BiWeekly Bulletin
4/7/2016
INEE BiWeekly Bulletin, 01 April 2016
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BiWeekly Bulletin We are pleased to share with you the INEE BiWeekly Bulletin, which highlights recent information, opportunities, and resources in the field of education in emergencies. We encourage you to share with us any relevant content for inclusion in future bulletins and on the INEE website. Please forward your suggestions with attachments and web links to [email protected]. Past editions of the INEE BiWeekly Bulletin are available on the INEE website. 01 April 2016
In this Bulletin Calls to Action INEE Conflict Sensitive Education Pack Usage Survey Call to Action: Ambitious new resources for EiE EduApp4Syria Deadline Nears! Next Deadline for the Scholar Rescue Fund May 2nd! Host an Education Commission Consultation! Your help is needed for the next Sphere Handbook revision! Call for literature on girls’ education in conflict affected countries
Join Us
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Quick Links
Events Education in Building Social Cohesion and Sustainable Peace The Importance of Monitoring the Right to Education The Research Consortium on Education and Peacebuilding
Resources Can Technology Make a Difference for Education in Crisis? Syria Crisis Education Fact Sheet: Five Years of Conflict The Role of Education in Peacebuilding: Myanmar Report Key messages for the World Humanitarian Summit Scorecard: Education in Emergencies Hardcopies of INEE Materials Available
INEE Toolkit INEE Minimum Standards Member Database Jobs FAQs Donate To INEE
Opinions Education in Emergencies: It’s Worse Than We Thought INEE Minimum Standards Training of Trainers (TOT) What can education systems do to prevent and prepare for crises? Avoiding the danger of a single story
INEE News Roundup
http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=45ac53f831
EiE in numbers: A child of a mother who can read is 50% more likely to live past age 5. GPE
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INEE BiWeekly Bulletin, 01 April 2016
Calls to Action INEE Conflict Sensitive Education Pack Usage Survey
Have you used or are you using the INEE Conflict Sensitive Education (CSE) Pack or CSE training materials? INEE wants to hear from you! INEE wants to learn from your experience using the INEE CSE Tools so that we can share good practices with other members and learn from your experience what works well and what needs to be improved. Access the 10minute survey here in English, French, Portuguese, Spanish, and Arabic. The deadline to complete this survey is 13 April 2016. Visit the INEE Toolkit to learn more about the INEE CSE Pack and CSE Training Materials.
Call to Action: Ambitious new resources for education in emergencies Global Campaign for EducationUS (GCEUS), Save the Children World’s leading education experts, NGOs and campaign organisations urge financing for education in emergencies at World Humanitarian Summit in Istanbul In 2015 alone, more than 80 million children and young people had their education disrupted or destroyed by emergencies and prolonged crises. Record numbers of attacks on schools, natural disasters, wars and the largest refugee crisis since World War II have increased the need for education in emergencies. Despite this, less than 2 percent of all humanitarian funding has gone to education every year since 2010. There is now an approximate $9 billion dollar gap for education in emergencies annually. Generations of displaced and refugee children are losing their right to rebuild their lives and communities. That can all change soon. In May 2016, at the first ever World Humanitarian Summit, world leaders will launch a new education crisis platform. The platform will include a ‘Breakthrough Fund’ to begin to adequately finance efforts to meet the educational needs of millions of children and young people affected by crisis. This fund must: be financed with multiyear donor commitments, be supported by new funding and resources that are ambitious enough to address the scale of the crisis in education and emergencies, be supported by resources that are additional, and not at the expense of other critical education and povertyfighting interventions, and build on existing financing mechanisms so as to ensure smooth transition from crisis response to longer term development of education systems.
Call to Action: Ambitious new resources for education in emergencies Education is a human right. We cannot stand by while children are shut out from the opportunity for an education due to conflicts and disasters. We must bring new and immediate financing to deliver education alongside protection and other essential social services. We, the undersigned organisations, call upon world leaders at the World Humanitarian Summit to launch an education crisis platform and make new, multiyear, pledges aimed at funding the platform and http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=45ac53f831
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INEE BiWeekly Bulletin, 01 April 2016
supporting the 80 million affected children so that it can truly be a breakthrough for children living without education in the most dangerous or unstable contexts. World leaders have said “Education Cannot Wait,” and must now take action to keep that promise to the most marginalised and vulnerable children. To sign your organisation on to this Call to Action by April 5 please email Lauren Petersil at lpetersil@gceus.org and include your organization’s logo. Please also indicate if you have the ability to help deliver the final Call to Action to policymakers, and if so in which countries.
EduApp4Syria Deadline Nears! Norad, NMFA, All Children Reading, INEE, Orange, Norwegian University of Science and Technology The EduApp4Syria prize competition is fast approaching its April 1 deadline for submission. EduApp4Syria seeks the development of a smartphone app that can build foundational literacy skills in Arabic and improve psychosocial wellbeing among Syrian refugee children, aged five to 10. Former United Kingdom Prime Minister Gordon Brown highlighted the innovative competition in his recent article "Virtual Education in Conflict Zones." EduApp4Syria was also mentioned in a recent report by the Global Business Coalition for Education, "Exploring the Potential of Technology to Deliver Education & Skills to Syrian Refugee Youth" as well as in the Devex blog, "7 Ways to Apply Tech to Refugee Education." The competition is supported by the Norwegian Agency for Development Cooperation, the Norwegian Ministry of Foreign Affairs, All Children Reading: A Grand Challenge for Development, the InterAgency Network for Education in Emergencies, the mobile operator Orange, and the Norwegian University of Science and Technology. Full details and proposal documents can be found here. The total prize purse is estimated at US$1.7 million.
Next Deadline for the Scholar Rescue Fund May 2nd! Institute of International Education The Institute of International Education's Scholar Rescue Fund (IIESRF) has announced a May 2nd deadline for its next round of applications from scholars facing threats to their lives or careers. Fellowships support temporary academic positions at colleges, universities, and other research institutions anywhere in the world where the scholars can continue their academic work in safety. Any persecution or violence due to a scholar’s scholarship, identity, or beliefs would qualify. This may include intimidation, harassment, repression, censorship, unjust punishment or violence arising out of a scholar’s work, and/or exercise of his/her fundamental human rights. IIESRF may also make a limited number of awards to scholars facing general insecurity, instability, or civil conflict that affects the whole population of a country or region. Click here to access the application and for more information.
Host an Education Commission Consultation! The Education Commission This week, the Education Commission launches a global consultation to bring forward the ideas and perspectives of civil society organizations, NGOs, teachers and young people. We are inviting our partners, grassroots organizations and community groups to hold meetings and workshops focused on specific issues being addressed by the Commission and to submit the outcomes. http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=45ac53f831
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INEE BiWeekly Bulletin, 01 April 2016
Through this process, we hope to engage as many diverse perspectives from our developing country partners and those working on the ground to deliver and support education for the most marginalized. About Commission Consultations: What: Consultation sessions are forums aimed to solicit input and feedback from education stakeholders about essential pieces of the Commission’s work. Who: Civil society organizations, NGOs, teachers, young people and individuals are encouraged to host consultations within their communities and networks. Where: Your city, town or neighborhood When: The consultation period is open from March 15 – April 30, 2016. How: Sign up here to receive a consultation kit. Materials are available in several different languages. About the Commission: The International Commission on Financing Global Education Opportunity is a major new global initiative engaging world leaders, policy makers and researchers to develop a renewed and compelling investment case and financing pathway for achieving equal educational opportunity for children and young people.
Your help is needed for the next Sphere Handbook revision! The Sphere Project As the Sphere Project begins to prepare for a revision of the Sphere Handbook scheduled to start later this year, we would like to gather evidence about how the Handbook is used across the humanitarian community. Please help us by sharing how you use the Handbook via this short survey. The survey consists mostly of multiplechoice questions and takes between 6 and 12 minutes to complete — really, we have tested it! All responses are anonymous. You can access the survey in English, Castellano, Français and Arabic. These surveys will close in early April. Click here for more information about the Sphere Handbook.
Call for literature on girls’ education in conflict affected countries UNGEI, ODI UNGEI, in partnership with the Overseas Development Institute (ODI), is undertaking a review of the situation of girls’ education in conflict affected countries and protracted refugee crises. Due to the relative paucity of data on the subject, ODI are requesting grey literature to assist in what I am sure you will agree is an extremely valuable area of study. This includes any internal programme documentation you might be willing to share (such as internal monitoring reports) and not only rigorous evaluations. We want to cast a wide net initially. The overarching questions we are looking to address are: What do we know about good education practice for girls’ in these contexts? (both interventions targeted to girls as well as interventions for girls and boys in which programming reflects a good understanding of gender challenges in conflict and refugee contexts). What are the challenges to implementing these practices, and how can they be overcome? What lessons can be learned from interventions in these contexts? If you are able to assist with grey literature or would like to see particular interventions featured please contact Arran Magee at the Overseas Development Institute at: [email protected]
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INEE BiWeekly Bulletin, 01 April 2016
Events The Role of Education in Building Social Cohesion and Sustainable Peace UNICEF, World Bank Group, GPE, Learning for Peace WHEN Wednesday, 6 April 2016, 18:0021:00 Cocktail reception Thursday, 7 April 2016, 09:0017:00 Knowledge sharing and discussions WHERE World Bank Preston Auditorium 1818 H Street, NW, Washington, DC 20433 Click here to RSVP. Click here for an informational flyer.
Monitoring the Right to Education in the Context of the 2030 Education Agenda Right to Education Date: 11 April 2016 Time: 14:30 – 16:30 Location: Committee Room 1 at the UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL The Right to Education Project would like to invite you to attend the official launch of the online Guide to Monitoring the Right to Education Using Indicators followed by an open panel discussion on the importance of monitoring the right to education in the context of the 2030 education agenda. The event will begin with a presentation of the Right to Education Project’s online Guide to Monitoring the Right to Education and Right to Education Indicators Selection Tool. The presentation will be followed by an open panel discussion on the importance of monitoring education from a human rights perspective in light of the new commitments made by the international community to achieve Sustainable Development Goal 4 on education and the goals set forth in the Education 2030 Incheon Declaration and Framework for Action. The expert panelists will be: Dr Kishore Singh, United Nations Special Rapporteur on the Right to Education Delphine Dorsi, Executive Coordinator, Right to Education Project Savio Carvalho, Senior Adviser, Campaigning on International Development and Human Rights, Amnesty International David Archer, Head of Programme Development, ActionAid The panel will be moderated by Dr Kirrily Pells, Lecturer in Childhood and Children’s Rights, UCL Institute of Education. Places for this event are limited. Please register your interest in this event by emailing your name, organisation, and position to Erica Murphy at: erica.murphy@righttoeducation.org
The Research Consortium on Education and Peacebuilding Learning for Peace & University of Amsterdam
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INEE BiWeekly Bulletin, 01 April 2016
Between July 2014 and June 2016 the Research Consortium on Education and Peacebuilding, a partnership between UNICEF and the University of Amsterdam, the University of Sussex, Ulster University and in country partners, is conducting a programme of research with the intention of addressing one of the UNICEF Learning for Peace Programme key initiatives,'contributing to the generation and use of evidence and knowledge in policies and programming related to education, conflict and peacebuilding.' The Consortium carried out research across three thematic areas: 1. The integration of education into peacebuilding processes at global and country levels. 2. The role of teachers in peacebuilding. 3. The role of formal and nonformal peacebuilding education programmes focusing on youth. In addition, throughout the research project and as a cross cutting theme in all three areas, the project aimed to understand the dynamics and impact of various forms of direct and indirect violence in relation to education systems and educational actors in situations of conflict. Each thematic focus also included a gender analysis. The research seeks to generate evidence that can inform policy and practice aimed at the global and national peacebuilding community, and the global and national education and international development communities. The Research team would be delighted if you could join us at a dissemination seminar in Amsterdam from Wednesday 20th April to Friday 22nd April 2016, to learn more about our research findings and engage with other key stakeholders in discussing what role education can play in peacebuilding debates in the coming years. Click here for more information Register here through April 8th.
Resources Can Technology Make a Difference for Education in Conflict and Crisis? Dr. Negin Dahya, University of Washington, commissioned by GIZ and partners The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized learners in conflict and crisis settings. A recently released Landscape Review fills knowledge gaps about the use of mobile technology in education in emergencies, lessons learned and opportunities. The full report is also complemented by three selfpaced online learning modules on ICT4E with refugees. The learning modules can be downloaded here. The review and learning modules identify major trends, patterns, knowledge gaps and lessons learned about the use of mobile technologies in crisis and conflict settings and synthesizes key themes and considerations for practitioners and policy makers in this field. The online modules also emphasize practical examples. Click here to access the report.
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INEE BiWeekly Bulletin, 01 April 2016
Syria Crisis Education Fact Sheet: Five Years of Crisis and Conflict UNICEF
As the crisis in Syria enters its sixth year, children continue to bear the brunt of the conflict. Two decades of investment in education have been wiped out and many Syrian schoolage children have never seen the inside of a classroom, while those in school continue to be at risk of dropping out. The new Syria crisis education fact sheet finds that five years of conflict have tripled the proportion of Syrian children out of school, from 0.9 million in the 2011/2012 school year to 2.8 million in the 2014/2015 school year. Other key facts: Inside Syria, 2 out of 5 children are out of school (2.1 million) Outside Syria, 1 out of 2 Syrian children are out of school (0.7 million) 9 out of 10 refugee outofschool children are in Turkey and Lebanon In Iraq, 30% of Syrian refugee children are out of school 9 out of 10 Syrian refugee children and Iraqi displaced children are living in host communities, not refugee camp For more information download the fact sheet in English and Arabic.
The Role of Education in Peacebuilding: Myanmar Country Report Learning For Peace We are delighted to introduce the second in a series of four reports exploring education and peacebuilding in specific country contexts from the Research Consortium on Education and Peacebuilding. Written by researchers from the University of Amsterdam team, in partnership with local researchers in Myanmar, the report explores education and peacebuilding in Myanmar from three viewpoints: The Integration of Peacebuilding into Education Policies and Programmes. The Role of Teachers in Peacebuilding. The Role of Formal and Non Formal Youth Education Initiatives. Consortium teams carried out research in four countries over the course of the project: Myanmar, Pakistan, South Africa, and Uganda. A number of research outputs are available in order to access the findings of the Myanmar research team: Briefing note outlining key issues and possible ways forward (3 pages) Executive Summary (10 pages) Executive Summary (Burmese) Country Report Summary (35 pages) Full Background Country Report Click here to learn more about Learning for Peace.
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Key messages for the World Humanitarian Summit Education Cluster Based on UN SecretaryGeneral (UNSG) report One Humanity: Shared Responsibility Recognise a change is needed from just keeping people alive Better cooperation as laid out in the transformative agenda supports this vision, but we must ensure those leading humanitarian action follow the vision Multiyear funding for protracted crises is essential Affected populations voice must be heard, their skills utilised and local capacity built Education can play a key role in moving countries out of protracted crises Schools must be kept safe Click to download the full onepager of key messages.
Scorecard: Education in Emergencies A World at School The number of children whose education has been disrupted by conflicts and natural disasters has increased to 80 million. The shocking statistic for 2015 is revealed in an education in emergencies "scorecard" published today by A World at School, which calls for urgent action from world leaders. There have been a record number of children affected by crises including attacks on education, wars, natural disasters and health alerts such as Ebola. Despite that, and the biggest refugee crisis since World War II, less than 2% of all humanitarian aid in 2015 went to education. That has left an annual funding shortfall of $9 billion. The scorecard looks at the progress or lack of it in funding education in 28 countries hit by emergencies. They include those affected by the fiveyear Syrian conflict with 5.4 million children in need of education within Syria and another 700,000 in neighbouring countries and Nepal, where thousands of schools were decimated by the earthquakes in 2015. Click to download and read the scorecard on EiE.
Hardcopies of INEE Materials Available INEE INEE is pleased to provide hard copies of a variety of practical, fieldfriendly tools and resources to guide educationalists, humanitarian workers and government officials working in the field of education in emergencies through to recovery. Tools are available free of charge, until funds are exhausted, in a variety of languages, including English, Spanish, Arabic, French and Portuguese. Please keep in mind, that INEE will request members reimburse the shipping costs. If you a training or other event coming up, please request the resources well in advance. To order hardcopies of INEE materials online, click here. Please address any questions to [email protected].
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Opinions Education in Emergencies: It’s Worse Than We Thought Kolleen Bouchane
With the situation in Syria now the worst refugee crisis since World War II, it should come as no surprise that education for children in emergencies is a critical problem. More than 2.8 million Syrian children inside and outside Syria are currently out of school, putting them at greater risk for serious forms of exploitation like child labour and child marriage. But the educational crisis goes far beyond Syria, impacting millions of other children around the world who have also been forced out of school by emergencies. In fact, globally the state of education for children in emergency and crisis environments is much worse than even I initially imagined. Click to read the full article.
INEE Minimum Standards and Education in Emergencies Training of Trainers (TOT) Charlotte BalfourPoole, Emeline Marchois, Suha Tutunji Jet lagged maybe, but lacking in energy they certainly were not! Twentynine eager participants arrived in Washington D.C. for a five day INEE Minimum Standards (INEE MS) Training of Trainers. The training began with an introduction from all the participants with a range of experiences and from a wide range of diverse contexts and countries, representing over 15 different countries including from Fiji, South Sudan, Japan, Guinea, Lebanon, Burundi, Vanuatu, DRC, Pakistan and the USA. The training was run by INEE in partnership with the Japan Platform kindly sponsored by Mercy Corps under the TOMODACHI NGO Leadership Program. Click here to read more.
Planning for crisis – what can education systems do to prevent and prepare? Leonora MacEwen, IIEPUNESCO Hazards, either natural or humanmade, do not necessarily lead to crisis. While education systems are often impacted by crises, there are measures that can be put in place to mitigate risks and increase efficiency and equity. Ministries of education (MoE) are increasingly aware of this and countries including South Sudan, Uganda, Mali, Burkina Faso and others have started planning for crises before they occur. What does crisissensitive planning entail? Crisissensitive planning begins with a risk analysis, or as some would call it, a conflict and disaster risk analysis. There are many tools out there to support the development of such an analysis, including the Rapid Education and Risk Analysis(RERA), UNESCOIIEP’s and PEIC’s guidance and more. These http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=45ac53f831
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analyses then feed into policy and plan development and implementation. And in order for risk reduction strategies to be effectively implemented, they need to be costed and funded. Click to read the full article.
Avoiding the danger of a single story Tanyella Evans On April 2nd, International Children’s Book Day, the world celebrates the extraordinary gift of adventure and imagination that stories bring to children’s lives. It’s a humbling reality though that many children in the developing world are not able to experience the joy of a bedtime story, or their favorite characters in an adventure series. Millions of children do not have access to books at all, and when they do, these books are often printed in languages they don’t understand, with story lines and characters that children cannot identify with, critically limiting imagination, national pride and selfexpression. Click to read the full blog post.
EiE News Roundup Read these and more articles every day in the INEE Newsfeed. Urgent action needed for 80m children whose education has been hit by emergencies A World At School 30 March 2016 The number of children whose education has been disrupted by conflicts and natural disasters has increased to 80 million. The shocking statistic for 2015 is revealed in an education in emergencies “scorecard” published today by A World at School, which calls for urgent action from world leaders. There have been a record number of children affected by crises including attacks on education, wars, natural disasters and health alerts such as Ebola. Despite that, and the biggest refugee crisis since World War II, less than 2% of all humanitarian aid in 2015 went to education. That has left an annual funding shortfall of $9 billion. Click to read more Syrian refugee teachers strive to deliver better education Al Arabiya English 23 March 2016 “We hope that we can return to our country but at the same time there is a chance to learn so we shouldn’t miss this opportunity,” Alaa alMasalmeh, a Syrian refugee teacher, told Al Arabiya English during a twoday teacher training conference that began in the camp on Monday. “Even if one day we do return, at least we could finish or continue with our education, we shouldn’t just sit and do nothing, we should try to live life normally.” Click to read more When extremism stalks the students: Educational solutions to India’s conflict zones Times of India 22 March 2016 Gandhi, the father of our nation, once said, “You can chain me, you can torture me, you can even destroy this body, but you will never imprison my mind.” This quote is particularly relevant in the modern era, when violent extremism has led to widespread displacement of massive populations around the globe, and has contributed to a climate of distrust and fear. Perhaps the most telling effect of extremism is the disruption of education, from primary to college level – something that affects not only our present, but also our future. Click to read more Education for children in crisis zones a concern, says Dubai Cares chief The National UAE 21 March 2016 Providing education to children in the aftermath of natural and manmade disasters will be an important http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=45ac53f831
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focus for Dubai Cares in the coming years. Millions of children around the world are left without access to schools and teachers following an emergency. Tariq Al Gurg, chief executive of Dubai Cares, said the world was facing a race against time to make sure education reached those in crisishit countries around the world. Click to read more
The InterAgency Network for Education in Emergencies (INEE) is an open global network of practitioners, students, teachers, staff from UN agencies, nongovernmental organizations, donors, governments, and universities who work together to ensure all persons the right to quality, relevant and safe educational opportunities. INEE is a vibrant and dynamic interagency forum that fosters collaborative resource development and knowledge sharing and informs policy through consensusdriven advocacy. www.ineesite.org All rights reserved. If you reprint, copy, archive, or repost this message, please retain this disclaimer. Quotations or extracts should include attribution to the original sources.
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INEE BiWeekly Bulletin, 01 April 2016
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Past Issues
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Having trouble viewing this message? Click to read the online version.
BiWeekly Bulletin We are pleased to share with you the INEE BiWeekly Bulletin, which highlights recent information, opportunities, and resources in the field of education in emergencies. We encourage you to share with us any relevant content for inclusion in future bulletins and on the INEE website. Please forward your suggestions with attachments and web links to [email protected]. Past editions of the INEE BiWeekly Bulletin are available on the INEE website. 01 April 2016
In this Bulletin Calls to Action INEE Conflict Sensitive Education Pack Usage Survey Call to Action: Ambitious new resources for EiE EduApp4Syria Deadline Nears! Next Deadline for the Scholar Rescue Fund May 2nd! Host an Education Commission Consultation! Your help is needed for the next Sphere Handbook revision! Call for literature on girls’ education in conflict affected countries
Join Us
Forward Bulletin
Quick Links
Events Education in Building Social Cohesion and Sustainable Peace The Importance of Monitoring the Right to Education The Research Consortium on Education and Peacebuilding
Resources Can Technology Make a Difference for Education in Crisis? Syria Crisis Education Fact Sheet: Five Years of Conflict The Role of Education in Peacebuilding: Myanmar Report Key messages for the World Humanitarian Summit Scorecard: Education in Emergencies Hardcopies of INEE Materials Available
INEE Toolkit INEE Minimum Standards Member Database Jobs FAQs Donate To INEE
Opinions Education in Emergencies: It’s Worse Than We Thought INEE Minimum Standards Training of Trainers (TOT) What can education systems do to prevent and prepare for crises? Avoiding the danger of a single story
INEE News Roundup
http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=45ac53f831
EiE in numbers: A child of a mother who can read is 50% more likely to live past age 5. GPE
1/11
4/7/2016
INEE BiWeekly Bulletin, 01 April 2016
Calls to Action INEE Conflict Sensitive Education Pack Usage Survey
Have you used or are you using the INEE Conflict Sensitive Education (CSE) Pack or CSE training materials? INEE wants to hear from you! INEE wants to learn from your experience using the INEE CSE Tools so that we can share good practices with other members and learn from your experience what works well and what needs to be improved. Access the 10minute survey here in English, French, Portuguese, Spanish, and Arabic. The deadline to complete this survey is 13 April 2016. Visit the INEE Toolkit to learn more about the INEE CSE Pack and CSE Training Materials.
Call to Action: Ambitious new resources for education in emergencies Global Campaign for EducationUS (GCEUS), Save the Children World’s leading education experts, NGOs and campaign organisations urge financing for education in emergencies at World Humanitarian Summit in Istanbul In 2015 alone, more than 80 million children and young people had their education disrupted or destroyed by emergencies and prolonged crises. Record numbers of attacks on schools, natural disasters, wars and the largest refugee crisis since World War II have increased the need for education in emergencies. Despite this, less than 2 percent of all humanitarian funding has gone to education every year since 2010. There is now an approximate $9 billion dollar gap for education in emergencies annually. Generations of displaced and refugee children are losing their right to rebuild their lives and communities. That can all change soon. In May 2016, at the first ever World Humanitarian Summit, world leaders will launch a new education crisis platform. The platform will include a ‘Breakthrough Fund’ to begin to adequately finance efforts to meet the educational needs of millions of children and young people affected by crisis. This fund must: be financed with multiyear donor commitments, be supported by new funding and resources that are ambitious enough to address the scale of the crisis in education and emergencies, be supported by resources that are additional, and not at the expense of other critical education and povertyfighting interventions, and build on existing financing mechanisms so as to ensure smooth transition from crisis response to longer term development of education systems.
Call to Action: Ambitious new resources for education in emergencies Education is a human right. We cannot stand by while children are shut out from the opportunity for an education due to conflicts and disasters. We must bring new and immediate financing to deliver education alongside protection and other essential social services. We, the undersigned organisations, call upon world leaders at the World Humanitarian Summit to launch an education crisis platform and make new, multiyear, pledges aimed at funding the platform and http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=45ac53f831
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INEE BiWeekly Bulletin, 01 April 2016
supporting the 80 million affected children so that it can truly be a breakthrough for children living without education in the most dangerous or unstable contexts. World leaders have said “Education Cannot Wait,” and must now take action to keep that promise to the most marginalised and vulnerable children. To sign your organisation on to this Call to Action by April 5 please email Lauren Petersil at lpetersil@gceus.org and include your organization’s logo. Please also indicate if you have the ability to help deliver the final Call to Action to policymakers, and if so in which countries.
EduApp4Syria Deadline Nears! Norad, NMFA, All Children Reading, INEE, Orange, Norwegian University of Science and Technology The EduApp4Syria prize competition is fast approaching its April 1 deadline for submission. EduApp4Syria seeks the development of a smartphone app that can build foundational literacy skills in Arabic and improve psychosocial wellbeing among Syrian refugee children, aged five to 10. Former United Kingdom Prime Minister Gordon Brown highlighted the innovative competition in his recent article "Virtual Education in Conflict Zones." EduApp4Syria was also mentioned in a recent report by the Global Business Coalition for Education, "Exploring the Potential of Technology to Deliver Education & Skills to Syrian Refugee Youth" as well as in the Devex blog, "7 Ways to Apply Tech to Refugee Education." The competition is supported by the Norwegian Agency for Development Cooperation, the Norwegian Ministry of Foreign Affairs, All Children Reading: A Grand Challenge for Development, the InterAgency Network for Education in Emergencies, the mobile operator Orange, and the Norwegian University of Science and Technology. Full details and proposal documents can be found here. The total prize purse is estimated at US$1.7 million.
Next Deadline for the Scholar Rescue Fund May 2nd! Institute of International Education The Institute of International Education's Scholar Rescue Fund (IIESRF) has announced a May 2nd deadline for its next round of applications from scholars facing threats to their lives or careers. Fellowships support temporary academic positions at colleges, universities, and other research institutions anywhere in the world where the scholars can continue their academic work in safety. Any persecution or violence due to a scholar’s scholarship, identity, or beliefs would qualify. This may include intimidation, harassment, repression, censorship, unjust punishment or violence arising out of a scholar’s work, and/or exercise of his/her fundamental human rights. IIESRF may also make a limited number of awards to scholars facing general insecurity, instability, or civil conflict that affects the whole population of a country or region. Click here to access the application and for more information.
Host an Education Commission Consultation! The Education Commission This week, the Education Commission launches a global consultation to bring forward the ideas and perspectives of civil society organizations, NGOs, teachers and young people. We are inviting our partners, grassroots organizations and community groups to hold meetings and workshops focused on specific issues being addressed by the Commission and to submit the outcomes. http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=45ac53f831
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INEE BiWeekly Bulletin, 01 April 2016
Through this process, we hope to engage as many diverse perspectives from our developing country partners and those working on the ground to deliver and support education for the most marginalized. About Commission Consultations: What: Consultation sessions are forums aimed to solicit input and feedback from education stakeholders about essential pieces of the Commission’s work. Who: Civil society organizations, NGOs, teachers, young people and individuals are encouraged to host consultations within their communities and networks. Where: Your city, town or neighborhood When: The consultation period is open from March 15 – April 30, 2016. How: Sign up here to receive a consultation kit. Materials are available in several different languages. About the Commission: The International Commission on Financing Global Education Opportunity is a major new global initiative engaging world leaders, policy makers and researchers to develop a renewed and compelling investment case and financing pathway for achieving equal educational opportunity for children and young people.
Your help is needed for the next Sphere Handbook revision! The Sphere Project As the Sphere Project begins to prepare for a revision of the Sphere Handbook scheduled to start later this year, we would like to gather evidence about how the Handbook is used across the humanitarian community. Please help us by sharing how you use the Handbook via this short survey. The survey consists mostly of multiplechoice questions and takes between 6 and 12 minutes to complete — really, we have tested it! All responses are anonymous. You can access the survey in English, Castellano, Français and Arabic. These surveys will close in early April. Click here for more information about the Sphere Handbook.
Call for literature on girls’ education in conflict affected countries UNGEI, ODI UNGEI, in partnership with the Overseas Development Institute (ODI), is undertaking a review of the situation of girls’ education in conflict affected countries and protracted refugee crises. Due to the relative paucity of data on the subject, ODI are requesting grey literature to assist in what I am sure you will agree is an extremely valuable area of study. This includes any internal programme documentation you might be willing to share (such as internal monitoring reports) and not only rigorous evaluations. We want to cast a wide net initially. The overarching questions we are looking to address are: What do we know about good education practice for girls’ in these contexts? (both interventions targeted to girls as well as interventions for girls and boys in which programming reflects a good understanding of gender challenges in conflict and refugee contexts). What are the challenges to implementing these practices, and how can they be overcome? What lessons can be learned from interventions in these contexts? If you are able to assist with grey literature or would like to see particular interventions featured please contact Arran Magee at the Overseas Development Institute at: [email protected]
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INEE BiWeekly Bulletin, 01 April 2016
Events The Role of Education in Building Social Cohesion and Sustainable Peace UNICEF, World Bank Group, GPE, Learning for Peace WHEN Wednesday, 6 April 2016, 18:0021:00 Cocktail reception Thursday, 7 April 2016, 09:0017:00 Knowledge sharing and discussions WHERE World Bank Preston Auditorium 1818 H Street, NW, Washington, DC 20433 Click here to RSVP. Click here for an informational flyer.
Monitoring the Right to Education in the Context of the 2030 Education Agenda Right to Education Date: 11 April 2016 Time: 14:30 – 16:30 Location: Committee Room 1 at the UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL The Right to Education Project would like to invite you to attend the official launch of the online Guide to Monitoring the Right to Education Using Indicators followed by an open panel discussion on the importance of monitoring the right to education in the context of the 2030 education agenda. The event will begin with a presentation of the Right to Education Project’s online Guide to Monitoring the Right to Education and Right to Education Indicators Selection Tool. The presentation will be followed by an open panel discussion on the importance of monitoring education from a human rights perspective in light of the new commitments made by the international community to achieve Sustainable Development Goal 4 on education and the goals set forth in the Education 2030 Incheon Declaration and Framework for Action. The expert panelists will be: Dr Kishore Singh, United Nations Special Rapporteur on the Right to Education Delphine Dorsi, Executive Coordinator, Right to Education Project Savio Carvalho, Senior Adviser, Campaigning on International Development and Human Rights, Amnesty International David Archer, Head of Programme Development, ActionAid The panel will be moderated by Dr Kirrily Pells, Lecturer in Childhood and Children’s Rights, UCL Institute of Education. Places for this event are limited. Please register your interest in this event by emailing your name, organisation, and position to Erica Murphy at: erica.murphy@righttoeducation.org
The Research Consortium on Education and Peacebuilding Learning for Peace & University of Amsterdam
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INEE BiWeekly Bulletin, 01 April 2016
Between July 2014 and June 2016 the Research Consortium on Education and Peacebuilding, a partnership between UNICEF and the University of Amsterdam, the University of Sussex, Ulster University and in country partners, is conducting a programme of research with the intention of addressing one of the UNICEF Learning for Peace Programme key initiatives,'contributing to the generation and use of evidence and knowledge in policies and programming related to education, conflict and peacebuilding.' The Consortium carried out research across three thematic areas: 1. The integration of education into peacebuilding processes at global and country levels. 2. The role of teachers in peacebuilding. 3. The role of formal and nonformal peacebuilding education programmes focusing on youth. In addition, throughout the research project and as a cross cutting theme in all three areas, the project aimed to understand the dynamics and impact of various forms of direct and indirect violence in relation to education systems and educational actors in situations of conflict. Each thematic focus also included a gender analysis. The research seeks to generate evidence that can inform policy and practice aimed at the global and national peacebuilding community, and the global and national education and international development communities. The Research team would be delighted if you could join us at a dissemination seminar in Amsterdam from Wednesday 20th April to Friday 22nd April 2016, to learn more about our research findings and engage with other key stakeholders in discussing what role education can play in peacebuilding debates in the coming years. Click here for more information Register here through April 8th.
Resources Can Technology Make a Difference for Education in Conflict and Crisis? Dr. Negin Dahya, University of Washington, commissioned by GIZ and partners The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized learners in conflict and crisis settings. A recently released Landscape Review fills knowledge gaps about the use of mobile technology in education in emergencies, lessons learned and opportunities. The full report is also complemented by three selfpaced online learning modules on ICT4E with refugees. The learning modules can be downloaded here. The review and learning modules identify major trends, patterns, knowledge gaps and lessons learned about the use of mobile technologies in crisis and conflict settings and synthesizes key themes and considerations for practitioners and policy makers in this field. The online modules also emphasize practical examples. Click here to access the report.
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INEE BiWeekly Bulletin, 01 April 2016
Syria Crisis Education Fact Sheet: Five Years of Crisis and Conflict UNICEF
As the crisis in Syria enters its sixth year, children continue to bear the brunt of the conflict. Two decades of investment in education have been wiped out and many Syrian schoolage children have never seen the inside of a classroom, while those in school continue to be at risk of dropping out. The new Syria crisis education fact sheet finds that five years of conflict have tripled the proportion of Syrian children out of school, from 0.9 million in the 2011/2012 school year to 2.8 million in the 2014/2015 school year. Other key facts: Inside Syria, 2 out of 5 children are out of school (2.1 million) Outside Syria, 1 out of 2 Syrian children are out of school (0.7 million) 9 out of 10 refugee outofschool children are in Turkey and Lebanon In Iraq, 30% of Syrian refugee children are out of school 9 out of 10 Syrian refugee children and Iraqi displaced children are living in host communities, not refugee camp For more information download the fact sheet in English and Arabic.
The Role of Education in Peacebuilding: Myanmar Country Report Learning For Peace We are delighted to introduce the second in a series of four reports exploring education and peacebuilding in specific country contexts from the Research Consortium on Education and Peacebuilding. Written by researchers from the University of Amsterdam team, in partnership with local researchers in Myanmar, the report explores education and peacebuilding in Myanmar from three viewpoints: The Integration of Peacebuilding into Education Policies and Programmes. The Role of Teachers in Peacebuilding. The Role of Formal and Non Formal Youth Education Initiatives. Consortium teams carried out research in four countries over the course of the project: Myanmar, Pakistan, South Africa, and Uganda. A number of research outputs are available in order to access the findings of the Myanmar research team: Briefing note outlining key issues and possible ways forward (3 pages) Executive Summary (10 pages) Executive Summary (Burmese) Country Report Summary (35 pages) Full Background Country Report Click here to learn more about Learning for Peace.
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INEE BiWeekly Bulletin, 01 April 2016
Key messages for the World Humanitarian Summit Education Cluster Based on UN SecretaryGeneral (UNSG) report One Humanity: Shared Responsibility Recognise a change is needed from just keeping people alive Better cooperation as laid out in the transformative agenda supports this vision, but we must ensure those leading humanitarian action follow the vision Multiyear funding for protracted crises is essential Affected populations voice must be heard, their skills utilised and local capacity built Education can play a key role in moving countries out of protracted crises Schools must be kept safe Click to download the full onepager of key messages.
Scorecard: Education in Emergencies A World at School The number of children whose education has been disrupted by conflicts and natural disasters has increased to 80 million. The shocking statistic for 2015 is revealed in an education in emergencies "scorecard" published today by A World at School, which calls for urgent action from world leaders. There have been a record number of children affected by crises including attacks on education, wars, natural disasters and health alerts such as Ebola. Despite that, and the biggest refugee crisis since World War II, less than 2% of all humanitarian aid in 2015 went to education. That has left an annual funding shortfall of $9 billion. The scorecard looks at the progress or lack of it in funding education in 28 countries hit by emergencies. They include those affected by the fiveyear Syrian conflict with 5.4 million children in need of education within Syria and another 700,000 in neighbouring countries and Nepal, where thousands of schools were decimated by the earthquakes in 2015. Click to download and read the scorecard on EiE.
Hardcopies of INEE Materials Available INEE INEE is pleased to provide hard copies of a variety of practical, fieldfriendly tools and resources to guide educationalists, humanitarian workers and government officials working in the field of education in emergencies through to recovery. Tools are available free of charge, until funds are exhausted, in a variety of languages, including English, Spanish, Arabic, French and Portuguese. Please keep in mind, that INEE will request members reimburse the shipping costs. If you a training or other event coming up, please request the resources well in advance. To order hardcopies of INEE materials online, click here. Please address any questions to [email protected].
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INEE BiWeekly Bulletin, 01 April 2016
Opinions Education in Emergencies: It’s Worse Than We Thought Kolleen Bouchane
With the situation in Syria now the worst refugee crisis since World War II, it should come as no surprise that education for children in emergencies is a critical problem. More than 2.8 million Syrian children inside and outside Syria are currently out of school, putting them at greater risk for serious forms of exploitation like child labour and child marriage. But the educational crisis goes far beyond Syria, impacting millions of other children around the world who have also been forced out of school by emergencies. In fact, globally the state of education for children in emergency and crisis environments is much worse than even I initially imagined. Click to read the full article.
INEE Minimum Standards and Education in Emergencies Training of Trainers (TOT) Charlotte BalfourPoole, Emeline Marchois, Suha Tutunji Jet lagged maybe, but lacking in energy they certainly were not! Twentynine eager participants arrived in Washington D.C. for a five day INEE Minimum Standards (INEE MS) Training of Trainers. The training began with an introduction from all the participants with a range of experiences and from a wide range of diverse contexts and countries, representing over 15 different countries including from Fiji, South Sudan, Japan, Guinea, Lebanon, Burundi, Vanuatu, DRC, Pakistan and the USA. The training was run by INEE in partnership with the Japan Platform kindly sponsored by Mercy Corps under the TOMODACHI NGO Leadership Program. Click here to read more.
Planning for crisis – what can education systems do to prevent and prepare? Leonora MacEwen, IIEPUNESCO Hazards, either natural or humanmade, do not necessarily lead to crisis. While education systems are often impacted by crises, there are measures that can be put in place to mitigate risks and increase efficiency and equity. Ministries of education (MoE) are increasingly aware of this and countries including South Sudan, Uganda, Mali, Burkina Faso and others have started planning for crises before they occur. What does crisissensitive planning entail? Crisissensitive planning begins with a risk analysis, or as some would call it, a conflict and disaster risk analysis. There are many tools out there to support the development of such an analysis, including the Rapid Education and Risk Analysis(RERA), UNESCOIIEP’s and PEIC’s guidance and more. These http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=45ac53f831
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analyses then feed into policy and plan development and implementation. And in order for risk reduction strategies to be effectively implemented, they need to be costed and funded. Click to read the full article.
Avoiding the danger of a single story Tanyella Evans On April 2nd, International Children’s Book Day, the world celebrates the extraordinary gift of adventure and imagination that stories bring to children’s lives. It’s a humbling reality though that many children in the developing world are not able to experience the joy of a bedtime story, or their favorite characters in an adventure series. Millions of children do not have access to books at all, and when they do, these books are often printed in languages they don’t understand, with story lines and characters that children cannot identify with, critically limiting imagination, national pride and selfexpression. Click to read the full blog post.
EiE News Roundup Read these and more articles every day in the INEE Newsfeed. Urgent action needed for 80m children whose education has been hit by emergencies A World At School 30 March 2016 The number of children whose education has been disrupted by conflicts and natural disasters has increased to 80 million. The shocking statistic for 2015 is revealed in an education in emergencies “scorecard” published today by A World at School, which calls for urgent action from world leaders. There have been a record number of children affected by crises including attacks on education, wars, natural disasters and health alerts such as Ebola. Despite that, and the biggest refugee crisis since World War II, less than 2% of all humanitarian aid in 2015 went to education. That has left an annual funding shortfall of $9 billion. Click to read more Syrian refugee teachers strive to deliver better education Al Arabiya English 23 March 2016 “We hope that we can return to our country but at the same time there is a chance to learn so we shouldn’t miss this opportunity,” Alaa alMasalmeh, a Syrian refugee teacher, told Al Arabiya English during a twoday teacher training conference that began in the camp on Monday. “Even if one day we do return, at least we could finish or continue with our education, we shouldn’t just sit and do nothing, we should try to live life normally.” Click to read more When extremism stalks the students: Educational solutions to India’s conflict zones Times of India 22 March 2016 Gandhi, the father of our nation, once said, “You can chain me, you can torture me, you can even destroy this body, but you will never imprison my mind.” This quote is particularly relevant in the modern era, when violent extremism has led to widespread displacement of massive populations around the globe, and has contributed to a climate of distrust and fear. Perhaps the most telling effect of extremism is the disruption of education, from primary to college level – something that affects not only our present, but also our future. Click to read more Education for children in crisis zones a concern, says Dubai Cares chief The National UAE 21 March 2016 Providing education to children in the aftermath of natural and manmade disasters will be an important http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=45ac53f831
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focus for Dubai Cares in the coming years. Millions of children around the world are left without access to schools and teachers following an emergency. Tariq Al Gurg, chief executive of Dubai Cares, said the world was facing a race against time to make sure education reached those in crisishit countries around the world. Click to read more
The InterAgency Network for Education in Emergencies (INEE) is an open global network of practitioners, students, teachers, staff from UN agencies, nongovernmental organizations, donors, governments, and universities who work together to ensure all persons the right to quality, relevant and safe educational opportunities. INEE is a vibrant and dynamic interagency forum that fosters collaborative resource development and knowledge sharing and informs policy through consensusdriven advocacy. www.ineesite.org All rights reserved. If you reprint, copy, archive, or repost this message, please retain this disclaimer. Quotations or extracts should include attribution to the original sources.
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