Provision of remedial education and learning support to vulnerable school aged children in Gaza In line with the HRP 2022, NRC proposes prioritising schools and areas affected by the hostilities escalated in May 2022 in Gaza against civilians, creating prolonged school closures, exposing children to the conflict, and creating a devastating impact on children’s wellbeing and academic achievements. The huge spike in drop-out students and children dealing with trauma, was further exacerbated by the impact of COVID-19.  

 NRC remedial education and PSS intervention under the 1st Standard Allocation will directly contribute in reducing the stresses on the education system experiencing heavy number of out-of-school children, 1.3 million children who lost at least three months of schooling and most not able to engage in summer activities or extracurricular activities1. NRC Education in Emergencies response will be driven by protection-sensitive activities, reflecting Inter-Agency Network for Education in Emergencies (INEE) Minimum standards for Education in Emergencies.  

 The intervention will include: 1) remedial classes in formal schools as support service for drop out or at risk of drop out children, addressing learning loss and low academic achievements, to prepare them to succeed in formal schooling 2) psychosocial support and socio-emotional learning (PSS/SEL) to children and school staff to increase learning capacities during ongoing crises, helping children and teachers to cope with stress 3) capacity building for remedial teachers on Teachers in Crisis Context (TiCC) curriculum, PSS, and capacity assessment tools 4) support for teachers in line with the Teacher Wellbeing Guidance Note, recently released by the INEE, in which NRC has actively contributed to contextualise for Palestine.  

 NRC will continue building its strong partnership with the Ministry of Education (MoE). NRC has an active memorandum of understanding (MoU) with the MoE authorising NRC to work in formal schools and guaranteeing access to underserved areas, contributing to the MoE Education Sector Strategic Plan 2017-2022 to support drop out or at risk of drop out children, and children, and teachers’ wellbeing. The project will be jointly implemented with a local national organisation,  Teacher Creativity Centre (TCC), through a partnership agreement to ensure quality implementation and full access to areas and formal schools.  NRC will commit to provide trainings to strength local partner capacities on NRC rules, regulations, INEE minimum standards, tools that will be used during the intervention.  

 The target group for the intervention will be drop out and at risk of drop out children (6 -14 years old), including refugees and no-refugees. Remedial teachers working with NRC will also be targeted to strengthen their capacity to help students during emergencies by providing psychosocial support to school staff (NRC BLP2). Remedial teachers’ selection will be conducted to ensure equal access to males and females. 

NRC will prioritize children with disabilities by using the Washington Group Questions during targeting. NRC will coordinate and refer to external specialised actors when there are PwD cases that do not fall within NRC expertise.