Rapid Education and Risk Analysis (RERA) Toolkit
This toolkit supports the critical first step of better understanding the situation of education systems and learners and their complex and volatile contexts. The purpose of the RERA Toolkit is to guide: 1) USAID education staff on procuring and overseeing RERA implementation; and 2) Implementing partners on implementing a RERA.
What is RERA?
A Rapid Education and Risk Analysis (RERA) is a situation analysis that examines the education sector, learners, and their communities as a dynamic system of multiple contextual risks and assets. It investigates how contextual risks, such as violence, insecurity, natural hazards, and health pandemics, impact education; how education influences these risks; and how these risks influence each other. The central focus of this analysis is the school community and its sources of resilience.
The RERA methodology integrates elements of conflict analysis, disaster risk assessment, resilience analysis, and political economy analysis. It involves the collection and analysis of secondary and primary data. Primary data collection can draw upon a limited, purposive sample of school communities and be conducted in the field in less than two weeks.
TOOL 1: Sample RERA Scope of Work
A Scope of Work template that is adaptable for use by USAID to procure a RERA.
TOOL 2: Sample RERA Consultant Terms of Reference
A terms of reference template that can be adapted by USAID or Implementing Partner to recruit RERA Team members (consultants).
TOOL 3: RERA Conflict Sensitivity Checklist
A template checklist for use by the RERA Team to help ensure conflict sensitivity of the RERA process.
TOOL 4: RERA Parameters Checklist
A template checklist for use by the RERA Team to guide the scope of the RERA exercise.
TOOL 5: RERA Design Plan Template
A template to be adapted by the RERA Team to explain how the RERA will be carried out.
TOOL 6: Key Informants and Focus Group Participants Matrix
A template matrix to be completed by the RERA Team, in consultation with key partners, including the USAID Mission and Ministry of Education, that includes names of persons who can (1) offer the RERA Team suggestions for reports and information, including citations, and (2) serve as respondents in data collection activities (both for key informant interviews and focus group discussions).
TOOL 7: Key Documents and Resources Matrix
A template matrix to be completed by the RERA Team in consultation with key partners, including the USAID Mission and Ministry of Education, that includes the names, source links/citations, and descriptions of secondary data sources (documents and resources) to be included in the desk review.
TOOL 8: RERA Research Questions
Tool 8 organizes all the RERA research questions from general to more specific and links them to data sources. The RERA Team can use the data collected from these questions to complete TOOL 9: School Community Review Scoring Rubric.
TOOL 9: School Community Review Scoring Rubric
Tool 9 is an internal document that accompanies the desk review and guides the RERA Team to conduct the analysis of secondary data to inform the Team’s decision about field data collection parameters and sites.
TOOL 10: School Community Fieldwork Tool
Tool 10 guides qualitative primary data collection using a limited, purposive sample of school communities. The tool’s conceptual focus centers on understanding the dynamic, two-way interaction between school communities and contextual risks, and the factors behind school community resilience. The tool centers on focus group discussions and key informant interviews.
TOOL 11: Sample RERA Final Report Outline
Tool 11 consists of a sample outline for the RERA Final Report, which can be adapted by the RERA Team in consultation with the USAID Mission.
TOOL 12: Key Partner Education and Risk Analysis Tools
Tool 12 offers curated references to other tools for conducting education sector assessments, conflict analyses, disaster risk assessments, and resilience analyses.
Annex 1: Why Think in Terms of Risk
Annex 1 offers a short brief on key risk concepts and their utility.
Annex 2: Resilience Factors of School Communities and Learners
Annex 2 briefly expands on the resilience dimensions that inform the RERA methodology.
Annex 3: Glossary
Annex 3 offers a list of key terms most relevant to the RERA methodology and process.
Template RERA Database (Excel file)
This Excel file serves as a template that accompanies Tools 9 and 10 and can be adapted as necessary.
The resources below include sample final reports from countries that have conducted RERAs.
EDC, in partnership with FHI 360, conducted a joint Rapid Education and Risk Analysis and Do No Harm Conflict Sensitivity Analysis. The purpose was to identify the specific contextual risks of most relevance to this activity; the “connectors” (i.e., local conflict prevention and resolution resources/local mechanisms, events/institutions that support peace in the targeted communities, norms); and the “dividers” (i.e., norms, practices, drivers of tensions and conflict); current education needs, capacity, opportunities, vulnerabilities, and access for children and youth in the targeted regions; and the entry points and strategies for the project to leverage local connectors and resources for peace.
Rapid Education and Risk Analysis in DRC
RERA: DRC – Kasaï
The Kasaï RERA is a qualitative situational analysis, using secondary data review, a previous Conflict Sensitivity Analysis study, and key information/focus group discussions. The analysis focuses on areas of resilience within the conflict-affected school communities and answers research questions related to interaction of social and security environment with education, and how to strengthen existing resilience factors. Data was collected from eight conflict affected school communities in Kasaï Central and eight conflict-affected school communities in Kasaï Oriental from May 21th to 31th, 2018.
Kasaïs Rapid Education Risk Analysis Report
RERA: South Sudan
In 2017, USAID commissioned Management Systems International to conduct a Rapid Education and Risk Analysis (RERA) in South Sudan to ensure that programming remained effective, risk-informed, and conflict-sensitive, The RERA involved approximately 900 respondents and helped USAID understand the relationship between the conflict and the educational system in South Sudan, the risks associated with access to education, and the perception of community-level actors on how education mitigates the effects of conflict.
Rapid Education and Risk Analysis – South Sudan – Final Report
USAID/Bangladesh commissioned Dexis Consulting Group to conduct a Rapid Education and Risk Analysis (RERA) in October 2019 to understand the impact of the Rohingya influx on pre-primary through secondary education in Bangladeshi schools in Cox’s Bazar district. The specific objectives of the RERA were to (i) gain a broader understanding of the risks, needs, assets, and capacities of the education sector in Cox’s Bazar, and (ii) inform education programming to support Bangladeshis in Cox’s Bazar, particularly host and impacted communities. The RERA reached 900 respondents through 141 focus group discussions and 33 key informant interviews in six sub-districts across Cox’s Bazar.
Rapid Education and Risk Analysis – Cox’s Bazar – Final Report
The Rapid Education and Risk Analysis (RERA) was commissioned by USAID Liberia in 2017 as part of the start-up of the USAID Accelerated Quality for Liberian Children Activity. Education Development Center, Inc., conducted the RERA in May and June of 2017.
Liberia AQE RERA Final Submission Approved
RERA: Gao, Tombouctou, Kidal, Ségou and Mopti
In 2016, USAID/Mali commissioned a Rapid Education and Risk Analysis (RERA) for the regions of Gao, Tombouctou, Kidal, Ségou, and Mopti as part of the Education Recovery Support Activity (ERSA), led by CAMRIS International. The RERA aimed to collect community perceptions and the impact of the conflict on the education of children; determine the impact of crises on Malian children, their schools, communities and the education system; and identify and explore the multiple barriers to access to education for children affected by the conflict. The Center for Studies and Research on Population and Health Information (CERIPS) conducted the RERA from August to September 2016.
Analyse sur les risques relatifs à l’éducation dans les régions de Gao, Tombouctou, Kidal, Ségou et Mopti
Rapid Education Risk Assessment (RERA) for the regions of Ségou, Mopti, Tombouctou, Gao, and Kidal
Mali RERA presentation
RERA: Gao, Mali
In 2015, a RERA was conducted in Gao, Mali, by the USAID-funded Education Recovery Support Act project. The purpose of this RERA was to analyze the effects of the crisis on the lives of the population, the school system, and the security situation in order to define the project’s implementation strategies for the region. Below you will find links to the RERA final report in English and French as well as a presentation given by the project to stakeholders.
Rapid Education Risk Analysis in the Gao Region Final Report
Evaluation rapide des risques en éducation dans la région de Gao
RERA: El Salvador
The RERA El Salvador was commissioned by the USAID Mission in El Salvador, in March 2016, and carried out by ECCN to provide a snapshot of how the education sector is interacting with various risks—particularly gang violence and insecurity. The full report is available below.
Rapid Education and Risk Analysis in El Salvador Final Report
Rapid Education and Risk Analysis in El Salvador Final Report (Spanish Version)
USAID required Creative Associates International to carry out a Rapid Education and Risk Analysis in Afghanistan within the first three months of their Afghan Children Read project award. The Afghanistan RERA was implemented in 2016 and focused on risks posed by general insecurity, return of refugees, and natural disasters. A secondary focus of the RERA was the perception of education in the target districts, perceived quality of early grade reading, role of parents, coping strategies of communities, and perceptions regarding public, Community Based Education, and private schooling options. The RERA conducted primary data collection using a purposive sample of school communities in the five districts of Shakar Dara, Herat City, Guzara, Jalalabad, and Kama.
RERA Afghanistan 2017
FHI360 conducted a RERA in Senegal which sought to map the relations between the general political, economic, social, security, and environmental situations in Southern Senegal and the education sector, especially at the school and community levels to understand the impact of the conflict on girls, boys, and understand the dynamics of conflict as they relate to education programming. It also aimed to identify the factors of resilience that positively influence access, security, and quality of education and existing resources, capabilities and priorities of the education system.
Rapid Education and Risk Analysis in Senegal Final Report
Access training resources and materials below. Stay tuned for details on the next RERA training.
What are the goals of the training?
By the end of the course, participants will be able to:
- Identify the rationale and purpose for conducting a RERA;
- Learn steps for RERA planning and procurement;
- Learn key considerations for implementing a RERA in a collaborative and participatory way;
- Learn the data collection and analysis methodology of a RERA;
- Learn effective approaches for developing RERA findings, conclusions, and recommendations.
1.1 Welcome and Introductions: Participant Manual
1.2 Education and Multiple Risks: Presentation
1.3 RERA Overview: Presentation
2.3 Analyzing Data and Developing Findings: Presentation
2.4 RERA Conclusions and Recommendations: Presentation
2.5 Completing and Disseminating the RERA Final Report: Presentation