Between 2007 and 2009 Relief International provided informal education for Iraqi refugees in community centers. The centers were also used by local Jordanian and Palestinian students for remedial classes. The teachers were volunteers who received a stipend and were mainly Iraqi refugees who not allowed to work in Jordan.
Emergency and conflict in countries such as Sri Lanka, Pakistan, Haiti and Afghanistan have made us more aware of the long-term serial disruption and psychosocial damage faced by people caught up in emergency and conflict areas. Open, distance and flexible learning (ODFL) has sometimes been employed in these regions to maintain a degree of continuity in education.
This report presents the findings of a study on child protection financing in emergencies, commissioned by the Child Protection Working Group (CPWG) of the Global Protection Cluster.
This Guidance on HIV in Education in Emergencies provides information for education practitioners who provide, manage or support education services in emergencies.
Emergencies present a multitude of significant threats to children’s protection, including disruption or weakening of the support systems that enable children’s healthy development and well-being. To enable educational access and quality in emergency and early recovery contexts, addressing issues of child protection is essential.
It is critical that humanitarian responses for education are approached from a conflict sensitive framework that understands education’s potential for impacting conflict and fragility, while simultaneously reducing the negative and increasing the positive impacts of education.
The goals of disaster reduction in the education sector are to plan for educational continuity and child protection and to strengthen education for disaster prevention.
Emergency settings pose a set of visible and invisible risks for young children and their families. To mitigate the adverse impacts of emergencies, infants and young children need early positive care interactions with their primary caregivers, access to protective, nurturing and clean environments, good health care, balanced nutrition, and early learning opportunities.
While education is both a human right and an indispensable means of realising other human rights, for too long, those affected by humanitarian emergencies have been deprived of education. To ensure that all male and female learners benefit equally from education in emergencies, it is critical to understand the social and gender dynamics that might affect or place constraints on them.
This Early Childhood Resource Pack is designed to help programme planners and managers understand the basic elements of the best start in life for children and how to most effectively work together to achieve those goals.
Emergencies often increase risk by creating new threats and vulnerabilities and/or exacerbating preexisting ones. However, these risk factors can be reduced through access to quality educational opportunities. Education contributes to reducing the vulnerability of children and adolescents, and girls in particular, to HIV infection and related stigma and discrimination.
Human rights in emergencies are the same as human rights at all times and in all situations; they do not disappear, cannot be diluted, or put on hold. The right to education is a human right and an end in itself, ensuring humans can reach their full potential and claim their other rights.
Emergency situations greatly impact inclusive education because some learners who previously had access to education may be excluded because of various factors. Inclusive education means removing these barriers to participation in learning are removed and that teaching methodologies and curriciula are appropriate and accessible for all students, including those with disabilities.
An inter-sectoral approach to education is essential for an effective education response. Taking an inter-sectoral approach to education means prioritising coordination and close collaboration between education and other sectors, particularly Water and Sanitation, Shelter, Camp Management, Health and Hygiene, Protection, Food aid and Nutrition, in order to address all needs of learners.
The CPDS is a multi-source instrument that assesses non-specific child psychosocial distress and the likelihood of need for psychosocial treatment. The instrument is developed as a primary screener in conflict affected community settings (especially low-and middle-income settings), for children between 8 and 14 years old.
This book seeks to teach learners how to avoid becoming infected with HIV, to help learners recognize symptoms and to encourage those infected to seek appropriate medical care and counselling, to teach learners how best to help people living with HIV within their own families and communities.
This document is for humanitarian health actors working at national and sub-national level in countries facing emergencies and crises. It applies to Health Cluster partners, including governmental and non-governmental health service providers.
