This paper, published by the Health Systems Resource Centre, examines primary education projects in Sri Lanka both during the period of conflict between the late 1990s and 2001, and in the period after violence ceased.
During an initial emergency response, NGOs and communities often work together to create "safe areas" or "child-friendly spaces" for children and adolescents to play, socialize, learn and express themselves.
Effective emergency education programs are based upon a thorough understanding of who the crisis-affected community is and their active involvement in the design of the program. Active involvement of the community facilitates the identification of community-specific education issues and the effective strategies to address them.
In areas facing crises, school management is typically weak as community leaders and teachers find themselves taking on new roles in school management. The lack of experience in school management is particularly problematic in times of crisis.
Girls, children with disabilities, minority children, and child soldiers are some of the many groups who do not always enjoy full participation within society because they are marginalized or shunned. Special efforts should be made to provide basic education to these children because education is essential to enable them to survive and to participate in society.
These guidelines have been prepared in recognition of the widespread use of SF in WFP’s emergency relief and rehabilitation operations. They are designed to guide WFP country offices in deciding whether or not to utilize SF in an emergency setting and, if so, how best to design and implement such a programme.
In spring 1999, after a short but bloody civil war, hundreds of thousands of refugees were repatriated to Kosovo from neighbouring lands, and the United Nations Interim Administration in Kosovo (UNMIK) was established. Provision of education, to people of all ethnic origins, was an enormous challenge, and this book seeks to identify lessons to be learned from the experience.
The Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction are both a handbook and an expression of commitment, developed through a broad process of collaboration, that all individuals children, youth and adults have a right to education during emergencies.
As highlighted in the introduction this toolkit has been designed to offer advice, ideas and guidance for involving children in consultations at national, regional and international levels.
This brief provides an overview of how teacher training is different in emergencies; who is trained; the timeframe for training; and the forms of, methodology and content for training. It also lays out 4 practical steps to follow in planning effective training for teachers.
For their self esteem, refugees need to show to the rest of the world that they are not completely hopeless. They may have lost many things in life, but knowledge and skills once acquired can never be taken away. Education therefore is a priceless commodity for refugees to cling on to with hope.
This situation analysis checklist provides a series of questions regarding the factors, issues, people and institutions pertaining to the emergency environment, the socio-political context and education system in order to ensure appropriate understanding to plan and implement the programme.
This tool provides a framework for information gathering and need assessment that can be used to assess education needs, services, infrastructure, supply and system capacity.
This toolkit has been designed for community leaders, local children's rights advocates and staff of local child-serving and child-led institutions and agencies to help mobilise and coordinate resources in communities to develop effective monitoring practices for the UN Convention on the Rights of the Child.
Education has only recently been considered as an essential right for refugee children. Education is often the one hope for refugees, allowing them to integrate more easily into their countries of origin or engage productively in their country of asylum.
This guide aims to serve as a user-friendly tool for human rights education and a multi-coloured umbrella covering a number of basic human rights areas.
Strong political leadership is decisive in turning a country's education system around. Anna Obura's study traces the remarkable efforts in Rwanda to reconstruct the national education system after the 1994 genocide, and to right the wrongs of long decades of discrimination, exclusion and divisiveness practised in schools.
This training manual and the accompanying field guide have been designed as a reference for education program officers and humanitarian staff working in conflict/post-conflict settings. It provides a comprehensive introduction to education programming in emergencies, including programmatic goals and educational activities to support these goals.
The present paper is an attempt to understand the complex issues involved in rebuilding educational systems in post-conflict settings and to draw a framework for intervention programmes aimed at supporting educational reconstruction efforts.
This paper seeks to summarise thinking on a number of the challenges that have been encountered by conflict resolution evaluators in the hopes of enhancing evaluation practice and therefore its potential contribution to this field.
The purpose of the 2001 evaluation of the UNHCR Peace Education programme (PEP) was to determine if the programme had had any positive impact on peace building and conflict prevention during the four years of its existence in the Dadaab and Kakuma refugee camps.
1 January 2002
Report
Organization for Economic Co-operation and Development (OECD), United Nations Educational, Scientific and Cultural Organziation (UNESCO)
The objective of the UIS/OECD/EUROSTAT data collection on education statistics is to provide internationally comparable data on key aspects of education systems, specifically on the participation and completion of education programmes, as well as the cost and type of resources dedicated to education.
This guideline has been prepared with major key points to be considered in developing the emergency response or preparedness of EFA plans of action. This guideline provides orientations and recommendations and strategic planning for achieving EFA in situations of emergency, crisis and reconstruction.
This guideline has been prepared with major key points to be considered in developing the emergency response or preparedness of EFA plans of action. This guideline provides orientations and recommendations and strategic planning for achieving EFA in situations of emergency, crisis and reconstruction.
As economic, social and technological change gathers pace, people everywhere need to develop their knowledge and skills, on a continuous basis, so that they can live and work meaningfully in the knowledge society.
The purpose of the 2001 evaluation of the UNHCR Peace Education programme (PEP) was to determine if the programme had had any positive impact on peace building and conflict prevention during the four years of its existence in the Dadaab and Kakuma refugee camps. (From 1998 to 2001.)
INEE felt it would be useful to collect existing materials and to share some of them in the form of a technical kit or mini-library. Some materials in the kit are specific to a given time and place and cannot be used directly elsewhere. However, they can serve as useful resources for teacher training or for curriculum writers in another location.
The research papers presented here represent a step forward in the task of developing deeper professional insights into the field of refugee education and education in emergency situations in general.
These issues are addressed in Primer No. 5; this text is discussing governmental obligations at the domestic level. The right to education is routinely classified as an economic, social and cultural right; these are often deemed to be lacking remedies and are accordingly treated as quasi-rights or not-quite rights.
This Guide can be used in addition to the UNESCO Teacher Education Resource Pack: Special Needs in the Classroom. It repeats some of the messages contained in the Resource Pack. But it also guides teachers on practical ways of coping with children who have particular difficulties in learning.
Education can develop positive attitudes and reflexes, which are important to confront such situations as war or natural disaster. It is vital also to develop an education system or a curriculum that best caters to the needs of crisis-stricken populations, and to ensure that no social groups are excluded or denied the right to education.
First-ever Inter-Agency Consultation on Education in Situations of Emergency and Crisis. The founding of INEE as a network. 8-10 November 2000, Geneva.
This study seeks to develop a clearer understanding of one particular dimension of contemporary ethnic conflict: the constructive and destructive impacts of education – the two faces of education.
This volume provides an international review of issues and programmes concerning the transition from school to work. It combines country-specific papers (Kenya, Korea, South Africa) and regional contributions (selected Latin American countries - Argentina, Brazil, Chile - and OECD countries).
The Dakar Framework is a collective commitment to action. National governments have an obligation for ensuring to ensure that Education for All goals and targets are reached and sustained, a responsibility that can be met most effectively through broad-based partnerships within countries, supported by co-operation with regional and international agencies and institutions.
For this study, UNICEF Education Program Officers (EPOs) from nearly 60 countries answered questions about Life Skills, peace education, gender, reading and writing skills, and learning outcomes in national curricula.
This study looks at coordination dynamics through two situations: coordination for a country (Sierra Leone in the 1990s) and coordination for refugee camps (Rwandan refugees in Ngara District, Tanzania). This Occasional Paper # 140 is one of the final publications by the Humanitarianism and War Project at the Watson Institute at Brown University.
This version of the TEP offers a one year programme with the assistance of locally recruited teachers, who, in some cases, are non-qualified before training. The intention is to provide children with basic learning skills so that they can enter or be reintegrated into normal school activity.
This information makes a strong case that an effective school health programme responds to a new need, increases the efficacy of other investments in child development, ensures better educational outcomes, achieves greater social equity, is a highly cost effective strategy.
Education is both a human right in itself and an indispensable means of realizing other human rights. As an empowerment right, education is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities.
This review documents the critical relationship between nutritional status and psychological development, and demonstrates the potential of combining interventions that enhance early childhood development and those that improve child health and nutrition into an integrated model of care.
The paper outlines a set of broad strategies for UNICEF’s work in education in emergencies, and provides a summary of the organization’s approach, some practical information on implementation, and an identification of areas where more work is needed.
