In August 2007, Jordan changed its policy to allow non-resident Iraqi ‘refugee’ children to attend public schools. However, many Iraqis had already been in the country for a few years and had missed several years of schooling. They therefore found it difficult integrating into Jordanian schools and catching up on missed education.
This paper is based on an analysis of documents collected by the Save the Children Alliance on accelerated learning and alternative education programmes. The documents, listed in the reference section, describe accelerated learning approaches implemented by a number of different organisations in a variety of countries.
The Education Cluster and the Inter-Agency Network for Emergency Education (INEE) share a common vision to ensure the provision of safe, quality and relevant education in emergencies for persons, of all ages and levels of education.
This facilitation handbook serves as a guide to planning the content and delivering an education in emergencies workshop in Montenegro. The materials referenced by the guide were created in 2010 through a project jointly sponsored by the Education Cluster Unit and the Inter-Agency Network for Education in Emergencies.
This case study analyses the implementation of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction by the Government of Norway (GoN), including the Norwegian Ministry of Foreign Affairs (MFA) and the Norwegian Agency for Development Cooperation (Norad).
ZOA Refugee Care is a Netherlands-based NGO providing support to refugees, displaced people and victims of natural disasters. ZOA started its programme with Burmese refugees living in camp settlements in Thailand in 1984.
Keeping in mind the scenario as mention in above, SC initiate to design and built Earthquake safe and child friendly school buildings. Along with proper design and intensive supervision, SC involves community through the whole cycle of the project from conceptualization to hand over. SC also provides on site training on vulnerability assessment and retrofitting process.
INEE celebrated its 10th Anniversary in 2011! Along the way, INEE has grown from a handful of dedicated people to a network of over 7,000 members in over 170 countries.
When a hurricane comes towards our area, the weathermen and women watch it closely to make sure that everyone will be safe. If it looks like the hurricane may come close to where we live, the Mayor or other newscasters announce on television that we need to evacuate.
Between 2007 and 2009 Relief International provided informal education for Iraqi ‘refugees/asylum seekers’ in informal education community centers. The teachers were volunteers who received a stipend and were mainly Iraqi refugees who were not allowed to work in Jordan. Some teachers were also Jordanian or Palestinian volunteers.
This e-Toolkit has been developed as a result of two years working with preschool children in the Gaza Strip. It is meant to capture and disseminate the experience and lessons learnt by Terre des hommes Italia and the Palestinian Medical Relief Society in implementing activities in favour of young children, their parents and their caregivers (kindergarten directors and teachers)
A PowerPoint to accompany the Issue Paper Capacity Development for Education Systems in Fragile Contexts, authored by ETF and GTZ, as part of the INEE Working Group on Education and Fragility workplan.
The increased awareness of education as an important protection and assistance tool in the context of humanitarian responses to crisis and disaster has not been accompanied with adequate attention and funding by the donor community. There is still a gap between international declarations and government commitments to implement these commitments in their national contexts.
The most important part of teaching and learning is the learning environment, especially the ways how teachers and students interact and how such an environment helps different children learn to their best ability.
The Keeping Children Safe Training Pack centres around the delivery of core content (essential learning) on child protection. Additional training workshops and materials are provided to cover specific roles.
