some form of work; 20 per cent in school and
available inside the camp, meaning children do working and all of the out-of-school children were
not have far to travel to school. Threats in the working, either to earn income or helping at home.
community are minimal compared with Faryab, Seventeen per cent of child participants said an
Kunar and Nangarhar, where the threat of kidnap older brother was their family’s main source of
or harassment was a major concern. There were income and worked daily instead of attending
also small but noticeable differences between school. Fifty-three per cent had at least one sibling
children’s responses and those of their parents not in school because they had to work to support
and community leaders. their family.
The top five reasons given by participants in the

KIIs, FDGs and questionnaire for children not “ If I could, I would make it so no
children in Afghanistan had to work
attending school were as follows: and all children could go to school.”
Out of school boy, 11, Kunar province
42% Child labour
23% Conflict
“ We cannot afford food to eat, how
can we afford stationery?”
Mother, Maimana city, Faryab
19% Attitudes toward girls’ education

4 per cent of the children interviewed had become
their family’s sole provider because their father
11% Overcrowded classrooms had died or was injured, disabled, ill or elderly.
Despite this, child respondents earned only 1,500
to 3,000 afghanis (USD 21 to 42) a month, and
5% Distance to school some earned as little as 1,000 afghanis (USD 14)
a month.
The study demonstrates the negative impact of

displacement on children, identifying a direct link
between displacement and an increase of families
taking on negative coping mechanisms to adapt
to the financial burden of displacement. Rates of
child labour for both in-school and out-of-school
children increased for participants following
displacement. The proportion of children who

© NRC / Sandra Calligaro, Kandahar city
GEOGRAPHICAL DIFFERENCES
Economic concerns were prevalent was
across all the locations, but the number of
children in work in Khost was noticeably
were in school and also working rose from nine lower than in other areas. This appears to be
per cent in their places of origin to 20 per cent because the majority of children who attend
after displacement. For out-of-school children, the NRC’s education programmes live in Gulan
increase was more than four-fold, from 23 per cent camp, where they receive shelter, food,
to 100 per cent. Forty per cent of children who water and medical support. Residents said
had been in school in their places of origin said they were completely dependent on NGO
they had dropped out or not enrolled after their services and had no financial freedom or
displacement, apparently because of the need to economic options for the future, but given the
work. support they receive fulfilling their immediate
basic was not as pressing a concern as it
Displaced parents said they were unable to was for participants in the other locations.
pursue their previous livelihoods and at the same
time had new costs including rent to cover, leaving This appears to have reduced the pressure
them with no option but to take their children on children to support their families
out of school and ask them to support the family economically, and the majority of school-
financially. Children said they did not want to work, age children in Gulan camp were attending
but felt forced or pressured to do so by family school regularly. The limited opportunities
members. for work in the camp also contributes to the
lower incidence of child labour.
Eighty per cent of in-school children answered
“no” when asked if they had a job, but a large The majority of Waziristan refugees in Khost
proportion were involved in irregular work to live in Gulan camp, but among the children
support their families. Many said they would of those who do not, there appeared to be
sometimes have to miss school to help their a pattern of school attendance linked to
families twice a week on market days, or to take whether or not they had been in education
part in the family business during busy periods. in Pakistan. Children attending ALP centres
There were several cases in Faryab of children outside the camp had all been in some form
being taken out of school for two months at a time of education before they fled. Nor were they
to work in the family bakery or shop. Students’ working in Afghanistan, except during school
poor attendance because of family commitments holidays. Out-of-school children, by contrast,
was a key concern for teachers, who noticed that had not been in any kind of education in
they struggled to catch up when they missed Pakistan and were now engaged in daily
school regularly. work to support their families instead.
21
None 31 28 School closures because of conflict
%
Military occupation 3 12 Shooting near to or inside school
Verbal or written threats 11
15 Attacks on the school building
Attacks to education
Afghanistan’s conflict was cited as a major barrier Location # of closed schools # of occupied schools
to children’s education throughout the FGDs, KIIs
Khost 2
and questionnaires, and across all respondent
groups. Twenty-eight per cent of children and Nangarhar 12 3
parents said schools in their places of origin had Kunar 6
been closed because of the conflict. The figure
for respondents from Faryab was 62 per cent and Herat 41
Kunduz 43 per cent. KII participants in Faryab Faryab 52 4
said fighting had led to the closure of several
state schools in insecure districts throughout the Sari Pul 2 7
province. Some have been replaced by madrasas, Kandahar 154
which only educate boys, but some districts have
Kunduz 300
no schools open at all.
A KII participant from UNICEF explained that

although state schools are closed, officials Twelve per cent of participants in the FGDs and
frequently record them as open. The reason being questionnaire said school buildings had been
that the Ministry of Education is significantly attacked, and FGD participants in Faryab and
underfunded and facing cuts, and they fear that if Nangarhar spoke of mortar shelling very close to
schools are declared closed, the province’s annual their facilities. Although details of specific attacks
budget will be reduced. This falsely inflates the were not given, the testimonies revealed that many
number of schools open and active, particularly children do not feel safe at school.
in areas affected by the conflict, which in turn
makes it more difficult to advocate for increased Afghanistan has endorsed the Oslo Safe Schools
education provision. Given that very few NGOs Convention, committing to protect students,
are able to access these areas, it is likely that teachers and education facilities during times of
entire districts are left without access to any form armed conflict. Attacks on schools continue to
of education. be reported, however, including a recent attack
on a madrasa near one of NRC’s ALP centres in
UNICEF has been able to provide some accurate Kunduz in April 2018, and a mortar attack on a
data on the issue, and reports that at least 1,000 state school in Laghman in February 2017. Fifteen
schools nationwide are closed. According to per cent of participants also reported fighting near
its report, the main reason for the closures is schools, and UNICEF reported at least 25 schools
insecurity, most commonly threats from NSAGs closed because they had been caught in crossfire
The table below shows the number of schools between government forces and NSAGs.
UNICEF reported as closed at the time of writing
in the areas covered by this report:26

© NRC / Enayatullah Azad, Jalalabad city, Nangarhar Province
The majority of security incidents respondents
reported took place in their places of origin,
but armed clashes remain a concern for many
displaced parents in their new communities, where
they still feel it is unsafe for their children to go to
school in case they are caught in crossfire. This
was particularly common in Faryab, where fighting
continues throughout the province and gunfire
can be heard even in the safer districts. This
has prompted some parents keep their children
at home at times when the security situation is
particularly tense, and others to take them out of
school altogether.
Attitudes towards girls’ education

Both boys and girls who participated in the FGDs
and questionnaire emphasised the difficulties
girls face in accessing education in Afghanistan.
Twenty-nine per cent of survey participants said
girls were most likely to be excluded. This was
particularly common amongst female respondents,
who said that many parents did not believe that
girls should be educated. Twenty-four per cent of
girls who participated in the questionnaire were
out of school, compared with 10 per cent of boys.
Based on Afghan government data from 2010-
2011, UNICEF reported in 2017 that 66 per cent
of Afghan girls of lower secondary school age - 12
to 15 years old - were out of school, compared
with 40 per cent of boys.27
“ My uncle won’t let me go to school.

He says that girls shouldn’t leave
the house. Society cares about
boys, but not about girls.”
Out-of-school girl, 12, Talas Khan, Faryab
“ In Pakistan I had lots of dreams, I

wanted to be a doctor. When I came
here, they told me to forget my dreams.”
Returnee girl, 15, from state school, Jalalabad city
“ They will shout at you on the way

to school, they say “a girl has two
options, to stay at home … or to die.”
Returnee girl, 16, Khas Kunar
23
KIIs in Faryab, Kunar and Nangarhar revealed that PARENT’S ATTITUDES TOWARDS
it was common for parents to take girls out of EDUCATION FOR BOTH GIRLS AND BOYS
school when they reach adolescence, normally at
around 12, because of cultural views that young Girls appear to face more resistance from
women should stay at home. This was particularly their parents toward their education, but the
difficult for returnee girls in Kunar and Nangarhar, data shows that parental attitudes are also
who had previously had access to education a barrier for boys. Nineteen per cent of all
and more freedom to explore options for their participants felt that parents’ lack of support
education and careers. FGD participants said for their children’s education was the main
that once back in Afghanistan they had faced barrier to their schooling, whether girls or
negative attitudes and harassment from community boys. Amongst child participants, the figure
members simply because they were going to rose to 36 per cent.
school. They said the lack of support for their
education had been hard to adjust to, and had KII participants noted that many boys are
reduced their interest in attending school. also taken out of school at a young age,
because their parents believe that being
There also appears to be a correlation between able to read and write is sufficient education.
displacement and an increase in the number of Teachers who participated in the FGDs
child marriages, which 12 per cent of respondents said some parents had told them that they
identified as a significant barrier to girls’ education. thought their children would gain more from
Four per cent of the girls under 16 who responded working than they would from education.
to the questionnaire were also married, and This viewpoint appears particularly common
all of them said they had married after their amongst parents who did not go to school
displacement. Some also said that their marriage themselves.
took place after their family’s economic situation
had deteriorated. UNICEF’s 2017 report on out-of-school
children highlights the extent to which a
It is common for girls to drop out of school head of household’s education level predicts
when they get married, and two per cent of male their children’s school attendance, showing
participants said they had a school-aged sister that children whose head of household had
for whom this was the case. Young brides are at least some level of education were more
normally expected to stay at home. They are not likely to attend school themselves. This was
usually allowed to attend school or to participate echoed in the FGDs for this study, during
in FGDs or surveys, so this study spoke to only a which some parents said they wanted
small number of married girls. It is likely that their their children to have the same education
number is much higher. opportunities as they had had.
The questionnaire also revealed that girls in

conflict-affected areas are more likely to face
barriers to their education than boys. Twenty-seven Overcrowded classrooms
per cent of girls in such areas said their schools
had closed while boys’ schools remained open. Twenty-seven per cent of respondents said that
. However, following their displacement, they are overcrowded classrooms were a problem in
now able to attend school at NRC’s ALP centres, their schools, and 11 per cent thought they were
showing that displacement can sometimes the main barrier to children’s education. This
offer new opportunities. In Khost, there was a widespread issue is particularly acute in Kunar and
significant increase in girls” education following Nangarhar provinces, where schools struggling
displacement. KII participants in Khost said it to cope with the steady influx of returnees from
was particularly challenging to engage girls from Pakistan. It is common for classes in Nangarhar
Waziristan in education, but social mobilisation to have as many as 250 students, and t primary
from NRC staff has helped to convince parents school classes in state schools have between 80
that their daughters should go to school. Seventy- and 150 students.
eight per cent of girls in Khost felt their parents
had become more supportive of their education Many schools rely on tents provided by NGOs to
since their displacement. set up temporary classrooms in the grounds, but

the tents become extremely hot in the summer and 3.2 CHILD PROTECTION RISKS
need frequent repair for sun damage. Many are so IN THE COMMUNITY
crowded that the children at the edges are only
half-covered by the canvas. Schools that don’t A recent joint educational and child protection
have tents run open-air classes, without shelter or needs assessment carried out by the REACH
shade in 40C (104F) heat. Initiative highlighted a number of child protec-
tion risks in the home and community that affect
Classes in Nangarhar were also observed to take children’s physical health, psychological wellbeing
place in corridors and entrance areas or on any and their ability to engage at school and learn ef-
spare ground available, with numerous disruptions fectively. The chart below shows the five main risks
and distractions. Two classes outside Gulan camp identified in this study:
in Khost were taking place simultaneously in the
same room, with a piece of cloth hanging from
55% Psychosocial health
the ceiling to separate them. Children said it was
difficult to concentrate when they could hear the
other lesson in progress, and that their classroom 18% Risks on the way to school
was cramped and uncomfortable.
Nor do many schools have enough teachers to 16% Domestic violence

cover all classes. One teacher in Jalalabad city
was observed trying to teach two classes of more
than 170 students each at the same time, moving 7% Road accidents
back and forth between them. Other classes were
observed taking place with no teachers at all.
Students were left to study without instruction or 4% Harmful labour
supervision.
Overcrowded has also led to a shortage of Psychosocial health

materials. Six per cent of participants said they
had no school textbooks. During one observation The REACH assessment identifies psychological
in Behsud, Nangarhar, a class was sent home trauma as the primary concern for boys and
because the teacher had no materials available. girls, with 42 per cent of participants reporting
psychosocial needs.28 The majority of children
interviewed for this study had fled their place of
Distance to school origin either because of the Afghan conflict or
police brutality and threats in Pakistan. Fifty-nine
Distance to school affects very few of participants per cent of the children interviewed had witnessed
in their current location, but it was a significant conflict in their place of origin and many had
issue for children in their place of origin. Eight per seen family members being killed or injured. The
cent of children who participated in the question- majority of participants said they felt safe in their
naire said they had been unable to attend school new communities, but children were disturbed by
in their place of origin because the nearest facility their memories and were easily startled by sounds
was not within walking distance. This issue was or visual triggers. Many also reported regular
also a significant concern for parents, who felt that nightmares and disturbed sleep.
a long journey to school increased the likelihood of
violence and harassment, particularly for girls.
“ They burnt down the school and
then they set our house on fire. My
Distance to school was a significant issue in neighbours’ house was hit by a rocket,
Faryab, because many state schools were closed there were dead bodies everywhere.
as a consequence of ongoing fighting. Parents in My uncle had his legs cut in the
the Faryab FGDs said they would not allow their explosion, his skin was coming off. I
daughters to walk long distances unless they want to forget the sound of the bombs
were accompanied by male for fear of harassment, and the images of the dead bodies.”
kidnap or attack.
Girl, 11, ALP class, Behsud, Nangarhar
25
Reactions to children’s stress differed between
“ We were working in the field when

suddenly there was a bombardment
parents. Mothers seemed concerned about the
emotional strain on their children, but fathers
and the Taliban came, shooting. They thought they were too young to remember the
used us as human shields, they put us conflict and so were not traumatised by their
in front of them so that the opposition experiences. These different reactions appear
wouldn’t shoot them. There were indicative of broader family dynamics.
bullets everywhere and the bullets
hit our homes. They burnt down our Thirty-two per cent of children said they would
family shop, we lost everything and at seek comfort and support from their mothers, but
night I wake up crying and screaming. none said they would turn to their fathers.
The Taliban are still too close. You
can hear the shooting. I think it will Despite this, some of the fathers interviewed
happen again and I feel very scared.” did talk about their own difficulties in sleeping
or struggling to cope with flashbacks from the
Boy, 13, ALP class, Qaisar, Faryab
conflict. Those more familiar with the terminology
even requested psychosocial support to help them
“ They were taking the women and girls,

we heard they were being raped. On
cope with their experiences.
our way to school one day we saw Isis

beheading someone. We wanted to MEMORIES FROM PAKISTAN
leave, but they made us watch. I have
bad dreams, I dream that they kill me, Psychosocial symptoms and traumatic
that they kill my father and my relatives.” memories of violence were common
among children displaced by Afghanistan’s
Boy, 8, ALP class, Tagab, Nangarhar
conflict, but much less so among returnees
from Pakistan. Some children in Kunar
“ My uncle was taken by the Taliban. They

killed him and took a video of it. I saw
and Nangarhar talked about distressing
experiences in Pakistan, including the police
the video. Everyone in the community beating family members and storming their
saw the video. I have nightmares every homes. These experiences appear to have
night. I can’t stop seeing the shooting.” been frightening and upsetting, but not as
traumatic as those of internally displaced
Girl, 12, ALP class, Maimana city
children. Relatively few returnees reported
nightmares or flashbacks.
The FDGs provided further insight into the range
of symptoms children presented. Mothers said Nor did so many children in Khost reporting
their children would wake up at night in a state feelings of fear or sleep disturbance, but
of panic, thinking the house was being attacked. some refugee children from Waziristan clearly
They also described seeing their children in shock: harboured a deep-seated sense of anger.
“They can’t talk, they sit there quietly. It’s like they After fleeing their homes and witnessing
are here physically, but mentally they have gone violence and brutality meted out by the
somewhere else.” Teachers observed children Pakistani authorities they expressed a desire
struggling to concentrate in class, becoming to seek revenge. One boy in an ALP class in
angry very easily and crying uncontrollably without Gulan camp said:
obvious reason.
The common response to these symptoms “ II want revenge on those who hurt me.
feel such rage … Either I will destroy
seemed to be to take the children to the doctor, them or it will destroy me … or I will
who generally prescribed medication. Mothers and destroy someone else.”
teachers were aware that children were suffering
because of traumatic memories, and were
dismayed that they did not know how to respond
or support them.

No risk 23
36 Fear of kidnap
Presence of AOGs 7 %
Armed clashes 8
Road accidents 9 17 Harassment by community members
Risks on the journey to school

Participants cited risks associated with conflict in Pashton Kot, Faryab, also said they had faced
and crime on the journey to school as their second hostile questioning about where they were going
biggest child protection concern in the community. from Taliban members on their way to school.
It was of particular concern to families in Faryab,
Kunar and Nangarhar, whose children were visibly
shaken by recent kidnappings in which two girls GEOGRAPHICAL DIFFERENCES
and a boy had been held for a total of 40 days.
Participants living in Gulan camp in Khost
“ They (Taliban) ask us where we

are going, what we’re doing, we
have a short and safe walk to school within
the camp, and said there had been no known
don’t tell them we’re going to incidents involving children en route. All
school, we’re too scared.” said they felt safe in their communities and
treated well by their hosts. The only danger
Boy, 12, ALP class, Maimana city
to children in the community mentioned were
disputes among families and neighbours
The participants were unclear as to who had over land or money that they might be caught
carried out the kidnappings. They said both the up in.
Taliban and criminals demanding ransoms had
previously undertaken abductions in the area, but
they appeared more concerned about the threats
posed by NSAGs. Girls in Afghan Kot, Faryab, Domestic violence
also said strangers would sometimes talk to them
in the street and asked them to get into their car. The third biggest concern for children who took
part in the study was domestic violence. All who
Thirty-six per cent of girls in Faryab, Kunar and took part in the FGDs said they had witnessed
Nangarhar cited fear of kidnap or conflict as the such violence regularly. Seventy-five per cent had
main deterrent to attending school. Some children suffered direct physical violence at the hands of a
also said they had received direct threats from parent or an aunt or uncle, and some had visible
NSAGs warning them not to attend school. scars from the incidents. Teachers also shared
their concerns about the prevalence of violence
Participants studying at an ALP girls’ school toward children in the home. They said it was a
in Kunar said Isis had told them not to go to very common problem and they had witnessed
school and warned them that girls should not children coming to class with injuries caused by
be educated. An investigation determined that family members. Of 21,970 children interviewed
the threat had been a rumour, but it still left girls for a Save the Children knowledge, attitudes and
feeling frightened and unsafe. Male ALP students practices (KAP) survey, 91 per cent said they had
27
© NRC / Nisar Ahmad, Gulan camp, Khost province
experienced domestic violence, and 20 per cent

had experienced as many as 30 different kinds.29
“ Our father was very angry with my
brother, he threw a knife at him and
For many participants, domestic violence it cut his hand. He still has the scar.
appeared to take place more frequently following I thought he was going to kill him,
displacement, once again demonstrating the I am sure he tried to kill him.”
negative impact of displacement on children
Girl, 8, ALP class in Maimana city
where the likelihood of families taking on negative
coping mechanisms. Children and parents both
said disputes between family members were often
caused by debts incurred after abandoning their “ My uncle was looking after some
land for us here and when we
homes and livelihoods. Difficulties in paying rent came, my father asked for the land.
and disputes over land were also common causes My uncle wouldn’t give it to him
of violence that children had witnessed at home. and so they fought. My uncle was
strangling my father in front of us.”
Displacement also seems to increase the amount
Boy, 13, EiE class, Jalalabad city
of violence that children experience directly.
They said the most common reason their parents
would hit them was because they had not brought
enough money home from work, or because “ Sometimes my mother shouts at me
if I don’t bring money home from
they had not gone to work at all. The increased work and sometimes she hits me.
economic pressures and the new responsibilities Once when she was really angry she
that children take on following displacement slammed my head on the kitchen
appear to have increased tensions between them stove, and there was a lot of blood.”
and their parents, often resulting in violence.
Girl, 9, ALP class, Pashtun Kot

“ My uncle’s wife hit me so hard I fell
on the ground and hit my head. It
work in brick kilns, however, tend to live on site, so
the sample for this study did not include any who
gave me a black eye for a long time.” may be working in the industry.
Girl, 10, out of school, Kaz Kunar
Twenty-seven per cent of girls who participated in
the FGDs worked as carpet weavers. None raised
the damaging health impacts of this type of work,
Road accidents but they have been widely reported. Weavers sit
in front of the loom with their head, neck and arms
Seven per cent of all participants cited road in awkward positions and have to make repetitive
accidents as the biggest risk to all displaced movements which can lead to inflammation of the
children in Afghanistan, both in school and out knuckles and neuralgia. The work can also cause
of school. Nine per cent of participants saw road eye strain and respiratory problems from inhaling
accidents as the main risk for school attending fine wool dust. The girls who participated in the
children on their route to school , but the problem study said they would not choose to do carpet
was raised far more frequently in the FGDs and weaving, but felt forced to by family members.
KIIs. Twenty per cent of FGD participants said
they had witnessed a road accident in which
someone had been seriously injured, and several
children had witnessed someone’s death or lost a CHILD RECRUITMENT
friend or family member. KII participants also said
children did not know how to cross busy roads Participants in the FGDs and questionnaire
safely and ran out without looking. did not raise child recruitment as a issue, but
KII participants in Faryab cited it as their main
concern. Those in Kunar and Nangarhar were
also concerned about the number of children
Harmful labour still being recruited into Taliban and Isis
ranks, and it was seen as a pressing issue in
As outlined earlier in the report, all participants Jalalabad.
considered child labour a significant concern
because it impedes children’s access to The UN Assistance Mission in Afghanistan
education. Some also raised the physical and (UNAMA) registered 85 cases of child
psychological impact of the practice, even for recruitment into NSAGs in 2017 and it has
those able to juggle school and work. They also been working closely with the government
spoke about the “worst forms of labour”, including to reduce the number of cases involving
carpentry, brick laying and carpet weaving.30 These the armed forces.32 Along with UNICEF,
concerns, however were raised by NGOs and it has supported the establishment of a
UN agencies rather than children themselves. child protection unit at the national police
Children talked about work only as a barrier to recruitment centre in Jalalabad, and hopes
education rather than a risk to their physical health. to continue raising awareness of the issue
This could suggest a lack of awareness amongst at the community level. UNAMA has also
children on the negative impacts of harmful labour highlighted former child soldiers’ need for
on children’s health and physical development. psychosocial support, an area it is beginning
to work in.
The majority of boys interviewed who were in work
had jobs riding rickshaws, and a small number The fact that the FGDs and questionnaires
were shoe shiners or street vendors. None said with community members did not raise
they worked in carpentry or brick making, but this child recruitment into NSAGs or any links
is likely to be because of sampling issues. A 2011 with displacement may be because of the
report by the International Labour Organisation sensitive nature of the topic, or because the
(ILO) estimates that roughly half of all employees research took place in government-controlled
in Afghanistan’s brick kilns are under 18. The study areas, where it is much less of an issue.
focuses on brick kilns in Nangarhar’s Surkhorad
district and found that around 4,180 children are
working in brick kilns in this area.31 Children who
29
3.3 MAIN CHILD PROTECTION their business and others still that they did not
GAPS IN NRC SCHOOLS feel confident in broaching the issue and would
not know how to help. None were aware of other
This section of the report examines whether NRC organisations or agencies in the area which could
is meeting the minimum standards for education in provide support, nor did they know how to contact
emergencies in providing safe spaces for children them.
to learn, develop and recover from conflict. It
identifies five areas in which NRC’s education KII participants said teachers struggled to
programmes need to strengthen protection recognise cases of concern and felt they did
standards: not have the capacity to respond. A lack of
awareness of children’s rights was also observed.
• Awareness of protection concerns and services
Children were sometimes prevented from sharing
available
their opinions during FGDs, when teachers
• Availability of psychosocial support services interrupted them or spoke for them. Teachers were
• Child-friendly environments also observed openly laughing at children and
dismissing their contributions. There were some
• Engagement with parents and community cases in Kunar and Nangarhar of male teaching
members staff walking into girls’ classes without warning,
• Inclusion of marginalised groups or and sitting and smoking near their classroom
windows, leading to complaints from students and
• Provision of WASH facilities and hygiene mothers.
training
Availability of psychosocial support services

Awareness of protection concerns and and recreational spaces
services available
The study revealed that 55 per cent of children
FGDs, KIIs and observations revealed that were in need of psychosocial support because
awareness of child protection and children’s rights of traumatic experiences in their place of origin.
among teachers at NRC’s ALP and EiE schools is None of the schools assessed, however, have
low. Teacher training does not include protection such services available or teachers trained in the
issues or child-friendly teaching methods, subject
apart from an agreement not to use corporal
punishment. When asked about child protection, Children had high praise for their teachers and felt
most teachers had either never heard the term comfortable and safe with them, but the majority
before, or associated it purely with economic did not feel they could speak to them about their
concerns. distressing memories or nightmares. Both mothers
and teachers recognised the latter’s role in
When asked directly about violence and abuse children’s wellbeing and the need for psychosocial
against children, the majority were aware of its support services in schools. Teachers expressed
prevalence in the home but did not believe it concern for children’s wellbeing, but most
took place in school, or that child sexual abuse were unsure how they could respond to their
took place anywhere in the community. Nor did psychosocial needs appropriately.
many teachers believe that child marriage or child
recruitment were issues in their communities, None of the teachers were aware of support
despite statistical evidence and observations services available in the community, and more than
suggesting otherwise. half thought the only course of action was to visit
a doctor for medication. Forty-nine per cent of
Teachers saw themselves as having an important teachers who responded to the questionnaire felt
role to play in encouraging parents to support that psychosocial support was the service most
their children’s education, but many did not see needed in schools, given the number of children in
it as their role to speak to them about violence or their classes who had fled conflict.
abuse. A number of reasons were given for this.
Some teachers thought speaking to parents could
do more harm than good, others that it was not

Child-friendly environments Engagement with parents and community
members
Observations revealed a number of infrastructure
risks to children’s safety at NRC schools, Observations revealed a disconnect between
particularly improperly secured facilities and schools and their wider communities, in which
grounds. Other damage and dangers observed in teachers and education teams spend very little
school grounds or the immediate surrounding area time with parents and community members. Given
including large holes in the ground, and exposed that many schools’ have central locations, facilities
building works, metal spikes and other sharp are not being used to their potential to engage
objects. Bullet casings were seen outside some with the community about education and risks to
classrooms. children’s safety.
Parents and teachers also raised concerns about

mines and improvised explosive devices on routes Inclusion of marginalised groups
to school, and the risk of road accidents. None of
the schools observed or children interviewed had Despite the high number of children with physical
received mine risk education. Nor had they been or mental disabilities in the areas studied, very few
taught earthquake drills despite many parts of centres include them. Only four of the 22 classes
Afghanistan experiencing seismic activity. observed included a child with a disability. Twenty-
seven per cent of children, parents and teachers
In order to feel safe and comfortable at school, who participated in the questionnaire knew at least
children need a warm and welcoming environment. one school-aged child who was not attending
Classrooms should ideally be spacious and well school because of their disability.
lit with brightly coloured walls and posters. Both
ALP and EiE schools, however, have cramped Many teachers said they did not include children
classrooms where children almost have to sit on with disabilities in their classes because they did
top of each other to fit in. Many ALP classrooms not feel they had the capacity to teach them.
are dark with crumbling, bare grey walls.
None of the schools observed had access
Many school buildings have damaged walls with arrangements for children with physical disabilities,
holes, missing and broken windows, or in some and a number had steps or raised platforms that
cases no window at all. One classroom had no would be difficult or impossible to negotiate for
door, and students had to jump up and climb in children with reduced mobility. Nor are classrooms
through the window. Both ALP and EiE schools equipped or material and activities appropriate for
rely on tents for many of their classes, which are all, excluding children who are partially sighted,
extremely hot in the summer and easily damaged. hard of hearing or mute. In one class in Nangarhar
province, a child who was mute was left out of
The majority of schools observed did not have conversations and group work because he was
enough space for children to play, nor materials not given time to write down his contributions.
or equipment for recreation and sport. Children
who go to work as well as school have few Language issues also marginalised returnees
opportunities to play outside school. According to from Pakistan in Kunar and Nangarhar who spoke
REACH’s assessment, 24 per cent of boys and Pakistani Pashtun. Differences in script, accent
57 per cent of girls do not engage in any kind of and vocabulary meant that some struggled to keep
recreational activity. up in class and were unable to complete their
homework using local textbooks and worksheets.
School timetables also have little space for This was also a problem for some children in
creative activities, the teaching of life skills or Faryab, where the majority speak Uzbek and only
opportunities for children to share their opinions. a few Dari. All teachers speak both languages,
This is particularly true of ALP schools. but tend to revert to their Uzbek mother tongue,
marginalising Dari-speaking students in the
process.
31
© NRC / Sandra Calligaro, Maimana city, Faryab Province
Provision of WASH facilities and hygiene CHALLENGES FOR TEACHERS

training WITH CHILDREN
Forty-seven per cent of children and teachers Teachers who are also mothers face
said there were no hand-washing facilities in challenges in fulfilling their dual
their school and 78 per cent that there were no responsibilities. With no adequate or
separate toilets for girls and boys. Nineteen per affordable childcare available, they have to
cent said their school had no functioning toilets bring their young children to work with them.
at all, and 14 per cent only one that worked. The issue is particularly difficult for those who
Observations revealed that two centres close are breastfeeding, but are unable or unwilling
to each other had only one toilet between them, to take time off of work. In one observation,
and elsewhere not all toilets had roofs or working a teacher’s young son was brought into
locks. None of the schools visited had been given the class crying and she had to continue
hygiene training and there were no visual aids to teaching whilst breastfeeding and soothing
promote hand washing or other safe practices. him. Teachers said managing the two roles
was exhausting, but that they did not want
to miss any of their classes to care for their
children, so felt they had no other option.

4 CONCLUSION
Displaced children in Afghanistan are exposed to There also appeared to be little difference
a range of risks that threaten their wellbeing and between the needs of IDPs and returnees. Both
prevent them from attending a school where they groups were struggling to cope economically
can feel safe, be protected from harm and recover and adapt to the strains of displacement in a
from the consequences of conflict. Displacement new community. It did appear, however, that
puts economic pressure on families, and many children who had been internally displaced by
children are obliged to earn money to support conflict suffered greater psychological trauma and
their household, limiting their time available for struggled with nightmares and symptoms of shock
education. The stresses and strain of displacement and depression.
also increase domestic violence and expose
children to negative coping mechanisms, limiting This study highlights a number of threats to
their ability to play, learn and develop in a caring children’s safety and wellbeing both now and
environment. in the future, but of particular concern are the
pressure they face to work, the psychological
Children living in new communities are less impact of conflict and the threat of violence at the
protected from violence and insecurity, whilst they home and in the community. Huge numbers of
struggle to cope with traumatic memories of the children are unable to attend school because they
war that led to their displacement. All of these have to work. Those who are able to attend face
risks not only prevent children from physically the risk of violence and abuse on the journey to
going to school. They also cause intense and from school.
psychological stress, hampering their ability to
socialise, concentrate and study. Without access NRC needs to support more children so they
to strong support systems in a safe and protective are able attend school, heighten community
learning environment, it can be extremely difficult awareness about violence against children,
for children to recover from the negative impacts improve the physical safety and broader conditions
of conflict and displacement. of their schools and increase teachers’ capacity to
provide psychosocial support and refer protection
Participants in this study tended to give similar cases.
responses across locations and population
groups, but there were some recognisable
differences on certain topics. Immediate economic
needs tended to be less acute for refugees living
in Gulan camp in Khost, where they receive
regular food and adequate shelter. Education was
more readily and safely available and the overall
security situation seemed relatively calm.
33
5 RECOMMENDATIONS
5.1 BARRIERS TO EDUCATION Oslo Safe Schools Declaration and ensure that
education facilities are protected from attack.
RECOMMENDATION 1:
RECOMMENDATION 2:
Advocate for a stronger response to
child protection risks within education Engage and advocate with armed
across the child protection, protection actors, including NSAGs on the
and education working groups protection of education from attacks
The problem: Attacks on schools and school The problem: A lack of engagement with
closures because of insecurity perpetrators of attacks on schools and
subsequently, a lack of understanding of the
Recommendation for NRC: NRC conducts motivations and possible preventative measures
regular risk analysis of threats near to schools,
providing evidence for advocacy messaging Recommendation for NRC: work in partnership
with communities and local and international
Recommendation for Stakeholders: APC, NGOs to engage effectively with armed actors
CPiE SC and EiE WG to provide a joint tool for to better understand motivations for attacks
protection analysis and work collaboratively with on schools and advocate for commitment to
working group members to create and publicise protection education from attacks
advocacy messages to ensure children’s safety
when accessing education Recommendation for Stakeholders: APC, CPiE
SC and EiE WG to advocate with humanitarian
Afghan government to redouble efforts on its and political counterparts to denounce violations
commitments to Oslo Safe School declarations, of IHL norms, policies and guidelines related to
which NRC can support on technical guidance for Protection of Education from Attacks, mobilize
resources for programme implementation and
The study focuses on children who are resettled in support community and NGO partnerships
government held areas, but more research should aiming at facilitating access to direct engagement
be done to better understand the extent of the with duty bearers and perpetrators of attacks to
risks children face in non-government held areas education
or contested locations. Awareness of the changing
security situation is needed for teachers, education Whilst all parties to the conflict have occupied
actors, community and government in order to and attacked schools, a shift has taken place
establish mitigation measures. Continued analysis amongst Taliban fighters, where previous
is required to form strong advocacy messages direction recommending attacks on schools
which call for better protection of education and teachers have been reversed and the Layha
and the risks children face within schools in code of conduct has been updated to remove
Afghanistan. this guidance. This shift has opened up more
available opportunities to engage meaningfully
NRC will not be able to tackle the risks this with armed actors around protection of education
report identifies alone. A collaborative response from attacks. NRC must take advantage of this
is required from relevant working groups to opportunity and seek to engage with armed actors
advocate for the Afghan government to uphold the in order to identify solutions to better protect
education.

© NRC / Enayatullah Azad, Kunduz province
This action must be done simultaneously with Community spaces should be used for reduced-
increased engagement and advocacy with the hours basic education, psychosocial support and
government, who despite being one of the first life-skills coaching, which has the potential to
signatories to the Safe Schools Declaration, benefit both in-school and out-of-school children.
has made limited progress to tackle attacks on Those working full time said they were unable
education. Strengthening relationships with duty to commit to an entire morning or afternoon of
bearers is essential to effectively compel them education, and parents who feel caught between
to uphold the declaration and take action to their child’s education and the need for extra
protection education against attack. “ income may be more receptive to them attending
school if it were only for an hour or two each day
or on certain days of the week. Reduced hours’
RECOMMENDATION 3:
education offer a more realistic opportunity for
Community centres for basic education, families who feel they have no option other than to
transition to formal education and send their children out to work in order to survive.
parent-teacher meetings
It is also common for children who have never
The problem: Children are unable to attend been in education to feel intimidated by the idea
school because they have to work long hours, of school, or uninterested and unmotivated.
either to earn money or in the home Community spaces that offer basic literacy and
numeracy classes would help to introduce children
Recommendation for NRC: Use community- to education by beginning with short, informal
based education to accommodate the pressures classes.
on children’s time and as a transition to full-time
schooling
35
The goal of community-based education should 5.2 CHILD PROTECTION RISKS
be to familiarise children with the concept of IN THE COMMUNITY
schooling and learning to prepare them and
their parents for their transfer to an ALP centre
RECOMMENDATION 4:
or EiE school for full-time education. In the
interim, children should be able to meet their Integrate the Recovery Box and
future teachers, become more familiar with the the Better Learning Programme in
school environment and generally take gentle schools and community spaces
steps toward more regular education. Teachers
should also spend time with parents, familiarising The problem: Many children are traumatised by
them with the classes and initiating informal their experiences of conflict
sensitisation sessions, including school visits.
Recommendation for NRC: Recovery Box
The problem: Parents do not see the value of their training for all teachers in schools and community
children’s education, particularly for girls centres
Recommendation for NRC: Use community NRC’s Recovery Box covers the five principles of
spaces for social mobilisation recovery to help children assimilate their trauma
and realise their full potential. It includes child-
Teachers tend to have relatively little interaction friendly communication, psychological first aid
with parents, despite awareness of parents’ lack and recreational activities. The basic Recovery
of support for education, particularly for girls, little Box training package equips teachers with the
is being done to alter people’s mindset, which is skills and knowledge to respond appropriately
based on deep-seated cultural norms. Regular to children in distress and introduce classroom
meetings and workshops with parents should be activities that help to strengthen social networks
organised to encourage understanding on the and improve wellbeing.
importance and value of education and to discuss
perceptions about girls’ schooling in particular. The Recovery Box should be integrated into all
By holding these sessions in the same community education programmes, so that children are able
centres that provide basic education could also to learn in a safe, inclusive environment that is
expose parents gently to the benefits of schooling conducive to their recovery and wellbeing. The
for their children. training package encourages teachers to make
time for play, socialising and identifying and coping
The problem: Distance to school and with symptoms of stress. It also includes a basic
overcrowded classes package for NRC staff, so that they are able to
support teachers in implementing, adapting and
Recommendation for NRC: Partner EiE schools expanding the Recovery Box, responding to the
with community centres to run classes individual and unique needs of their students.
For children who have far to travel or who go to Recommendation for NRC: Expand the Better
overcrowded schools, linking EiE schools to a Learning Programme
“sister” community space could help to create
more education opportunities closer to home and The Better Learning Programme is an essential
with more space to learn. element of the Recovery Box, and is covered
in the latter’s full training package. It provides
psychosocial support for children affected by
conflict and displacement. It takes place in schools
and is delivered weekly by trained teachers who
support children in gaining the skills they need
to calm and self-regulate, empowering them to
change their own situation and recover from
trauma. The programme also works with parents
to increase awareness about the importance
of psychosocial issues and encourage them to
support their children at home.

RECOMMENDATION 5:
NRC should implement the Better Learning
Programme across schools in all locations where Strengthen community based efforts to involve
children present psychosocial symptoms to the community in identifying risks to children
improve their resilience and capacity to learn, and establishing risk mitigation strategies
and reduce stress and the long-term effects of
psychological trauma. The problem: Children face numerous risks on the
way to school and inside of school
The problem: Children face numerous risks on the
way to school Recommendation for NRC: Introduce regular
community meetings which focus on identifying
Recommendation for NRC: Equip parents and risks to children at the community level and
children to identify and respond to risks establishing risk mitigation strategies to keep
children safe, particularly with regards to the Oslo
Both children and parents identified a number Safe School Declaration and related technical
of serious risks en route to school, including guidelines
kidnapping, landmines, harassment and road
accidents. Life-skills training should be provided Recommendation for Stakeholders:
to help children recognise and protect themselves Commitment from EiE WG partners and CPiE
from these risks by increasing their awareness and SC partners to coordinating and strengthening
helping them to identify who and what can support relationships between communities and different
them when they are in danger. education actors
Input should include teaching children how to Regular community meetings are essential to
cross a road safely, and regular discussions in ensure durable solutions to lack of education and
class about risks such as kidnapping. These child protection risks. Involving the community
should encourage children to be alert and in the development of the schools’ facilities,
aware of the security situation, which areas are education events and celebrations would
dangerous, what might make them a target, how to strengthen community support and engagement,
react if approached and who to turn to if they hear and ensure that NRC and other education actors
a rumour or threat. are eventually able to exit when the community
takes ownership of its children’s education.
Encouraging children to talk to their parents,
teachers and community leaders about issues Schools are in accessible, well-known locations
such as harassment would help them feel more and provide an ideal space for parent-teacher
comfortable in voicing their concerns. Life-skills associations and community meetings. They
training is more effective if parents are also should be used for structured meetings and
involved, so that they too understand the risks their workshops where communities can come together
children face and are able to come up with and to discuss recent risks and come up with ways
deploy practical solutions to keep them safe. of keeping children safe. led by the needs and
suggestions of community members.
Life-skills training is an important part of the
Recovery Box and can be integrated into both Involving parents, elders and children in the
schools and community spaces. process would also provide opportunities for risk
mapping and strengthen community autonomy.
Guided by trained education staff, such events
would also be good opportunities for sensitisation
about the importance of education, particularly for
girls.
Other EiE actors will also need to coordinate to

ensure a consistent community response that
works together to identify community risks and
needs and respond appropriately to keep children
safe.
37
Recommendation: Introduce a “walking school 5.3 CHILD PROTECTION GAPS
bus” IN NRC SCHOOLS
To reduce the number of children, particularly
RECOMMENDATION 7:
girls, who face harassment in the community,
arrangements should be made for them to Upgrade classrooms and improve
travel in groups, accompanied by a respected school selection criteria
community member. Connections need to be
fostered with such figures and encourage them The problem: Lack of recreational spaces, and
to walk alongside children on their way to school. poor infrastructure and classroom environments
A “walking school bus” would also demonstrate
community support for their education through the Recommendation for NRC: Establish minimum
public endorsement of respected members of the standards for NRC schools and ensure vital
community. upgrades in the next 6 – 12 months
Recommendation for Stakeholders: Shelter,

RECOMMENDATION 6:
WASH and EiE clusters to collaborate in
Identify a referral response for child advocating for increased allocation of funds to EiE
protection risks and psychosocial needs projects, to ensure that learning environments are
safe and child-friendly. Donors and pooled funds
The problem: Children are exposed to domestic to provide more flexibility in terms of inclusion of
violence and harmful labour recreational space and safer building structures.
Recommendation for NRC: Support the CPiE Neither ALP centres nor EiE schools meet the
SC to identify referral partners for child protection standard for child-friendly environments, and they
risks are not conducive to children’s recovery and
wellbeing. NRC’s education team should revise
Recommendation for Stakeholders: Complete the selection criteria for ALP centres to ensure
child protection actor mapping and develop a safe that all sites are in a good state of repair and
and timely referral pathway for child protection free of risks, that they have adequate perimeter
cases walls and enough space for children to play and
take breaks, and that classrooms have windows
Throughout the country there are very few child and are bright and well lit. This will have funding
protection actors able to take on cases, so even implications and therefore NRC must work with
when teachers and NRC staff identify child the relevant clusters to ensure that all actors are
protection cases they rarely have anyone to refer consistent in their donor approach, so that safe
them to. CPAN is active throughout Afghanistan and child friendly structures are prioritised within
but currently has little capacity and few resources education funding applications.
so are often unable to respond to cases. The
CPiE cluster should determine a safe and timely Permission should also be sought from landlords
referral pathway and identify the role CPAN plans to upgrade existing sites by painting the walls,
within that. NRC should advocate with UNICEF fixing windows and repairing structural damage.
to increase CPAN’s capacity and reach so it can Involving children in painting murals would be
respond to the child protection concerns that an excellent way of improving both the school
teachers face on a daily basis. environment and their psychosocial wellbeing, and
would increase a sense ownership so that children
Once the system has been strengthened, teachers feel responsible for keeping the facilities clean and
should be trained in sensitive referrals. In the well looked after.
interim, NRC should clearly outline the need to
refer child protection cases to the child protection NRC needs to strengthen community
coordinator and protection advisor so that children relationships, encouraging communities to
at risk can be responded to quickly and safely. become more involved on the design, building and
funding of learning centres.

© NRC / Kennett Havgaard, Herat province
RECOMMENDATION 8:
should also identify referral partners who are able
Greater emphasis on including to provide education for children with disabilities
children with disabilities or special education needs.
The problem: Children with disabilities tend to be When conducting initial community assessments
excluded from education for new schools and programmes, NRC should
actively seek out children with additional
Recommendation for NRC: Improve selection vulnerabilities who may be missing out on their
criteria to actively include children with disabilities education. Education staff should conduct
in NRC’s education programmes thorough needs assessments to understand
vulnerability in the area by speaking to community
Recommendation for Stakeholders: APC, elders, families and children, and respond
CPiE SC and EiE WG to develop guidelines accordingly.
on inclusion of children with disabilities within
EiE in Afghanistan and identify referral partners Schools should also be made accessible for
who specialise in education for children with children with reduced mobility, including ramps
disabilities. at the entrances to classrooms, and equipped
with materials for children with visual and speech
NRC should review the beneficiary selection impairments such as large-print textbooks and
criteria for its schools to ensure that all children, separate writing materials.
regardless of their disability, ethnicity, language or
gender are included. In accordance with NRC’s
mandate, education staff should reach out to the
most vulnerable to ensure they are not excluded
from education programmes. The relevant clusters
39
RECOMMENDATION 9:
Upgrade school WASH facilities
The problem: Lack of WASH facilities and

hygiene information
Recommendation for NRC: Review WASH

infrastructure of all EiE-assisted schools, and
ensure vital upgrades as practicable in the next
6-12 months
Recommendation for Stakeholders: EiE WG

and WASH Cluster to provide localised guidance
on minimum
• WASH standards in EiE operations
• Donors and pooled funds to provide more

flexibility in terms of inclusion of WASH
infrastructure support in EiE operations
• Ministry of Education to abstain from financial

penalties when calculating
All schools should be reviewed to ensure they

have enough gender-specific latrines and hand-
washing facilities with good-hygiene messaging,
and that they are in working order with roofs and
locks, the lack of the latter being a protection risk.
WASH facilities should be monitored regularly
to ensure that they are repaired promptly when
necessary, and that more are added if needs be
as student numbers increase. Adequate WASH
facilities should be in place at new facilities before
classes begin.
Collaboration between relevant clusters is

essential to ensure that all education actors are
meeting the minimum standards for WASH.
A commitment must be made from education
partners to include allocation for WASH within
schools within all funding proposals.

6 ANNEXES
ANNEX I: OBSERVATION TOOL

Topic No. Observation question Response
Community observations
Children in the community
1.1 Street working children observed in the area Number of girls £
Number of boys £
1.2 Prevalence of children with disabilities Number of girls £
Number of boys £
Security
2.1 Signs of landmines or mine removal teams Mine removal £
Sign of landmines £
2.2 Checkpoints observed None £
Few £
Many £
2.3 Shooting /explosions heard None £
Once £
Regularly £
2.4 Military forces observed None £
Few £
Many £
Facilities
3.1 Medical facility nearby Yes £ No £
Distance in km from school £
3.2 Number of and type of schools in the area Government £
NGO £
Madrasas £
Education facility observations
Building and site damage /risk
4.1 Damage of surrounding walls Non-existent or destroyed £
Severely damaged £
Damaged £
4.2 Damage of school building Destroyed £
Severely damaged £
Damaged £
41
4.3 Dangers in school grounds Open holes in the ground £
Spikes, glass or sharp metal £
Trip hazard £
Other £
4.4 Bullets, weapons or UXO in the area Yes £ No £
War remnant found…………………
Classrooms
5.1 How many classrooms are there in this school? Number of classrooms £
5.2 How many students are in each classroom? Number of students £
5.3 How many classes taking place in each classroom? Number of classrooms with multiple classes £
5.4 Are any of the functioning classrooms being held in temporary structures? Yes £ No £
Type of structure £
5.5 Is the temperature within the classrooms acceptable for teaching Yes £ No £
Too cold £ Too hot £
5.6 Are classes taking place outside? Yes £ No £
How many £
5.7 Are classrooms missing essential materials? Whiteboard £
Flipchart £
Desk £
Teaching aids £
WASH
6.1 Does this school have access to a source of safe water Yes £ No £
within/near to the school compound? Distance £
6.2 How many functioning latrines or toilets are there at this school? Number £
6.3 Are there separate latrines/toilet facilities? male and female students? £
teachers and students? £
male and female teachers? £
6.4 Are latrines clean/sanitary? Yes £ No £
6.5 Are any of the latrines accessible for people with disabilities? Yes £ No £
6.6 Are there locks on the inside of latrine doors? Yes £ No £
6.7 Are hand-washing facilities available at or near the latrines? Yes £ No £
6.8 Are there hand washing education materials visible? Yes £ No £
Health and PSS
7.1 How far is the nearest health facility from this school/learning space? Distance £
7.2 Does the school/learning space have basic first aid facilities? Yes £ No £
7.3 Does this school have a school counsellor or identified person Yes £ No £
to provide counselling and guidance for learners?
7.4 Does the school have a space for recreation within the compound of the school? Yes £ No £

Teaching and student behaviour
Risk caused by teachers
8.1 Are any classes unattended? Yes £ No £
8.2 Do male staff teach male students? Yes £ No £
8.3 Do female staff teach female students Yes £ No £
8.4 Observation of harm caused to children Violence £
Shouting/insulting £
Humiliation £
Pointing at or laughing at £
Other £
Student profile
9.1 Do any children from vulnerable or at-risk groups attend this school? Children with disabilities £
Children without a parent or guardian £
Married under the age of 16 £
Over-age children £
Pregnant learners or young mothers £
Minority ethnic or religious groups £
Returnee students £
Displaced students £
Former combatants £
9.2 Mother tongue of students Majority £
Some £
Very few £
9.3 Language of teaching £
43
• (If not already mentioned previously) Are any of
ANNEX II: FGD QUESTIONS
you in school?
• (If working and at school) How do you manage

CHILDREN working and being at school at the same time?
• Why do you think boys/girls might not be able to

Introduction go to school?
• What is your school like?

Hello my name is (.....................). I work for NRC
and my job is to keep children safe and support • What happens if anyone misbehaves or is late in
them to go to school. I want to hear from you your school? How do your teachers respond?
about your experiences so we can try and make
education safer for children like you. There’s no • Do you think children see a lot of violence in
need to feel worried, there’s no right or wrong their homes?
answer, I just want to hear about your opinions and
• What kind of violence do you see in your home?
experiences. If there are any questions that you
don’t feel comfortable with, please let me know. • Sometimes kids get harassed or people
You don’t have to answer any questions you don’t say hurtful or mean things to them. Has this
want to, there’s no pressure at all. happened to you? Could you tell me about it?
Let’s start with some introductions, could you tell • Sometimes kids get pushed around, hit or
me your names and hold you are? beaten up by people. Has this happened to you?
Could you tell me about it?
• Could you tell me where you were born and if
you’re from this village or somewhere else? • Do you ever have to do things you don’t want to
do?
• Why did you leave your home?
• What happens if you say you don’t want to do
• Could you tell me a bit more about that them?
experience?
• For girls only – what age do girls normally get
• Did you witness that with your own eyes? married here?
• That must have been so scary for you? Do you • If you were in charge of making children safe,
still feel scared about these things now? what would you do?
• Do you ever see these images from before in
your mind now? Thank you so much for giving up your time to talk
to me and for being so honest and open with me,
• Do you ever have trouble sleeping or have bad
I feel really lucky to have heard your stories and
dreams because of these experiences?
experiences.
• What about now? Do you feel safe here in this
• Has anybody ever asked you questions like this
community?
before?
• What are you scared might happen in this
• How did it feel for you to be asked these
community?
questions? And to answer them?
• What are some of the other challenges for
children here in this community?
Closing
• What are some of the challenges for your
parents? Thank you so much for sharing so much with us
today. It was a pleasure to listen to you and an
• Do any of you work to support them? honour to be a part of your experiences. If you
have any questions, please do let us know.

PARENTS
Introductions
Hello my name is (............). Thank you so much 14. Do you feel safe when your children are at
for taking the time to chat to me today. I really school?
appreciate it. I work for NRC and my job is to
support children to access education, so we want 15. Is their journey to school safe?
to speak to you to find out a bit more around the
challenges for children accessing school. We 16. Do you think your children get treated well at
would love to find out about your experiences and school?
see if there are areas we need to improve within
the programme. 17. What are the main challenges for you as a
parent?
Could we start with some introductions? Could
you tell me your names, where you are from 18. Do you see any children misbehaving in this
originally and how long you have been here in community?
this community? If you want to add anything else
please feel free. 19. How do they misbehave?
1. What made you leave your old community? 20. What do you think is the best way to
discipline children when they misbehave?
2. What experiences do you have in relation to
the community? 21. What do you hope for, for your child’s future?
3. That must have been very scary for you, did 22. What can we do to better support children
your children witness a lot of conflict? and their future?
4. Do you think your children are still affected by

the things they saw? Closing
5. Have you noticed your children cry a lot, feel Thank you so much for sharing so much with us
very angry or struggle to sleep at night? today. It was a privilege to hear your opinions and
experiences. I would like to leave some space now
6. Do you feel safe in this community now? for if you have any questions or anything you’d like
to add?
7. What do you think are the main challenges for
your children in this community? Thank you once again for sharing with us today. If
you have any questions, please do let us know.
8. Are they in school?
9. If not why not?
10. When they are not in school, what do they

do?
11. How do your children support your family?
12. How important do you think education is for

your children and your family right now?
13. What do you think are the main barriers for

children accessing education?
45
TEACHERS
Introductions
Hello my name is (). Thank you so much for taking l. Are there any risks to children you can think of
the time to chat to me today. I really appreciate it. either on their way to school or in school?
I work for NRC and my job is to support children
to access education, so we want to speak to you m. Are you worried about recruitment/child
to find out a bit more around the challenges for marriage?
children accessing school. We would love to find
out about your experiences and see if there are n. What do you think are the main dangers to
areas we need to improve within the programme. children’s wellbeing in this community?
Could we start with some introductions? Could o. What support do you get as a teacher?
you tell me your names and what age you teach? If
you want to add anything else please feel free. p. What is the biggest challenge for you as a
teacher?
Main questions The remaining questions will be based on the

teachers answers – their interaction with parents,
a. What do you think are the main barriers for attitudes to education and psychosocial in the
children here accessing education? community, children’s experiences etc
b. Who might stop them from accessing

education? Closing
c. What do children who aren’t in school do? Thank you so much for sharing so much with us
today. It was a privilege to hear your opinions and
d. Do you work with children with disabilities or experiences. I would like to leave some space now
special needs? for if you have any questions or anything you’d like
to add?
e. Do you have many IDPs/returnees in your
class? Thank you once again for sharing with us today. If
you have any questions, please do let us know.
f. What experiences have they had?
g. Have you noticed any children who appear

very upset, angry or tired all the time? Or any
children who struggle to be with other children
or fight a lot?
h. What is the drop out rate of children accessing

the programme?
i. What do you think are the main reasons

children may drop out of education?
j. How do you discipline children when they

misbehave?
k. Do you think children see a lot of violence in

their family home?

* 10. Are they attending school?
ANNEX III: QUESTIONNAIRE
Yes

No

CHILDREN
* 11. What is your place of origin?
* 1. Respondent name
* 12. Who is currently working in your family
* 2. Location
and providing your family with income?
* 3. Respondent gender £ Father

Male
£ Mother

Female
£ Uncle

* 4. Respondent age
£ Brother

£ Sister

* 5. How many people are in your family?
How many brothers and/or sisters?
* 6. Who is the head of your household?
* 13. What was the main reason for
Father

displacement?
Mother

£ Natural disaster

Grandparent

£ Armed conflict

Uncle

£ Intimidation and harassment by NSAGs

Older sibling

Intimidation and harassment by police/
£
Myself
government
* 7. How many brothers do you have and £ Inter-tribal fighting

what age are they? £ Kidnapping/abduction
0 – 1 years
£ Rocket shelling
1 – 4 years
£ Other (please specify)
5 – 9 years

* 14. Are you working?
10 – 15 years

Yes
16 – 17 years

No
* 8. How many sisters do you have and what
* 15. What is your job?
age are they?
0 – 1 years
* 16. What is your weekly/monthly wage?
1 – 4 years

* 17. Were you previously working in your place
5 – 9 years
of origin?
10 – 15 years
Yes
16 – 17 years
No
* 9. Do any of your siblings have a disability? What was the reason you began working
in your current location? / What was the
Yes

reason you stopped working when you
No
moved to your current location?
47
* 18. Do you currently regularly attend school? Security/violence concerns on the way
£
If so is it: to school
£ Government school Fear of violence inside of school
£
£ Private school Harassment/bullying
£
£ Madrasa Parents don’t believe in the value of
£
education
£ NRC school
£ Language of curriculum/teaching
£ No school
£ Quality of teaching
19. What is the reason you are not attending
£ Cost of stationary
government school?
£ Lack of gendered facilities
* 20. Were you studying in your previous
£ Lack of proper WASH facilities
location?
£ Disability
£ Government school
£ Private school
£ Madrasa * 24. Have your parents become more or less
supportive of your education since your
£ NRC school
displacement?
£ No school
More
* 21. What is the reason that you attended Less
school in your previous location but
do not attend school now / What is the How?
reason why you did not attend school
in your previous location, but you are * 25. Are there children who have more or less
attending school now? access to education – What groups of
children are most excluded?
* 22. Are your siblings regularly attending
school? * 26. Why are you able to go to school, but not
your sibling(s)?
All of my siblings are attending school

My brothers are attending school but
* 27. Can you understand the language of
not my sisters teaching at school?
My sisters are attending school but not
Not at all
my brothers A little
One of my siblings is attending school
Mostly understand
but not all of them
Completely understand
Two of my siblings are attending school

but not all of them * 28. Are there children with disabilities in your
None of my siblings are attending
school?
school apart from me Yes
* 23. What is the main reason you or your No

sibling are not able to go to school?
* 29. Do you see children in your community
£ Working with disabilities who are not attending
£ Helping at home school?
£ Long distance to school Yes
£ Overcrowded classrooms No

* 30. How long in minutes is the walk to * 36. How many functioning latrines are there
school? at your school?
* 31. What is the biggest risk to you on the * 37. Are there separate latrines for girls and
journey to and from school? boys?
£ Landmines Yes
£ Kidnapping/abduction No
£ Harassment from community members
* 38. Are hand-washing facilities available at or
£ Harassment from NSAGs near the latrines?
£ Robbery Yes
£ Drug users No
£ Armed clashes
£ Other (please specify) PARENTS
* 32. How often does this risk or other risks * 1. Respondent name
prevent you from attending school?
2. Location
Most days
Once a week or more * 3. Respondent gender
Once a month or more Male
Less than once a month Female
Rarely * 4. Respondent age
Never
* 5. How many people are in your family?
* 33. What are the main concerns for children
whilst they are at school? * 6. Who is the head of your household?
Father
* 34. Has your school – current and/or in place
of origin ever been at risk of security Mother
issues? Grandparent
Verbal or written threats from NSAG
£ Uncle
Active shooting inside or very close to
£ Older sibling
the school building
Myself
Attack on the school building
£
UXO or landmine on the school site or
£ * 7. How many daughters do you have and
very close to what age are they?
£ Military occupation 0 – 1 years
£ Closure due to conflict 1 – 4 years

5 – 9 years
* 35. Do you know of children working with or
being used by armed forces or groups in your 10 – 15 years
community or near to the school? 16 – 17 years
Yes
No
How many children?
49
* 8. How many sons do you have and what * 16. How many of your children are currently
age are they? working?
0 – 1 years Girls 1 – 4 years
1 – 4 years Boys 1 – 4 years
10 – 15 years Boys 5 – 9 years
Boys 10 – 15 years
* 9. Do any of the children in your family have
a disability? Girls 16 – 17 years
Yes Boys 16 – 17 years
No
* 17. What is the weekly or monthly wage of
your children?
10. Are they attending school?
Yes * 18. Were your children previously working in
your place of origin?
No
Yes
11. If not, why not?
No
* 12. What is your place of origin?
What was the reason they began working
* 13. What was the main reason for in your current location? / What was the
displacement? reason they stopped working when you
moved to your current location?
£ Natural disaster
£ Armed conflict * 19. Are your children regularly attending
school? How many are attending?
£ Intimidation and harassment by NSAGs
Girls 5 – 10 years
Intimidation and harassment by police/
£
government Boys 5 – 10 years
£ Inter-tribal fighting Girls 11 – 15 years
£ Kidnapping/abduction Boys 11 – 15 years
£ Rocket shelling Girls 16 – 17 years
£ Other (please specify) Boys 16 – 17 years
* 14. Who is currently working in your family * 20. What kind of school are your children
and providing your family with income? attending?
Husband
£ Government school
£
Wife
£ Private school
£
Father
£ Madrasa
£
Mother
£ N RC school
£
Other
£ No school
£
15. What is their occupation? * 21. What is the reason they are not attending
government school?

* 22. Were they studying in your previous * 27. Are there children who have more or less
location? access to education – What groups of
Government school
£
Private school
£ * 28. Can your child/children understand the
language of teaching at school?
Madrasa
£
Not at all
N RC school
£
A little
No school
£
Mostly understand
* 23. What is the reason that they attended
Completely understand
school in your previous location but
do not attend school now / What is the
29. Are there children with disabilities in your
reason why they did not attend school
child’s school?
in your previous location, but they are
attending school now? Yes
No
* 24. If some of your children are attending
school and others not, why is this? * 30. Do you see children in your community
with disabilities who are not attending
* 25. What is the main reason your children are
school?
not attending school regularly?
Yes
Working
£
No
Helping at home
£
Long distance to school
£ * 31. How long in minutes is the walk to
school?
Overcrowded classrooms
£
Security/violence concerns on the way
£ * 32. What is the biggest risk to your child on
to school the journey to and from school?
Fear of violence inside of school
£ Landmines
£
Harassment/bullying
£ Kidnapping/abduction
£
Parents don’t believe in the value of
£ Harassment from community members
£
education
Harassment from NSAGs
£
Language of curriculum/teaching
£ Robbery
£
Quality of teaching
£ Drug users
£
Cost of stationary
£ Armed clashes
£
Lack of gendered facilities
£
Lack of proper WASH facilities
£
* 33. How often does this risk or other risks
Disability
£ prevent your child from attending school?
Other (please specify)
£ Most days
£
* 26. Has education become more or less of a Once a week or more
£
priority since your displacement?
Once a month or more
£
More
Less than once a month
£
Less
Rarely
£
How? Never
£
51
,TEACHERS
whilst they are at school?
* 1. Respondent name
* 35. Has your child’s school – current and/
or in place of origin ever been at risk of * 2. Location
security issues?
£ * 3. Respondent gender

£ Male
the school building Female
£
* 4. Respondent age
£
very close to * 5. Have you been displaced from your place
Military occupation
£ of origin and if so why?
Closure due to conflict

£ Natural disaster
£
Armed conflict
£
being used by armed forces or groups in Intimidation and harassment by NSAGs
£
your community or near to the school? Intimidation and harassment by police/
£
Yes government
No Inter-tribal fighting
£
Kidnapping/abduction
£
How many children?
Rocket shelling
£
* 37. How many functioning latrines are there Other (please specify)
£
at your school?
* 6. How many children are there per class in
* 38. Are there separate latrines for girls and your school?
boys?
Yes * 7. What age do you teach?
No * 8. Do you teach girls or boys?
* 39. Are hand-washing facilities available at or Girls

near the latrines? Boys
Yes Mixed class
No
* 9. How many children in your class have
disabilities?
* 10. What is the language of your students?
* 11. What is the language of teaching?
* 12. How many children in your class are

currently working?
* 13. What is the occupation of these children?
* 14. What is the weekly or monthly wage of

these children?

* 15. Were these children previously working in * 22. What is the main reason children are
your place of origin? absent from school?
Yes Leaving to work/help at home
£
No Market day
£
Caring for a sibling/parent
£
16. What is the reason these children are
working? Long distance to school
£
Overcrowded classes
£
* 17. Are there children who have more or less
access to education – What groups of Security/Violence concerns
£
Fear of violence at school
£
* 18. Do children in your school attend other Harassment/bullying
£
kinds of school?
Parents don’t believe in value of
£
Government school
£ education
Private school
£ Children not interested in school
£
Madrasa
£ Lack of gendered facilities
£
N RC school
£ Lack of proper WASH facilities
£
No school
£ Disability
£
£
* 19. What is the reason they are not attending
government school?
* 23. Do you see children in your community
with disabilities who are not attending
* 20. Do all children from the same family
school?
attend your school? If not, why do some
children attend school and not their Yes
siblings?
No
* 21. What is the main reason why children are
* 24. Are there children who have less access
not attending school at all?
to education? What groups of children are
Working
£ most excluded?
Helping at home
£
* 25. How long in minutes is the walk to school
Long distance to school
£ for your students?
Overcrowded classrooms
£
* 26. What is the biggest risk to children on the
Security/violence concerns on the way
£ journey to and from school?
to school
Landmines
£
Fear of violence inside of school
£
Kidnapping/abduction
£
Harassment/bullying
£
Harassment from community members
£
Parents don’t believe in the value of
£
Harassment from NSAGs
£
education
Robbery
£
Language of curriculum/teaching
£
Drug users
£
Quality of teaching
£
Armed clashes
£
Cost of stationary
£
£
Lack of gendered facilities
£
Lack of proper WASH facilities
£
Disability
£
£
53
* 27. How often does this risk or other risks * 35. Are hand-washing facilities available at or
prevent children from attending school? near the latrines?
Most days Yes
Once a week or more No
Once a month or more
* 36. Which service is most needed in your
Less than once a month school?
Rarely Psychosocial support
£
Never Landmine education
£
Community engagement
£
* 28. Are there areas of landmines on the
journey to school? If so, where? Parental involvement
£
Classes/skills for parents
£
whilst they are at school? Recreational activities
£
£
* 30. Has the school ever been at risk of
security issues? References
£
£
£
the school building
£
£
very close to
Military occupation
£
Closure due to conflict
£
* 31. Have any schools in your current location

closed due to the conflict? If so, how
many?

being used by armed forces or groups in
your community or near to the school?
Yes
No
How many children?
* 33. How many functioning latrines are there

at your school?
* 34. Are there separate latrines for girls and

boys?
Yes
No

ENDNOTES
24 Ibid
1 UNICEF, What is Child Protection
25 Save the Children, KAP, 2017
2 OCHA, Guiding Principles on Internal Displacement,
2004 26 UNICEF, Usage of RapidPro to Collect Data on
Closed Schools Data Analysis Report – Afghanistan,
3 WHO: Psychological first aid: Guide for field workers
2017
4 OCHA, Thematic Areas: Protection 27 UNICEF, Out of School Children, 2017
5 Government of Afghanistan, National Policy on 28 REACH – Joint Education and Child Protection
Internally Displaced Persons, November 2013
Needs Assessment
6 INEE Education in emergency minimum standards 29 Save the Children, KAP, 2017
and CPWG Child protection in emergencies
minimum standards 30 ILO Convention No. 182
7 ILO “Worst Forms of Child Labour Convention, No. 31 ILO: Buried in Bricks: A rapid assessment of bonded
182”. Source Samuel Hall Consulting (2011) A labour in brick kilns in Afghanistan, 2011
Rapid Assessment of Bonded Labour in Brick Kilns in 32 Afghanistan Annual Report on Protection of Civilians
Afghanistan, for the International Labour Organisation
in Armed Conflict: 2017 https://bit.ly/2HecoXX
(ILO).
8 Ibid
9 MEC Ministry-wide Vulnerability to Corruption
Assessment of the Ministry of Education 2017
10 Ibid
11 Afghanistan Annual Report on Protection of Civilians
in Armed Conflict: 2017. The figure is acknowledged
to likely be significantly under-reported.
12 Escaping War, where to next? A Research study on
the challenges of IDP protection in Afghanistan
13 Human Rights Watch, 2017 “I won’t be a doctor
and one day you’ll be sick” report on girl’s access to
education
education
education https://bit.ly/2yurcj0
16 UNICEF, State of the World’s Children, 2016
17 UNICEF, Out of School Children, 2017
18 2018 Humanitarian Needs Overview, OCHA
19 Return of Undocumented Afghans Monthly Situation
Report December 2017 https://bit.ly/2u21YF4
20 Human Rights Wathc, Iran: Afghan Refugees and
Migrants Face Abuse, Thousands Denied Refugee
Rights, Summarily Deported. https://bit.ly/2txLA1q
21 UNAMA, Afghanistan, Protection of Civilians, Annual
Report 2017 from https://bit.ly/2lTJkM2
22 2018 Humanitarian Needs Overview, OCHA
23 Ibid
55
© NRC / Sandra Calligaro, Maimana City, Faryab Province

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EDUCATION IN EMERGENCIES:

To cite this report, please use:

Cover photo: © NRC / Enayatullah Azad, Herat city

Layout & Design: BakOS DESIGN

4 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

1 INTRODUCTION AND BACKGROUND...........................................................................................................................................14

ACTED Agency for Technical Cooperation and

ALP Accelerated Learning Programme

CPAN Child Protection Action Network

EiE Education in Emergencies

ERM Emergency Response Mechanism

FGD Focus group discussion

IASC Inter-Agency Standing Committee

IDP Internally displaced person

ILO International Labour Organisation

KIIs Key Informant Interviews

MoE Ministry of Education

NSAG Non-state armed group

PED Provincial Education Department

PFA Psychological first aid

PSS Psychosocial support

SIDA Swedish International Development

SDR Secondary data review

UNAMA UN Assistance Mission in Afghanistan

UXO Unexploded ordnance

WASH Water, sanitation and hygiene

6 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

CHILD PROTECTION PSYCHOLOGICAL FIRST AID

The combined influence that psychological

8 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

Attitudes to gender Main protection risks

“ A girl has two options, to stay

10 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

Domestic violence Very few teachers who participated in the study

“ When she was really angry she

12 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

b. Shelter, WASH and EiE clusters to collaborate

6 b. EiE WG and WASH Cluster to provide

14 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

16 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

FGDs KIIs Survey Host IDPs Returnees Refugees

Attending ALP/EiE Attending Out of school NRC protection staff 2

Based on the initial desk review, FGDs covered

18 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

© NRC / Enayatullah Azad, Tebar village in Sar-e-pul city

Children Teachers Parents

The research team was fortunate to have a skilled

3.1 BARRIERS TO EDUCATION Child labour

The top five reasons given by participants in the

19% Attitudes toward girls’ education

The study demonstrates the negative impact of

20 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

A KII participant from UNICEF explained that

22 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

Attitudes towards girls’ education

“ My uncle won’t let me go to school.

“ In Pakistan I had lots of dreams, I

“ They will shout at you on the way

The questionnaire also revealed that girls in

24 EDUCATION IN EMERGENCIES: CHILDREN IN DISTRESS

ACTED Agency for Technical Cooperation and

ALP Accelerated Learning Programme

CPAN Child Protection Action Network

EiE Education in Emergencies

ERM Emergency Response Mechanism

FGD Focus group discussion

IASC Inter-Agency Standing Committee

IDP Internally displaced person

ILO International Labour Organisation

KIIs Key Informant Interviews

MoE Ministry of Education

NSAG Non-state armed group

PED Provincial Education Department

PFA Psychological first aid

PSS Psychosocial support

SIDA Swedish International Development

SDR Secondary data review

UNAMA UN Assistance Mission in Afghanistan

UXO Unexploded ordnance

WASH Water, sanitation and hygiene

4. Do you think your children are still affected by

9. If not why not?

10. When they are not in school, what do they

11. How do your children support your family?

12. How important do you think education is for

13. What do you think are the main barriers for

b. Who might stop them from accessing

g. Have you noticed any children who appear

h. What is the drop out rate of children accessing

i. What do you think are the main reasons

j. How do you discipline children when they

* 7. How many brothers do you have and £ Inter-tribal fighting

* 23. What is the main reason you or your No

£ Long distance to school Yes

£ Military occupation 0 – 1 years

£ Closure due to conflict 1 – 4 years

No * 8. Do you teach girls or boys?

* 39. Are hand-washing facilities available at or Girls

* 10. What is the language of your students?

* 11. What is the language of teaching?