REPORT CIVIL SOCIETY MONITORING STUDY OF IDP ACCESS TO EDUCATION КИЇВ, 2015 Kyiv, 2015
1
TABLE OF CONTENTS
I.
STUDY BACKGROUND INFORMATION
4
I.a
Implementing organisations and regions under civil society monitoring
4
I.b
Study methods
6
II.
PRESCHOOL AND SCHOOL EDUCATION: CONCLUSIONS AND RECOMMENDATIONS
7
II.a Conclusions
7
II.b Recommendations
10
III.
11
HIGHER EDUCATION: CONCLUSIONS AND RECOMMENDATIONS
III.a Conclusions
10
III.b Recommendations
14
3
I. STUDY BACKGROUND INFORMATION 3 770 1 069
CHILDREN
Military actions in Donbass and Crimea’s occupation brought a
3 637 1 069
nationwide challenge before Ukraine: near a million of citizens
CHILDREN
became internally displaced persons (IDPs). According to the State Emergency Service of Ukraine, 829,188 persons, including 145,478 children1, had to relocate from the temporary occupied
2 513
647 CHILDREN
territory and districts of the Anti-terrorist Operation (ATO). The government and the society have to address many urgent needs of IDPs, including the need to provide educational services
3 671
for internally displaced children in a prompt manner. At the
1 002
3 295 1 022
CHILDREN
CHILDREN
same time, public educational services are one of fundamental
2 574
822 CHILDREN
constitutional and socially sensitive responsibilities of the State before its citizens. Therefore, the International Renaissance Foundation has supported the initiative of several civil society organisations to provide independent monitoring on how the right to education is secured for IDPs.
829188 relocated persons, including 145478 children
I.A IMPLEMENTING ORGANISATIONS AND REGIONS UNDER CIVIL SOCIETY MONITORING
Monitoring of IDPs’ Right to Higher Education in Places of Temporary Stay and Luhansk Region
Civil Society Monitoring of IDPs’ Right to Education
Advocating IDPs’ Right to Education in Sumy Higher Educational Institutions
Monitoring of Exercising the Right to Education by Students of Donbas Higher Educational Institutions
ORGANISATION
NGO Luhansk Oblast Public Initiative
Zaporizhia City Youth NGO STEP
NGO Young Scientists’ Council
All-Ukrainian Youth NGO National Students Union
REGION UNDER MONITORING
Luhansk region
Zaporizhia and Kherson regions
Sumy region
Kharkiv, Dnipropetrovsk, Zaporizhia, Odesa, and Kyiv regions, and the city of Kyiv
PROJECT TITLE
The majority of internally displaced persons relocated to Luhansk region (162,013 IDPs, including 12,574 children) followed by Kharkiv region (161,771 IDPs, incl. 17.783 children), Donetsk region (106,983 IDPs, incl. 22,310 children), Dnipropetrovsk region (83,120 IDPs, incl. 15,575 children), Zaporizhia region (61,861 IDPs, incl. 15,459 children), Kyiv region (37,890 IDPs, incl. 8,623 children) and to the city of Kyiv (39,047 IDPs, incl. 10,181 children). The least number of IDPs were hosted by Ternopil region (2,513 IDPs, incl. 647 children), Chernivtsi region (2,574 IDPs, incl. 822 children), Ivano-Frankivsk region (3,295 IDPs, incl. 1,022 children), Zakarpattia region (3,671 IDPs, incl. 1,002 children), Rivne region (3,637 IDPs, incl. 1,069 children) and Volyn region (3,770 IDPs, incl. 1,069 children). 1
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REGIONS SUBJECT TO CIVIL SOCIETY MONITORING
KYIV CITY:
39 047
10 181 CHILDREN KYIV REGION:
161 771
37 890
17 783
8 623 CHILDREN
CHILDREN
162 013 12 574
106 983
83 120 15 575
CHILDREN
22 310
CHILDREN
CHILDREN
61 861 15 459
CHILDREN
Centre for Control over Ensuring the Right to Education for IDPs in Kharkiv Region
Public Audit: Exercising the Right to Education by IDPs in the City of Kyiv
Status Monitoring and Development of Recommendations to Improve the Quality of Education among Internally Displaced Schoolchildren and Students in Luhansk Region
Chuguyiv City/District NGO Chuguyiv Human Rights Group
NGO Crimean Human Rights Initiative
NGO Tribun
Kharkiv region
City of Kyiv
Rubizhne, Luhansk region
Securing the Right to Education for IDPs Staying in Volyn Region
Volyn Region Youth NGO (VRYNGO) Volyn Institute for Support and Development of Civil society Initiatives
Lutsk, Volyn region
5
As shown on the map, the monitoring
average number of IDPs (Zaporizhia
the
study covered different Ukraine’s
region, Kyiv region and the city
educational institutions implement
regions making the findings more
of Kyiv) and in regions hosting
the rule of law principles (lawfulness,
representative.
Notably,
government
authorities
right
to
and
the
the least number of IDPs (Volyn
accessibility,
monitoring studies were completed
region). As a result, the comparative
transparency etc.) in the educational
appeal,
in regions reported to host the
analysis of study results in various
sector for IDPs depending on their
majority of IDPs (Kharkiv region),
regions demonstrate to what extent
number.
I.B STUDY METHODS Methods used to get analytical information are described below: •
•
In addition to questionnaires, focus group meeting were
Search for information using official websites of
held as a part of the study. Expert interviews involved staff
Verkhovna Rada, Cabinet of Ministers of Ukraine, central
members of educational institutions (preschool, school,
executive authorities, higher educational institutions;
vocational, and higher educational institutions) and
information enquiries to respective agencies.
officials of education & science departments of regional state administrations and district education departments.
•
Opinion polls: Primary sociological information was derived by online polls using the Google Forms platform,
•
Analysis of documents, including: replies to enquiries to
interviews with students, and face-to-face in-depth
state and local government authorities; media coverage
interviews with teaching staff.
The study also used
on how IDPs’ needs are addressed; IDPs’ requests
anonymous questionnaires and respondents answered
and claims that IDPs’ needs are not addressed in the
questions on their own. Overall, more than 1,500 students
appropriate manner as filed by the Centre for Control
were interviewed in 9 regions throughout Ukraine.
over Exercising the Right to Education by IDPs.
In particular, the study focused on educational services offered in cities, such as Kharkiv, Odesa, Lutsk, Kovel, Novovolynsk, Volodymyr-Volynsky and other localities, such as Rubizhne, Zaporizhia, and Kherson regions. Interviews were held with students of Sumy V. Dal National University, Luhansk National Taras Shevchenko University, and in Sumy region: Sumy State A.S. Makarenko Pedagogical University, Ukrainian Banking Academy of the National Bank of Ukraine, Sumy National Agrarian University, and Sumy State University. 2.
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II. PRESCHOOL AND SCHOOL EDUCATION: CONCLUSIONS AND RECOMMENDATIONS II.A CONCLUSIONS
1
Organisation of the learning and educational
and systematic way. Educational institutions
process at preschool and school institutions
need to ensure a coherent and continuous
appears to be one of the most urgent and the
learning and educational process based on
most difficult public services provided by the
standards approved irrespective of the current
State to its citizens. The need to provide the
political developments or economic situation
entire range of institutional, legal, educational,
in the country. Social disruptions, such as an
methodological
community-focused
unexpected urgent need to provide public
measures requires the Ukraine’s Ministry
services for more than 120,000 of additional
of Education and Science (MoES), regional
consumers (internally displaced children) in a
education
priority manner, are a hard multidimensional
of
and
departments,
educational
top
institutions
management and
teaching
staff to take efforts in a well-coordinated
2
challenge for any sector of public administration, including the Ukraine’s educational system.
THE ANALYSIS OF MEASURES BEING TAKEN BY THE UKRAINIAN EDUCATIONAL SYSTEM STARTING FROM SPRING 2014 DEMONSTRATES THAT THE OVERALL NECESSARY AND POSSIBLE REGULATORY AND MANAGEMENT ALGORITHM OF RESPONSE WAS TESTED IN AN URGENT SITUATION REQUIRING TO SECURE THE RIGHT TO EDUCATION FOR INTERNALLY DISPLACED CHILDREN.
3
In
particular,
MoES
of
developing
the
launched legal
a
process
framework
and
These orders and letters serve as a basis for respective departments of regional/local public
methodological support for preschools and
authorities
schools (still in progress). More than 40 orders
administrations or city/town/village councils) to
and letters on institutional and methodological
adopt local regulations and, in cooperation with
issues have been developed and provided
chief executives of educational institutions, to
by MoES to regional education departments.
address other issues as they arise.
With
by
ATO zone reissued. Prompt support to local
MoES, cities and regions could quickly find
education departments prevented violations of
solutions and implement legal mechanisms to
IDPs’ right to education.
guidelines
promptly
developed
(such
as
regional/district
state
have schoolchildren’s documents lost in the
7
4
The findings of civil society monitoring studies in Ukraine’s regions serve as an indicator of achievements. ALL EIGHT STUDIES SHOW THAT INTERNALLY DISPLACED PRE-SCHOOLERS AND SCHOOLCHILDREN GET ACCESS TO THE LEARNING PROCESS PROMPTLY, WITHOUT BUREAUCRATIC OR ANY OTHER OBSTACLES, DESPITE INSUFFICIENT CURRENT PUBLIC FUNDING.
5
6
The Ukraine’s system of education proved to
significant issue of discrimination or violation
be professional and efficient in crisis decision-
of internally displaced children’s rights to
making. The monitoring studies revealed no
education and learning.
The unique experience with addressing education
system demonstrated a precedent of ‘positive
needs of internally displaced children on a
discrimination’ when internally displaced pre-
national scale was positive, in particular, because
schoolers are enrolled to kindergartens in the
of personal qualities of Ukrainian teaching staff
priority manner – this is a phenomenal example
such as administrative discipline and high social
of the professionalism and social conscience of
responsibility. Notably, the Ukraine’s education
those who work in the educational system.
DIFFERENT POLITICAL VIEWS OF THOSE WHO LIVE IN EASTERN AND WESTERN UKRAINE HAVE NO IMPACT ON RELATIONSHIP AMONG CHILDREN AND PARENTS REPRESENTING LOCAL COMMUNITIES AND IDPS. Interviews
7
8
of
difference. Alternatively, the monitoring study
school communities (children and parents)
with
IDPs’
representatives
demonstrates many examples of tolerant
revealed no example of negative attitude
attitude and situations when teachers and
towards IDPs due to political or any other
parents are willing to help.
Support to internally displaced families in
some cases, respondents mention assistance
addressing their education needs was provided
from
mainly with local resources (teachers, parents’
fragmentary,
committees and school administrations). In
targeted.
volunteer the
organisations. overall
Although
assistance
was
8
9
To address education needs in the efficient
do not think about their future; however
manner, IDPs future plans should be studied.
the majority of them are not going to leave
In some studies, near 40% of respondents
Ukraine.
In large cities (such as Kharkiv, Zaporizhia, Dnipropetrovsk and Kyiv) educational institutions appear to experience the highest inflow of internally displaced children. LACK OF ADDITIONAL PUBLIC FUNDING FOR SUCH EDUCATIONAL INSTITUTIONS MAY CAUSE A RISK OF SOCIAL DISCONTENT IN LOCAL COMMUNITIES.
10
The
monitoring
in
internally displaced children (including those
found
from Crimea) are adapted to the Ukrainian
language
language and can quite quickly switch to
Russian).
Ukrainian in their learning process. Similarly,
According to respondents, they enjoy freedom
respondents say that teachers are flexible and
of communication which does not lead to any
tolerant and try to promote friendly atmosphere
conflict. This may be explained by the fact that
among schoolchildren.
Continuous relocations of IDPs, who go home
to notify education departments and respective
once the military situation tends to stabilize or
educational institutions of their decision to
have to go back again, becomes a problem for
relocate. This complicates the planning process
kindergartens and schools since IDPs often fail
and assistance for IDPs.
Central no
and
issues
preferences
11
12
study
Western
caused
by
(Ukrainian
(mainly Ukraine)
different or
NO ADDITIONAL PUBLIC FUNDING IS PROVIDED TO EDUCATIONAL INSTITUTIONS FOR IDPS.
At a district level, free meals and transport
remain limited, educational institutions may
services for children to/from educational
function in a normal way for a very short
institutions is an additional burden for local
period of time only and require additional
budgets. When load increases and budgets
financing.
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II.B RECOMMENDATIONS
THE RESPECTIVE MOES AGENCIES
•
MoES should reward the most active teaching teams and their
SHOULD DESCRIBE THE UNIQUE AND
managers
SUCCESSFUL EXPERIENCE OF THE
consciousness in extreme situations when urgent IDPs’ needs are to
PRESCHOOL AND SCHOOL EDUCATION
be addressed promptly.
who
demonstrate
high
professionalism
and
civil
SYSTEM WITH ADDRESSING EDUCATION NEEDS FOR MORE THAN 120,000
•
Based on MoES’ Strategy, education departments at regional state
INTERNALLY DISPLACED CHILDREN AS
administrations and local councils should develop and submit financial
A CASE STUDY TO MAKE A SERIES OF
data on expenditure items of local budgets with due consideration of
PUBLICISTIC PRODUCTS FOR NATIONAL
increased numbers of children for approval by councils of Regional
AND REGIONAL PRINTED AND
Programmes for Support the Right to Education for Internally
ELECTRONIC MEDIA.
Displaced Children in 2016.
This example of the best practice in
•
IDPs’ representatives should join community councils at all levels of
the Ukraine’s education system should
central executive authorities and education authorities of regional
focus public attention on prevention
state administrations and local councils. Opportunities to get high-
of segregation, enhanced solidarity in
quality education for internally displaced children should be put on
school communities and involvement of
the agenda of community councils in 2015. Communities of parents
citizens from different Ukrainian regions to
representing internally displaced children must be involved in
address children’s needs irrespective of a
discussions and decision-making processes.
region they live in. •
In cooperation with relevant civil society organisations, MoES methodological department should develop (perhaps, as an objective of the Strategy) a training programme for elementary school and kindergarten teachers ‘Cooperation of School Communities and Patriotic Education in Securing the Right to Education for Internally Displaced Children’. With the support of international programmes, a training session should be held for mixed groups including managers
GIVEN THE LONG-TERM NATURE
of educational institutions from regions hosting the majority of IDPs.
OF CHALLENGES ASSOCIATED WITH IDPS’ RIGHTS TO EDUCATION, MOES SHOULD DEVELOP THE STRATEGY
•
and hold a call of proposals for NGOs in regions hosting large numbers
‘MOBILISATION OF RESOURCES TO
of IDPs to provide microgrants for parents’ committees in Ukrainian
PROVIDE ACCESS TO HIGH-QUALITY
schools to implement cultural, awareness and social projects. Such
EDUCATION FOR INTERNALLY
projects should enhance mutual understanding and cooperation
DISPLACED CHILDREN BY 2020’ (A
through joint efforts to be taken by teaching staff, schoolchildren and
WORKING TITLE)
parents (including IDPs’ representatives). To enhance the social effect
to define the main lines of institutional,
of the call of proposals, methodologists of regional and local education
legal, educational, methodological and
departments should hold trainings based on social mobilisation
awareness efforts to be taken by preschool and
school
educational
and a school-wide approach to promote mutual respect in a school
institutions,
community.
research institutions, parents’ communities and NGOs. Negotiations should be held with
representative
of
international
programmes to promote partnership in the strategy implementation.
10
In cooperation with international programmes, MoES should develop
•
As a part of the Strategy, respective MoES research institutions should develop SMART indicators to monitor implementation and situations with IDPs on an annual basis. Best regional practice should be presented on respective MoES web sources.
III. HIGHER EDUCATION: CONCLUSIONS AND RECOMMENDATIONS III.А CONCLUSIONS
Under the Law of Ukraine ‘On General Secondary Education’,
IN TODAY’S SITUATION, WHEN MANY
the system of secondary education must cover all children of
STUDENTS HAVE TO TRANSFER FROM HIGHER
school age. Hence, the attitude of education departments,
EDUCATIONAL INSTITUTIONS LOCATED IN
educational institutions and teaching staff to address issues
THE OCCUPIED TERRITORIES, THE EXTREME
in the system of general secondary education (including
CONDITIONS AND DEPRESSION FACED BY
securing the right to education for internally displaced
THOUSANDS OF UKRAINIAN CITIZENS,
children) is well-motivated and pro-active and, sometimes,
ESPECIALLY STUDENTS FROM DONETSK
become even paternal in relationship between teachers and
REGION AND CRIMEA, REQUIRE IN-DEPTH
schoolchildren.
UNDERSTANDING AND SHOULD BE ADDRESSED IN A PROFESSIONAL MANNER.
Unlike the general secondary education, university education is a voluntary decision of a citizen. Being of full age, any citizen becomes fully responsible for meeting all requirements of the learning process at a higher educational institution. The role of the administrative and teaching staff of an educational institution is to provide materials for learning only. Before 2014, the existing administrative and teaching difference between two categories of consumers of educational services
For instance, a poll held among internally displaced students show that 97.2% of respondents face poorer financial situation (compared to their situation before relocation) and lower income, and 24% of students are willing to change their current form of education to find a job and pay for their education and accommodation in Kyiv.
(schoolchildren vs. students) was not a significant issue because (1) students transferred to other Ukrainian cities in very rare cases and (2) such transfers were usually planned in advance based on financial standing of a student’s family and were merely considered as a good chance for a student to get better education and become more competitive on a labour market.
In addition, the studies demonstrate psychological problems due to the ruined lifestyle in a home town, a sudden breakdown of social links with one’s relatives and friends, an uncertainty with one’s future, concerns about family members who continue to live in the ATO zone. These issues appear
The first phase of the study shows that in February 2015, 9,367
to be depressive for internally displaced students
ex-students of higher educational institutions located in the
just as financial issues are (accommodation, meals,
ATO zone were enrolled to 101 higher educational institutions
educational expenses etc.). Even one’s simple wish
in Dnipropetrovsk, Zaporizhia, Kyiv, Odesa and Kharkiv regions
to visit parents living in the occupied territory raises
and the city of Kyiv. 5,521 ex-students of Donetsk and Luhansk
safety concerns. In other words, internally displaced
regions are now government-subsidised students. 3,846 ex-
students require special attention from MoES and
students pay for their education themselves or their education is
teaching staff of educational institutions. Most
financed by legal entities. 5,753 students live in hostels, while the
students who have to leave in the occupied territories
others are hosted by their relatives or friends or have to rent out
are patriots of Ukraine. This solid citizenship should
accommodation.
be supported.
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The first practical input of MoES in addressing this challenge was to provide legal framework to
protect
rights
of
internally
displaced
students from occupied territories. With this legal framework, regional education departments and universities could develop local regulations and implement the student transfer procedure. At the same time, monitoring studies show that some urgent regulations were developed far too late
Especially noteworthy is the initiative of MoES and universities to inform students from temporary occupied territories of an opportunity to transfer to similar universities in other Ukrainian cities. MoES and universities took organisational and methodological efforts to optimize enrolment of internally displaced students to higher educational institutions. AT THE SAME TIME, THE MONITORING STUDIES REVEAL THE FOLLOWING PROBLEMS:
and the development process was fragmentary. LACK OF INFORMATION FOR INTERNALLY DISPLACED STUDENTS: For example, MoES issued Order No. 1474 dd. December
39%
interviewees used MoES hot line
16, 2014 ‘On the Scope of Public Contracts’ and provided explanations on the student transfer procedure, issuance of documents and measures to implement current legal requirements (Letter No. 1/9-639 dd. December 16, 2014). The Order requires such students to file an application by
17%
omplained of poor-quality services
December 19, 2014. Order No. 556 dd. May 07, 2014 was uploaded (as observed by monitoring experts) on websites of MoES and Verkhovna Rada of Ukraine only. This appears to be an insufficient measure considering the media blackout in the
12%
got no reply
temporary occupied territories. For example, the monitoring studies demonstrate that 39% of interviewees used MoES hot line: 17% complained of poor-quality services, 12% got no reply, and 8% received insufficient information on their
8%
received insufficient information on their matter
matter. BUREAUCRACY
AND
NON-STANDARDIZED
LIST
OF
DOCUMENTS FOR STUDENT TRANSFERS: According to MoES Consulting Centre, the exact list of enrolment documents is defined by a higher educational institution an internally displaced student is going to transfer to. This causes a risk of wide discretion and sometimes unreasonable interpretation of this legal requirement by higher educational institutions. The monitoring studies show that 35% of respondents faced difficulties in gathering the documents required. Of them, 37% are from the ATO zone,
35%
and 17% are from the Autonomous Republic of Crimea. Crimean students were required to submit their bachelor’s
of respondents faced difficulties in gathering the documents required
degree, specialist’s diploma, a proof of curriculum differences and other papers to transfer to another Ukrainian institution. However these documents could hardly be issued by a higher educational institution under control of the occupation authorities. Moreover, 12% of students think their safety would be at risk if they went to the temporary occupied territories to get such documents. Higher educational
37% from the ATO zone
12
17% from the Autonomous Republic of Crimea
institutions should understand: when any Ukrainian symbol (even a small national flag) may lead to an accusation of extremism and criminal prosecution, student’s decision to transfer to a Ukrainian higher educational institution and his/ her request for documents may have similar consequences.
Nevertheless, Sumy demonstrates an example of best practice. The study shows that 79% of respondents had no problems with enrolment documents to transfer to another higher educational institution. In most cases, institutions were willing to accept documents and students appreciate assistance from the teaching staff.
Where are you going to live upon graduation? (The results are given in percentage)
Of all interviewees, 14% of students claim of biased attitude from administrative staff of a higher educational institution. Notably, students from the ATO zone say
%
0
10
20
30
40
50
60
70
80
about biased attitude while Crimean students does not feel any negative attitude from teachers or other students.
Odesa region
DIFFERENCES IN CURRICULA: The students interviewed consider differences in curricula to be a problem, for example, one student has to pass
Kyiv and Kyiv region
38 modules in addition to his current programme. This is major problem for graduates who have to get ready for their final examinations. Many students complain it is impossible to master new knowledge over quite a short period of time.
AFFORDABLE ACCOMMODATION:
Dnipropetrovsk region
Zaporizhia region
In different Ukrainian cities, internally displaced students face problems with finding hostel accommodation. In Kyiv, 34% internally displaced students have to deal with this problem. In addition, a new problem becomes evident: students cannot visit occupied territories during
Kharkiv region
holidays and higher educational institutions are unable to provide their students with hostel accommodation. Of all interviewees, 26% students faced this problem. Internally displaced students have difficulties with finding accommodation other than a student hostel.
All respondents
In most cases, tenants are unwilling to rent out an apartment to IDPs (Sumy). At the same time, 44% of students did not apply for registration as IDPs. The most common reason is unawareness of the IDP registration
The city where I study now.
procedure. Moreover, the study demonstrates that
I’m going to come back to my home city/village
internally displaced students do not wish to discuss their
Will relocate to other Ukrainian city
problems in an open manner. Most of them are sensitive to this issue and feel uncomfortable when they have to ask for help even when they do need it.
I’m going to leave Ukraine Other
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III.B RECOMMENDATIONS •
In cooperation with respective civil society organisations, MoES should raise students’ awareness of opportunities to transfer from universities located in the temporary occupied territories using social networks, forums developed and moderated by authorised representatives of MoES where students can discuss transfer issues, regular media coverage in national channels. Functioning of MoES Hot Line should be optimised.
•
Whenever regulations governing deadlines for student transfer applications are developed, MoES should take into account restricted access to the relevant information due to the media blackout in temporary occupied territories.
•
The list of documents required to transfer students from universities in the temporary occupied territories should be standardised (as far as practically possible). The single decision-making procedure for admission boards should be developed to address situations when a student is unable to submit all documents required (e.g. due to loss of documents).
•
Higher educational institutions and students’ communities should hold regular events to prevent social exclusion of students, including, where appropriate, psychological aid.
•
To launch a support programme for internally displaced students (clothes, household items) by establishing foundations or using trade union committees, including on a competitive basis based on student’s performance.
•
Representatives of civil society organisations protecting rights of internally displaced students should join community councils at MoES, regional state administrations or students’ councils.
•
In cooperation with international programmes, MoES should develop
TO PROVIDE FOR ADDITIONAL
and hold a call of proposals for students’ NGOs from regions hosting the
EXPENDITURE ITEMS IN THE
majority of IDPs to provide microgrants to cultural, awareness and social
NATIONAL BUDGET AND LOCAL
projects of Ukrainian students. Such projects should promote mutual
BUDGETS 2016 TO ADDRESS HOUSING
understanding and cooperation through joint efforts taken by students
NEEDS OF INTERNALLY DISPLACED
(including IDP representatives). To enhance the social effect of the call of
STUDENTS.
proposals, local NGOs should hold trainings based on social mobilisation to promote mutual respect in a students’ community. •
14
MoES activities for IDPs should take a form of the Strategy and Action
MOES SHOULD HOLD NEGOTIATIONS
Plan. The Strategy and Action Plan should detail the frequency of
WITH UNDP FOR COOPERATION
interventions and necessary resources. Negotiations should be held with
TO ESTABLISH NEW PLACES FOR
representatives of international programmes to enhance cooperation to
INTERNALLY DISPLACED STUDENTS.
address needs of internally displaced students.