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  JORDAN LEBANON SYRIA

JORDAN LEBANON SYRIA(1) WEST BANK GAZA STRIP TOTAL/AVE GENERAL REGISTERED REFUGEES (RR)* 2,272,411 476,033 562,312 858,758 1,460,315 5,629,829 OTHER REGISTERED PERSONS* 147,251 62,659 84,831 207,014 161,806 663,561 TOTAL REGISTERED PERSONS (RP)* 2,419,662 538,692 647,143 1,065,772 1,622,121 6,293,390 INCREASE IN RP OVER PREVIOUS YEAR (%)* 1.8 1 0.6 1.7 3.3 1.7 % OF RP EACH FIELD OF OPERATION* 38 9 10 17 26 100 OFFICIAL CAMPS 10 12 9 19 8 58 EDUCATION - 2017/18 ACADEMIC YEAR SCHOOLS (ELEM, PREP + SECONDARY IN LEBANON)* 169 65 103 96 276 709 EDUCATIONAL STAFF* 4,641 1,707 1,922 2,332 9,544 20,146 FEMALE EDUCATIONAL STAFF (%) 50 63 62 60 62 60 PUPIL ENROLMENT* 118,296 36,817 50,143 45,726 282,360 533,342 FEMALE PUPILS (%) 49 52 49 60 48 52 COST PER ELEMENTARY PUPIL (US$) (2016/17) 741.6 1,101 513 1,219 772.7 869.5 VOCATIONAL & TECHNICAL TRAINING CENTRES (VTTCs) 2 1 1 2 2 8 TVET ENROLMENT 3,081 895 1,217 1,078 1,945 8,216 EDUCATIONAL SCIENCES FACULTIES 1 0 0 1 0 2 EDUCATIONAL SCIENCES FACULTY ENROLMENT 1,360 0 0 607 0 1,967 HEALTH PRIMARY HEALTH CARE FACILITIES (PHCF)* 25 27 24 43 22 141 HEALTH STAFF 680 297 430 693 886 2,986 FEMALE HEALTH STAFF (%) 60 52 58 63 63 59 ANNUAL ANTENATAL CARE PATIENTS (3) 17,810 3,912 4,776 12,750 34,130 73,378 ANNUAL PERINATAL CARE PATIENTS 18,699 4,039 5,686 13,416 38,954 80,794 ANNUAL DIABETES/HYPERTENSION PATIENTS 79,558 27,561 33,835 41,780 94,616 277,350 TOTAL ANNUAL PATIENT VISITS 1,695,966 881,064 804,542 1,126,299 4,215,247 8,723,118 RELIEF & SOCIAL SERVICES SOCIAL SAFETY NET (SSN) 58,479 61,384 16,071 36,129 98,935 270,998 SSN AS % OF RRs 2.6 12.9 N/A 4.2 6.8 4.8 WOMEN'S PROGRAMME CENTRES(4) 14 8 13 19 7 61 COMMUNITY REHABILITATION CENTRES 10 1 5 15 7 38 COMMUNITY DEVELOPMENT CENTRES 1 0 13 0 0 14 COMMUNITY-MANAGED FUND SCHEMES 10 7 0 8 0 25 RELIEF AND SOCIAL SERVICES STAFF 118 133 83 168 337 839 FEMALE RELIEF AND SOCIAL SERVICES STAFF (%) 79 72 61 50 50 62 MICROFINANCE (& MICROENTERPRISE IN GAZA & WEST BANK) NUMBER OF LOANS 2019 12,060 - 10,433 10,161 2,922 35,576 VALUE OF LOANS 2019 (US$) 10,717,235 - 4,137,360 14,537,990 2,699,820 32,458,155 NUMBER OF LOANS AWARDED (cumulative)(5) 133,100 - 133,486 156,041 127,037 549,664 VALUE OF LOANS AWARDED (US$) (cumulative)(6) 149,932,675 - 65,296,934 219.123,083 165,116,100 599,468,792 INFRASTRUCTURE AND CAMP IMPROVEMENT NO. (...) Valid as of January 2019. (5) Totals since programme inception: 1991/92 in Gaza, 1996 in West Bank, 2003 in Syria and Jordan. (6) Number of jobs for a year or full-time equivalents. (7) Figures refer to those on staff contracts. (8) Agency total includes staff in HQ Amman. (9) Agency total includes international staff in HQ Amman. © 2 02 0 U N RW A P ho to b y L ou is e W at er id ge (2) Pupil Enrolment at UNRWA Schools 2016/17 2018/19 2019/2020 513,848 526,000 533,342 COMMUNICATIONS DIVISION | UNRWA HEADQUARTERS (JERUSALEM) | JUNE 2020 Not an official document | For information only | www.unrwa.org Percentage of UNRWA vocational training students who secure jobs after graduation Non-Communicable Disease (NCD) Cases Under Care occupied Palestinian territory Emergency Appeal 2020 Syria Regional Crisis Emergency Appeal 2020 UNRWA is funded almost entirely by voluntary contributions and financial support has been outpaced by the growth in needs, driven by conflict and broader instability. (...) UNRWA emergency programmes and key projects, also facing large shortfalls, are funded through separate funding portals. 80 % * Programme Budget 2020 US$ 806 million 20162015 2017 50,000 100,000 150,000 200,000 250,000 2018 2019 300,000 UNRWA Microfinance Loans to Women by Field 277,350 Palestine refugees received NCD care from UNRWA in 2019 syria 4,223 jordan 6,363 west bank 4,225 gaza 1,241 loans awarded to women represent 45% of total www.unrwa.org * valid as of December 2019

Score: 1812242.8 - https://www.un.org/unispal/wp-...04/UNRWAFACTSHEET_21122019.pdf

  UNICEF invests in teachers for better pupil learning outcomes in literacy and numeracy | UNICEF Ugan

Search Close Search UNICEF Fulltext search Max Article UNICEF invests in teachers for better pupil learning outcomes in literacy and numeracy Pupils can now count, read and write By Proscovia Nakibuuka Mbonye UNICEF Uganda/2019/Adriko 29 July 2019 In faraway Nakwakwa Primary School, Kotido District, Karamoja sub-region, pupils in lower primary – P1 to P3 are registering improvements in numeracy and literacy and can easily read, write and count. (...) This not only affected the pupils’ learning and performance in upper primary and secondary, but also led to high school dropout rates due to continuous poor performance thus affecting pupil motivation. (...) Lessons are characterized with songs, dances, clapping and appreciation for pupils who answer questions. Pupils are all engaged, participating actively and helping each other to learn.

Score: 1651154.1 - https://www.unicef.org/uganda/...outcomes-literacy-and-numeracy

  UNICEF, UNHCR providing education to over 26,000 South Sudanese refugee primary children | UNICEF Ug

The teacher in Primary One B continues with his work, taking the children through the days of the week, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. The pupils repeat after him. Emmanuel Ibaga, the head teacher says pupils in Primary One-Primary Two study half day while those in Primary three-Primary four learn up to 4:00pm.  (...) In Primary three classroom, the teacher is taking the pupils through the process of structuring sentences starting with the words “What did……”  This is where a team from UNICEF meets Azur’s sister, Evelyn Among (not real names). (...) UNICEF Gulu Zonal Office Emergency Education Officer Dorothy Birungi says UNICEF distributed 13 replenishment kits to Maaji Primary   School which has over 3,500 pupils and to Pagirinya 1 in Adjumani to support the education of the pupils.

Score: 1571219.1 - https://www.unicef.org/uganda/...anese-refugee-primary-children

  School clubs give children critical life skills in northern Uganda | UNICEF Uganda

As part of the Girls’ Education Club, the pupils are taught life skills. The club at Tika Primary School chose to grow groundnuts. (...) Although the Girls’ Education Clubs have empowered pupils with agricultural skills, it has also empowered them with skills to make their own sanitary pads. (...) The life skills being imparted to these pupils through the clubs go beyond growing groundnuts, maize, and making sanitary pads.

Score: 1551309.2 - https://www.unicef.org/uganda/...al-life-skills-northern-uganda

  Hope for every pupil | UNICEF

Search Close Search UNICEF Fulltext search Max Article Hope for every pupil Klaudija is one of five children in a family afflicted by the death of one parent and a severe disease of the other. (...) Marina Gutaši, the teacher, describes her as a pupil that any form teacher would want to have in class. (...) During the two-year project, we have identified a total of 50 pupils in our school, and there could have been twice as many.

Score: 1548745.2 - https://www.unicef.org/serbia/en/stories/hope-every-pupil

  European Quality Cha

-early labour market experience such as internships and apprenticeships are useful to facilitate youth access to labour market, to ease the transition between education and employment and to develop labour market relevant skills.1 -not all pupils or students have the possibility and the necessary financial means to take part in quality work trainings (apprenticeships & internships) as part of the school curricula and university programmes, including those that are taking place abroad. (...) This Charter defnes internships as either: a) part of higher education that brings credit points where interns have a student status, access to services like student loans, student housing, health insurance, scholarships etc. b) taking place outside formal education (also after graduation) that do not bring credit points for the diploma. (...) Legal framework and recognition of skills • Internships should be given a place in the national legislation and employers should be provided assistance to any legal enquiries related to the implementation process; • At the European level there should be mechanisms in place to promote the exchange of best practices in the area and the implication of the main criteria that define quality internships; • National and European systems for certification and recognition of knowledge and skills acquired though internships should be in place to further support to smooth integration of young people in the labour market and support youth labour mobility. 4.2.Monitoring and statistics • Statistics should be available on internships, nationally and at European level, with a special focus on: the number of internships available, the average length of internships, the social benefits being made available for interns, the allowances paid to interns, the age groups of interns; • An overview should be available, nationally and at European level, on the different internship schemes and their place within the legal systems. 4.3.Partnerships • National partnerships run between schools, universities, civil society organisations and the social partners should be encouraged and supported; • More career development loans and investment in training by employers should be encouraged and supported; • Schools should provide assistance to the young people when they are looking for a suitable apprenticeship. • Student and pupil organisations, trade unions should be available to provide assistance to interns throughout the internship period. 3

Score: 1533366 - www.ilo.org/wcmsp5/grou...enericdocument/wcms_175775.pdf

  European Quality Cha

-early labour market experience such as internships and apprenticeships are useful to facilitate youth access to labour market, to ease the transition between education and employment and to develop labour market relevant skills.1 -not all pupils or students have the possibility and the necessary financial means to take part in quality work trainings (apprenticeships & internships) as part of the school curricula and university programmes, including those that are taking place abroad. (...) This Charter defnes internships as either: a) part of higher education that brings credit points where interns have a student status, access to services like student loans, student housing, health insurance, scholarships etc. b) taking place outside formal education (also after graduation) that do not bring credit points for the diploma. (...) Legal framework and recognition of skills • Internships should be given a place in the national legislation and employers should be provided assistance to any legal enquiries related to the implementation process; • At the European level there should be mechanisms in place to promote the exchange of best practices in the area and the implication of the main criteria that define quality internships; • National and European systems for certification and recognition of knowledge and skills acquired though internships should be in place to further support to smooth integration of young people in the labour market and support youth labour mobility. 4.2.Monitoring and statistics • Statistics should be available on internships, nationally and at European level, with a special focus on: the number of internships available, the average length of internships, the social benefits being made available for interns, the allowances paid to interns, the age groups of interns; • An overview should be available, nationally and at European level, on the different internship schemes and their place within the legal systems. 4.3.Partnerships • National partnerships run between schools, universities, civil society organisations and the social partners should be encouraged and supported; • More career development loans and investment in training by employers should be encouraged and supported; • Schools should provide assistance to the young people when they are looking for a suitable apprenticeship. • Student and pupil organisations, trade unions should be available to provide assistance to interns throughout the internship period. 3

Score: 1533366 - https://www.ilo.org/wcmsp5/gro...enericdocument/wcms_175775.pdf

  Revised Recommendation concerning the International Standardization of Educational Statistics | UNES

A class is a group of pupils (students) who are usually instructed together by a teacher or by several teachers. (...) Number of teachers by sex and by qualification (according to the practice in each State), classified, where appropriate, as full-time or part-time teachers. Number of pupils by age, sex and grade, classified, where appropriate, as full-time or part-time pupils. (...) Capital expenditures refer to expenditures for land, buildings, equipment, etc. Loan transactions refers to the payment of interest and the repayment of the principals of loans.  

Score: 1523789.55 - https://en.unesco.org/about-us...al-standardization-educational

  In Northern Uganda host communities and refugees coexist peacefully despite strained resources | UNI

According to Guma John Paul, the Deputy Head Teacher, the number of the pupils has more than doubled since the refugee influx. We have since taken in more and more refugees but all the pupils regardless of their nationality, enjoy the same services offered. (...) In the same school, despite the ever increasing number of pupils, the nationals are happy to share the already crowded classrooms, compound, and sanitation facilities.

Score: 1486762.5 - https://www.unicef.org/uganda/...lly-despite-strained-resources

  A Month in UNRWA - November 2019-(R14)

A Month in UNRWA - November 2019-(R14) Balata camp (30,722) Aqbat Jabr camp (9,584) Jenin camp (22,219) Far'a camp (10,109) Nur Shams camp (12,633) Jalazone camp (15,371) Beit Jibrin camp (2,838) Dheisheh camp (17,764) Arroub camp (14,537) Fawwar camp (11,624) Askar camp (21,861) Aida camp (6,641) Tulkarm camp (25,655) Deir 'Ammar camp (3,316) Ein el -Sultan camp (3,039) Camp No.1 (8,788) Am'ari camp (14,373) Kalandia camp: (15,033) Shu'fat camp (15,499) Registered Camp Population UNRWA Area of Operations Border 1949 Armistice Line (Green Line) West Bank Barrier Constructed, Under Construction Projected Area (A, B) Area (C) East Jerusalem (Q3 2019) 25% of population registered with UNRWA live in camps PROTECTION and NEUTRALITY 3 Fatalities 1 Refugees 277 Detainees 58 Refugees 65 Demolitioned structures 0 Refugees 141 Individuals displaced 0 Refugees 393 ISF search operations 51 In camps 107 Tear gas incidents 191 Injuries 8% from live ammunition 10 Refugees 48 Armed incidents 7 In camps 652 New loans granted 39% Youth 204 New loans granted to refugees 50% Women MICROFINANCE INFRASTRUCTURE & CAMP IMPROVEMENT 3,910 Tons of solid waste removed in camps 97 Shelter rehabilitation, self-help (ongoing) 6 Ongoing infrastructure projects RELIEF & SOCIAL SERVICES 8,563 Refugee records updated Individuals beneting from the social services: 1,900 Women 229 Disability 2,184 Children 36,973 Herders/Bedouins beneting from in-kind food assistance (Q3 2019) Abject poor refugees beneting from the e-card (Social Safety Net Programme and Emergency Cash Assistance) 10,839 Households 61,657 Individuals (Q3 2019) Individuals beneting from crisis intervention subsidies: 97 Home demolition 441 Military operations HEALTH 91,785 Medical consultations 518 Patients hospitalised (Qalqilya hospital) 4,471 Patients screened for NCD 9,066 Children 0-5 years received Child Health Care 6,254 Pregnant women received Antenatal Care Students enrolled in tertiary education (2019/20 school year): 1,065 Vocational training centres 433632 614 Education science faculty 112502 (Four academic years) 45,681 Students 27,337 18,344 1,723 Teaching force 1,028 695 26.5 Pupils to teacher ratio Teaching Force includes: Teachers, School principals, Deputy School principals and School counselors EDUCATION (2019/20 school year) The purpose of ‘A Month in UNRWA’ is to provide a snapshot of the programmes and operations of the UNRWA West Bank Field Oce on a monthly basis.* *unless stated otherwise all data presented reects one month of operation only.

Score: 1477899.2 - https://www.un.org/unispal/wp-...01/UNRWAINFOGRAPH_270120-1.pdf