Module 3 DUE: 18 June 2018

The Education Cluster’s Core Coordination Course requires that all participants have a basic level of theoretical and practical knowledge and skills related to coordination prior to arriving.

We have therefore prepared FOUR modules with accompanying assignments to be completed and submitted according to the specified due dates.

Each module will contain a theory-based assignment as well as a practical, Information Management (IM)-based assignment. 

To qualify to attend the face-to-face portion of this course, you must complete and submit all assignments in Modules 1-4 on time.

All assignments and assignment-related questions should be sent to the Global Education Cluster at [email protected].

Module 3a (Theory): IASC Reference Module for the Implementation of the Humanitarian Programme Cycle (HPC) and Summary Guide to Developing Education Cluster Strategies

Module 3a (Theory): IASC Reference Module for the Implementation of the Humanitarian Programme Cycle (HPC) and Summary Guide to Developing Education Cluster Strategies

 

Theory: The Humanitarian Programme Cycle: Reference Module and Summary Guide to Developing Education Cluster Strategy  

The IASC Reference Module for the Implementation of the Humanitarian Program Cycle defines the roles and responsibilities of international humanitarian actors and the way that they interact with each other, national and local authorities, civil society and with people affected by crises.

The reference module is formed around the six key elements of the humanitarian program cycle and two enablers:

Key elements:

  1. Emergency Response Preparedness
  2. Needs Assessment and Analysis
  3. Strategic Response Planning
  4. Implementation and Monitoring
  5. Resource Mobilization
  6. Operational Peer Review and Evaluation

Enablers:

  1. Coordination
  2. Information Management

 

The Guide to Developing Education Cluster Strategies helps Education Clusters to develop a document that outlines the Cluster's approach and operational plan for responding to an emergency. 

All Education Clusters should have a Strategy in place that guides partners in their implementation of an effective, timely, and quality emergency response.

The Education Cluster Strategy development process is based on four principles:

1.  Consultation

2.  Evidence

3.  Harmonization

4.  Alignment and Continuity

(See the full Guide to Developing Education Cluster Strategies).

 

Assignment:

  1. Read the entirety of the HPC Reference Module and Summary Guide to Developing Education Cluster Strategies (see below or click on the links above)
  2. Complete the following post-reading quiz

 

Summary Guide to Developing Education Cluster Strategies_2018-02-16

What is the purpose of the “Humanitarian Programme Cycle (HPC)

Select all that apply.

  • Jointly define the overall shape of the response and understand what needs to be done at a given moment in line with agreed objectives in order to ensure a more coherent, effective and accountable response
  • Define the roles and responsibilities of international humanitarian actors and the way that they interact with each other, with national and local authorities, with civil society, and with people affected by crises
  • Assist the Humanitarian Coordinator and Humanitarian Country Team to improve the delivery of humanitarian assistance and protection through better preparing, prioritizing, steering and monitoring the collective response through informed decision-making
  • Provide a standard and adaptable set of tools for use in humanitarian crises globally
  • Influence programming and resource allocations of all actors – including United Nations (UN) agencies, non-governmental organizations (NGOs), civil society and governments
  • Ensure that humanitarian response delivers life-saving assistance to those in need

The Humanitarian Program Cycle applies to all humanitarian crises (except refugee crisis), but its process, timeline, tools and documents can be used flexibly and be adapted to the circumstances/needs of the particular emergency at hand

  • True
  • False

The Humanitarian Program Cycle distinguishes and provides different flexible timelines of implementation for which two types of emergencies?

Select the correct answer.

  • War and Peace (Война и мир)
  • L3 and L4
  • Natural and man made
  • Response and Recovery
  • Sudden onset/escalations and Protracted

List at least 3 main elements of the “Humanitarian Programme Cycle (HPC)”?

Which is not an element of the “Humanitarian Programme Cycle (HPC)”?

Select the correct answer.

  • Emergency Response Preparedness
  • Needs Assessment and Analysis
  • Strategic Response Planning
  • Implementation and Monitoring
  • Resource Mobilization
  • Rest and Recuperation
  • Operational Peer Review and Evaluation

All Education Clusters should have a Strategy in place that guides partners in their implementation of an effective, timely, and quality emergency response

  • True
  • False

The Education Cluster Strategy development process is based on which principles?

  • Consultation
  • Harmonization
  • Alignment and Continuity
  • Evidence

The Strategy Guide recommends six steps to develop the Strategy. Which process connects the steps throughout the process?

  • Consultation
  • Resource Mobilization
  • Evaluation
  • Monitoring

With are the key six steps to develop the Strategy?

  • 1. First Step
    Prepare for Strategy development
  • 2. Second Step
    Gather evidence and determine needs
  • 3. Third Step
    Plan a harmonize response
  • 4. Fourth Step
    Ensure alignment and continuity
  • 5. Fifth Step
    Develop monitoring tools and plan
  • 6. Sixth Step
    Finalize the Strategy

Module 3b (IM): Education Cluster Monitoring Tool Analysis

Module 3b (IM): Education Cluster Monitoring Tool Analysis

Assignment: Review the lessons, walkthroughs, videos, and challenges in this module and then complete the Exercise at the end of the lesson.  You can access the Exercise by clicking on 'Next' at the bottom of this page.

Please Note: If you feel you have already mastered the skills described in a particular lesson within this module, feel free to skip it.  You must, however, complete and submit your completed Exercise.

3.1 Find and replace

How to use ‘Find and Replace’ feature to quickly find specific text and replace it with other text.

3.1. Walkthrough

Video:

 

3.2 Remove duplicates

How to remove duplicate values in a column.

3.2. Walkthrough

Video:

 

3.3 Pivot Tables

How to create and use PivotTables. PivotTables allow you to easily summarize and manipulate your data in order to analyze it. 

3.3. Walkthrough

Videos:

Challenge: Try completing 3.3 Challenge  to try out your new skills

3.4 Creating a chart

3.4.A How to create a static chart

3.4.A Walkthrough

Video:

3.4.B How to create a pivot chart (see 3.3 Challenge to practice making a pivot chart)

3.4.B Walkthrough

Video:

 

3.5 Data visualization

These fantastic presentations show how to very simply and effectively visualize data in charts and tables.

  1. Remove to Improve 
  2. Pie Chart Edition
  3. Clear Off the Table

CLICK ON 'NEXT' TO ACCESS THIS MODULE'S EXERCISE

Module 3b (IM): Exercise

OCHA informs you that they have decided to collect weekly updates from all Clusters on the progress of their top four core activities (aka: response plan indicators) in terms of number of beneficiaries targeted and reached. Your top four core activities are:

  • Establishment of Temporary Classrooms
  • Distribution of teaching and learning materials
  • Distribution of ECD kits
  • Training of education personnel: PSS and lifeskills

You have a compiled and have been updating a beautiful Education Cluster Monitoring Tool to track partners’ response. Your task is to prepare an analysis tool that not only displays this current information but can also be updated easily for weekly analysis and reporting.  Using the skills learned in the various lessons of Module 3, follow the steps below to create this analysis tool.

Download the Excel file ‘3b_Cluster Monitoring Tool

  1. Insert a PivotTable
  2. From the PivotTable Field List, move:
    1. The ‘Activity’ field to the ‘ROWS’ area
    2. The TOTAL TARGETED field to the ‘VALUES’ area
    3. The TOTAL REACHED field to the ‘VALUES’ area

NOTE: Ensure that the targeted/reached fields are displayed as ‘Sum of’ and NOT ‘Count of’

  1. Filter the PivotTable report by the first of the core activities for which you will be reporting to OCHA (“Establishment of Temporary Classrooms”)
  2. Change the style to one of your preference
  3. Remove the ‘Grand Total’ row (from Design tab, Layout group)
  4. Create a Pivot bar chart for your data
  5. Format the chart to be visually appealing
  6. Save your chart as a Template
  7. Create a PivotTable for each of the other three activities on the same worksheet (leave space for the charts)
  8. Create PivotCharts for each of the activities (Hint: use the template you created from step 6)
  9. Arrange the tables and charts on the page to be visually appealing and easy to report

Save the file with an appropriate file name and send to the Global Education Cluster at [email protected]

Help?

Watch this video if you would like to receive step-by-step guidance on how to complete the following exercise.

Have you set up and sent your Pivot Tables and Charts to the Education Cluster at [email protected]?

  • Yes, yes, yes....
  • No, no, no...