BiWeekly Bulletin
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
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BiWeekly Bulletin Dear INEE members, Please find below the latest INEE Biweekly Bulletin, containing information and resources related to education in emergencies, chronic crises, and early reconstruction. We hope that you find this bulletin interesting and useful. We encourage you to share with us any relevant resources and information 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. Sincerely, INEE Secretariat 6 January 2016
In this Bulletin
Join Us
Highlights Happy new year from the INEE Secretariat! Global Consultation on EiE and Protracted Crises, Phase II Calls for Action Urban Refugee Education Research Study 3ie Grants for Impact Evaluations in Sectors Linked to SDGs Register for Teachers Without Borders Finnish Network Survey: To Stay and Deliver Followup Study Training and Capacity Development Higher Education in Emergencies Summer Course Resources Menu of Actions to Protect Education from Attack CommunitySupported Models for Girls' Education in Pakistan WASH in Schools for Girls ECourse Send My Friend to School Campaign, Free Teaching Pack Education Brings Hope in Times of Emergency Animated Video
Forward Bulletin
Quick Links INEE Toolkit INEE Minimum Standards Member Database Jobs FAQs Donate To INEE
Opinions Top Education for All Blog Posts of 2015 http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
EiE in numbers: Intensifying conflict in 1/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
Afghanistan's Helmand Province has forced more than 150 schools to close, leaving about 100,000 students vulnerable to recruitment by the Taliban. IRIN Asia
INEE News Roundup
Highlights
Happy new year from the INEE Secretariat! We are now officially in the "post2015" era, and we are more determined than ever to ensure the right to education in crisis contexts. This is our collective goal, our mission, our daily work. This work is only accomplished through broad collaboration across the globe, and we are excited about the opportunities ahead. We count on you to be an active part of them in 2016. To stay abreast of all that is happening in the world of education in emergencies (EiE), be sure that you are receiving the emails from us that you want. Make any adjustments by clicking on the 'Update your email subscriptions' link at the end of this message. You can also find the latest EiE information and opportunities news, blogs, events, jobs, resources, multimedia, discussions, members, and more... on the INEE website and on our Facebook and Twitter channels. However you choose to engage with INEE in 2016, we hope that you participate actively and that you will benefit from being part of our vibrant network!
www.ineesite.org Global Consultation on EiE and Protracted Crises, Phase II INEE
As part of broad, global efforts to strengthen the response to education in emergencies and protracted crises, INEE is leading a global consultation to facilitate dialogue and collect inputs from all over the world. This consultation focuses on proposed options for a new platform for global EiE work. The consultation will take place in January 2016. The global consultation will include an open feedback survey and a series of live webinars in INEE's five working languages. There will also be inperson consultations as part of INEE's MeetUp event, as well as countryspecific consultations conducted by the Education Cluster and the Overseas Development Institute in a number of crisisaffected countries. INEE will be preparing and sharing guidance for participants in the weeks ahead. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
2/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
Your participation throughout this process is critical! Visit the INEE website to read more and find out how YOU can participate.
Calls for Action Urban Refugee Education Research Study Teachers College, Columbia University Research Study: Educational Policies and Schooling Practices for Urban Refugees A research team at Teachers College, Columbia University (New York, USA) is conducting a study on urban refugee education and is looking for representatives from government offices, UN agencies, NGOs, and communitybased organizations to participate. Study Questions: What is the intersection between global and national policies and local schooling practices for urban refugees? How do global policies inform national policies for urban refugee education? How do national policies influence access to safe and quality education for urban refugees? What can we learn from local schooling practices and how can they inform global (and national) policies? The study will consist of a global survey that will solicit feedback from representatives from governments, the UN, NGOs (international, national and local) and communitybased organizations within the following countries: Africa/N. Africa: Cameroon, Egypt, Kenya, South Africa, Sudan and Uganda South and Southeast Asia: Malaysia, Pakistan South America: Costa Rica, Ecuador, Panama, Venezuela Middle East: Iran, Lebanon, Jordan, Turkey The study will also entail indepth comparative case studies in Nairobi, Beirut and Quito. CALL FOR PARTICIPANTS If you work for the government, UN, NGO or communitybased organization in any of the countries listed above and would be willing to complete the questionnaire when it is ready in January 2016, please provide your contact information by 8 January 2016 here: http://goo.gl/forms/AtGZetEG6q The survey will be available in Arabic, English, Farsi, French, Malay, Spanish, Turkish and Urdu. If you have any questions, please contact Dr. Mary Mendenhall (Project Lead) and the research team at [email protected].
3ie Grants for Impact Evaluations in Sectors Linked to SDGs 3ie 3ie requests expressions of interest under its new Development Priorities Window (DPW) for rigorous and policyrelevant impact evaluations in any of these four sectors: environment, governance, infrastructure and public finance. Interested applicants must submit expressions of interest and provide short descriptions of proposed impact evaluations. If the expression of interest is accepted, submission for full proposal will be solicited. These impact evaluations must evaluate policies or programmes in the four sectors in a low or middleincome http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
3/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
country. 3ie aims to make approximately 18 awards of up to a total value of US$7.5 million through this window Please visit the How to Apply page for a detailed list of all the guidance documents required to complete your application. Check the list of frequently asked questions (FAQ) about this new grant window. Answers to queries 3ie received regarding this call for expressions of interest are available in the Q&A document. Note: EOIs will only be accepted through 3ie’s online grant management system. Deadline for EOI submission: 18:00 Indian Standard Time (IST), 18 January 2016. Please direct any questions related to this call to [email protected] with ‘DPW1 query’ in the subject line by 18:00 Indian Standard Time, 4 January 2016.
Register for the Teachers Without Borders Finnish Network Finn Church Aid The Teachers Without Borders network provides support for global education in Finland, an opportunity to use and develop skills by working abroad and supporting the capacity of local teachers in developing countries. Click here to watch the Teachers Without Borders trailer. New Teachers without Borders network is aiming to: Develop the quality of education in the most fragile states by supporting pedagogical competencies of the teachers. Support local global education in Finnish schools by developing tools, models, methods and new materials suitable for everyday school life. Offer opportunities for educational professionals to expand their expertise by volunteering in developing countries for periods of 312 months or by participating in The World Teacher Program. By registering to the Teachers without Borders network, you can follow up on the progress of the network through newsletters and volunteer to join in on the network’s actions. For more information: Teachers without Borders (in Finnish) or minna.torronen (at)kua.fi.
Survey: To Stay and Deliver Followup Study Humanitarian Outcomes A research team from Humanitarian Outcomes is undertaking a followup study to the 2011 report "To Stay & Deliver: Good practice for humanitarians in complex study environments". This study, which is commissioned by OCHA in collaboration with NRC, aims to look at what has changed in terms of risks facing humanitarians, organizational approaches to managing risk and related issues (e.g., remote management, humanitarian principles, etc.). Further details are available online at: https://www.humanitarianoutcomes.org/tostayanddeliverfollowupstudy. We think it is important for INEE members to ensure their perspectives and perspectives from the education sector are reflected in the findings. To this end, we would appreciate if you would complete the study's online survey and encourage fieldbased colleagues to do the same. Responses are needed not only from countries with highprofile conflicts but also those that involve lower levels of insecurity/violence/criminality. It will be particularly important to gain insights from national staff members and local partners, whose perspectives tend to be reflected less in global studies such as these. The survey links are below: English: https://www.surveymonkey.com/r/BG7LJVH Arabic: https://www.surveymonkey.com/r/DB7VJZ5 http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
4/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
French: https://www.surveymonkey.com/r/XNFBK23 Spanish: https://es.surveymonkey.com/r/5RC2QN2 If you have any questions about the study, please contact the research team directly at [email protected].
Training and Capacity Development Higher Education in Emergencies Summer Course Geneva Summer Schools Dates: June 20th July 1, 2016 Location: University of Geneva Geneva Summer Schools at the University of Geneva foster exchange and collaboration on topics of global significance and connect people of all backgrounds in an international city at the heart of Europe. The summer school has proven itself since its beginning to be an invaluable program for knowledge sharing between our professionals from International Organizations and NGOs based in Geneva and our university community. A Higher Education in Emergencies course will be taught this summer. This course will explore: Postsecondary education in emergency and protracted settings Innovative solutions and pedagogy The role of universities as humanitarian actors Policy and programming recommendations The potential of virtual and connected learning and Open Education Resources Realworld case studies through highlevel seminars Faculty include field and academic experts from UNHCR, InZone, INEE – International Network for Education in Emergencies, JC:HEM – Jesuit Commons: Higher Education at the Margins, BHER – Borderless Higher Education for Refugees, Australian Catholic University, Kenyatta University, Purdue University, and Coursera. Please note: Changes to the draft program may be made at any time prior to the start of the course Click here to learn more.
Resources Menu of Actions to Protect Education from Attack Global Coalition to Protect Education from Attack Menu of Actions Ahead of the oneyear anniversary of the Pakistani Taliban’s attack on Army Public School in northwestern Pakistan that left at least 145 people dead, including 132 children, the Global Coalition to Protect Education from Attack (GCPEA) released the report, What Ministries Can Do to Protect Education from Attack and Schools from Military Use: A Menu of Actions. The 54 page report details concrete measures that government ministries responsible for education can take to keep schools and universities safe, even in situations of conflict and insecurity. Click to download the menu of action.
http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
5/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
CommunitySupported Models for Girls' Education in Diverse Contexts in Pakistan Brookings Paper This paper presents the case for promoting girls’ education in the challenging contexts of remoteness, social conservatism, fragility, and severe financial hardship by providing localized services delivered through communitysupported initiatives, contextualized approaches, and flexible strategies. This argument draws from the latest literature on community supported education, barriers to girls’ education, and the role of nongovernmental actors, as well as the author’s research on three communitysupported schooling models in three different contexts in Pakistan: 1) in a state of fragility; 2) in a socially conservative area experiencing social resistance to girls’ education; and 3) in an urban slum area. Click to download the paper.
WASH in Schools for Girls ECourse UNICEF, UNGEI, Emory University, Govt. Of Canada Publication The WinS4Girls ECourse was developed and delivered as part of the project ‘WASH in Schools for Girls: Advocacy and Capacity Building for MHM through WASH in Schools Programmes’ (WinS4Girls Project), which is being funded by the Government of Canada. In recognition of the positive impact on girls’ education, initiatives around the world are addressing adolescent girls’ menstrual hygiene management (MHM) needs in coordination with ongoing efforts to improve water, sanitation and hygiene (WASH) facilities and services in schools. By offering an alternative to the stigma and marginalization often associated with menstruation, integrating MHM into WASH in Schools (WinS) empowers all students, especially girls. Click here to download the publication.
Send My Friend to School Campaign Launches a Free Teaching Pack Send My Friend to School Campaign Update Education is vital for all children but it is more important than ever in an emergency. In the middle of destruction, violence and instability, school can be a place of stability, safety, learning, and hope for the future. World leaders have made a new commitment to deliver quality education for every child up until the age of 15, but currently more funding is needed to support children in crisis situations. The Send My Friend to School campaign has launched a new FREE teaching pack. The pack aims to inspire schools to speak out for the right to education for children who are missing out on education due to conflict or disaster. The pack is suitable for 515 year olds and includes a DVD, posters, stickers, a Teachers Guide. Order your copy now! This summer term thousands of pupils in the UK will be creating powerful messages in the form of colourful paper school bags to deliver to their MPs. The bags will detail what they would miss the most if they had to leave their school behind, and will symbolise the journeys undertaken by children fleeing war or disaster. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
6/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
They’ll be using persuasive words to ask world leaders to take action and ensure that education is made a top priority for children affected by emergencies.
Education Brings Hope in Times of Emergency Animated Video UNRWA Animated Video The United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) has launched a new animated video for children and families affected by conflict as part of its Education in Emergencies programme. The video, ‘Education Brings Hope in Times of Emergencies’, encourages families to utilize UNRWA resources and support their children in reengaging in education during times of conflict. The video tells the story of 10yearold Hamza and his older sister Sarah, whose lives are turned upside down when armed conflict erupts in their neighbourhood. It is a depiction of what many Palestine refugee children are facing, across the Agency’s fields of operations. Hamza talks in the video about continuing schooling, “Staying in school is important for me and my friends. I feel safe and happy. Even though some days are hard, our school and teachers give us hope that everything will be ok. My education is the key to my future!” Community screenings and discussions will further support the message that education is vital for helping children retain normalcy and cope under strenuous circumstance. Click here to watch the video.
Opinions Top Education for All Blog Posts of 2015 GPE Blog Post Every year GPE likes to reflect back on which Education for All Blog posts were the most popular among their readers. This year, the themes and authors on the blog represented the diverse and global nature of the Global Partnership and its priorities for 2015 and beyond. This year GPE published a total 231 blog posts (as of today) in English and French on a wide range of topics including the Education 2030 agenda, the link between education and the sustainable development goals, girls' education, education in fragile and conflictaffected countries, youth advocacy, teacher development, successful strategies for improving education in developing countries, and the building blocks for education sector plans. Click here to read the blog posts. Click to watch GPE's 2015 yearinreview video.
EiE News Roundup Read these and many more new articles every day in the INEE Newsfeed. Informal Education Prepares Rohingya Children For Resettlement Malaysian Digest 29 December 2015 NUR Kaidah Nur Alam’s ambition is to open a bakery and when asked why, the 13yearold replied in all http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
7/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
innocence: “Because I love to eat chocolate cake.” Nur Kaidah, whose parents are Rohingya refugees — who had fled Myanmar with their family to escape the persecution — said she has been dreaming of having her own bakery ever since she tasted a piece of chocolate cake given to her by a friend. Click to read more Germany hires 8,500 new language teachers for child refugees CNN 28 December 2015 Germany has recruited 8,500 extra teachers to educate child refugees this year, according to German media. The teachers have been hired to give special language lessons to the 196,000 asylum seekers of school age who entered Germany in 2015. “Schools and education administrations have never been confronted with such a challenge,” Brunhild Kurth, who heads Germany’s education authority, told Die Welt newspaper. “We must accept that this exceptional situation will become the norm for a long time to come.” Click to read more Promoting education in emergencies, UNRWA releases ‘Education Brings Hope in Times of Emergencies’ UNRWA 22 December 2015 The United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) has launched a new animated video for children and families affected by conflict as part of its Education in Emergencies programme. The video, ‘Education Brings Hope in Times of Emergencies’, encourages families to utilize UNRWA resources and support their children in reengaging in education during times of conflict. Click to read more Nigeria: Boko Haram Conflict Keeps One Million Kids Out of School AllAfrica 22 December 2015 An estimated one million children have been forced out of school as a result of violent attacks by Boko Haram in northeastern Nigeria and its neighbouring countries, a new UNICEF report said on Tuesday. The ongoing violence has led to the closure of more than 2,000 schools in Nigeria, Chad, Niger and Cameroon, the agency said. Hundreds of others have been attacked, looted or burned by Boko Haram, whose name roughly translates to “Western education is forbidden”. Click to read more Nigeria conflict forces more than 1 million children from school UNICEF Press Centre 22 December 2015 Violence and attacks against civilian populations in northeastern Nigeria and its neighboring countries have forced more than 1 million children out of school, UNICEF said today. The number of children missing out on their education due to the conflict adds to the estimated 11 million children of primary school age who were already out of school in Nigeria, Cameroon, Chad and Niger before the onset of the crisis. 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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http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
8/8
INEE BiWeekly Bulletin, 6 January 2016
Subscribe
Share
Past Issues
Translate
Having trouble viewing this message? Click to read the online version.
BiWeekly Bulletin Dear INEE members, Please find below the latest INEE Biweekly Bulletin, containing information and resources related to education in emergencies, chronic crises, and early reconstruction. We hope that you find this bulletin interesting and useful. We encourage you to share with us any relevant resources and information 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. Sincerely, INEE Secretariat 6 January 2016
In this Bulletin
Join Us
Highlights Happy new year from the INEE Secretariat! Global Consultation on EiE and Protracted Crises, Phase II Calls for Action Urban Refugee Education Research Study 3ie Grants for Impact Evaluations in Sectors Linked to SDGs Register for Teachers Without Borders Finnish Network Survey: To Stay and Deliver Followup Study Training and Capacity Development Higher Education in Emergencies Summer Course Resources Menu of Actions to Protect Education from Attack CommunitySupported Models for Girls' Education in Pakistan WASH in Schools for Girls ECourse Send My Friend to School Campaign, Free Teaching Pack Education Brings Hope in Times of Emergency Animated Video
Forward Bulletin
Quick Links INEE Toolkit INEE Minimum Standards Member Database Jobs FAQs Donate To INEE
Opinions Top Education for All Blog Posts of 2015 http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
EiE in numbers: Intensifying conflict in 1/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
Afghanistan's Helmand Province has forced more than 150 schools to close, leaving about 100,000 students vulnerable to recruitment by the Taliban. IRIN Asia
INEE News Roundup
Highlights
Happy new year from the INEE Secretariat! We are now officially in the "post2015" era, and we are more determined than ever to ensure the right to education in crisis contexts. This is our collective goal, our mission, our daily work. This work is only accomplished through broad collaboration across the globe, and we are excited about the opportunities ahead. We count on you to be an active part of them in 2016. To stay abreast of all that is happening in the world of education in emergencies (EiE), be sure that you are receiving the emails from us that you want. Make any adjustments by clicking on the 'Update your email subscriptions' link at the end of this message. You can also find the latest EiE information and opportunities news, blogs, events, jobs, resources, multimedia, discussions, members, and more... on the INEE website and on our Facebook and Twitter channels. However you choose to engage with INEE in 2016, we hope that you participate actively and that you will benefit from being part of our vibrant network!
www.ineesite.org Global Consultation on EiE and Protracted Crises, Phase II INEE
As part of broad, global efforts to strengthen the response to education in emergencies and protracted crises, INEE is leading a global consultation to facilitate dialogue and collect inputs from all over the world. This consultation focuses on proposed options for a new platform for global EiE work. The consultation will take place in January 2016. The global consultation will include an open feedback survey and a series of live webinars in INEE's five working languages. There will also be inperson consultations as part of INEE's MeetUp event, as well as countryspecific consultations conducted by the Education Cluster and the Overseas Development Institute in a number of crisisaffected countries. INEE will be preparing and sharing guidance for participants in the weeks ahead. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
2/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
Your participation throughout this process is critical! Visit the INEE website to read more and find out how YOU can participate.
Calls for Action Urban Refugee Education Research Study Teachers College, Columbia University Research Study: Educational Policies and Schooling Practices for Urban Refugees A research team at Teachers College, Columbia University (New York, USA) is conducting a study on urban refugee education and is looking for representatives from government offices, UN agencies, NGOs, and communitybased organizations to participate. Study Questions: What is the intersection between global and national policies and local schooling practices for urban refugees? How do global policies inform national policies for urban refugee education? How do national policies influence access to safe and quality education for urban refugees? What can we learn from local schooling practices and how can they inform global (and national) policies? The study will consist of a global survey that will solicit feedback from representatives from governments, the UN, NGOs (international, national and local) and communitybased organizations within the following countries: Africa/N. Africa: Cameroon, Egypt, Kenya, South Africa, Sudan and Uganda South and Southeast Asia: Malaysia, Pakistan South America: Costa Rica, Ecuador, Panama, Venezuela Middle East: Iran, Lebanon, Jordan, Turkey The study will also entail indepth comparative case studies in Nairobi, Beirut and Quito. CALL FOR PARTICIPANTS If you work for the government, UN, NGO or communitybased organization in any of the countries listed above and would be willing to complete the questionnaire when it is ready in January 2016, please provide your contact information by 8 January 2016 here: http://goo.gl/forms/AtGZetEG6q The survey will be available in Arabic, English, Farsi, French, Malay, Spanish, Turkish and Urdu. If you have any questions, please contact Dr. Mary Mendenhall (Project Lead) and the research team at [email protected].
3ie Grants for Impact Evaluations in Sectors Linked to SDGs 3ie 3ie requests expressions of interest under its new Development Priorities Window (DPW) for rigorous and policyrelevant impact evaluations in any of these four sectors: environment, governance, infrastructure and public finance. Interested applicants must submit expressions of interest and provide short descriptions of proposed impact evaluations. If the expression of interest is accepted, submission for full proposal will be solicited. These impact evaluations must evaluate policies or programmes in the four sectors in a low or middleincome http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
3/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
country. 3ie aims to make approximately 18 awards of up to a total value of US$7.5 million through this window Please visit the How to Apply page for a detailed list of all the guidance documents required to complete your application. Check the list of frequently asked questions (FAQ) about this new grant window. Answers to queries 3ie received regarding this call for expressions of interest are available in the Q&A document. Note: EOIs will only be accepted through 3ie’s online grant management system. Deadline for EOI submission: 18:00 Indian Standard Time (IST), 18 January 2016. Please direct any questions related to this call to [email protected] with ‘DPW1 query’ in the subject line by 18:00 Indian Standard Time, 4 January 2016.
Register for the Teachers Without Borders Finnish Network Finn Church Aid The Teachers Without Borders network provides support for global education in Finland, an opportunity to use and develop skills by working abroad and supporting the capacity of local teachers in developing countries. Click here to watch the Teachers Without Borders trailer. New Teachers without Borders network is aiming to: Develop the quality of education in the most fragile states by supporting pedagogical competencies of the teachers. Support local global education in Finnish schools by developing tools, models, methods and new materials suitable for everyday school life. Offer opportunities for educational professionals to expand their expertise by volunteering in developing countries for periods of 312 months or by participating in The World Teacher Program. By registering to the Teachers without Borders network, you can follow up on the progress of the network through newsletters and volunteer to join in on the network’s actions. For more information: Teachers without Borders (in Finnish) or minna.torronen (at)kua.fi.
Survey: To Stay and Deliver Followup Study Humanitarian Outcomes A research team from Humanitarian Outcomes is undertaking a followup study to the 2011 report "To Stay & Deliver: Good practice for humanitarians in complex study environments". This study, which is commissioned by OCHA in collaboration with NRC, aims to look at what has changed in terms of risks facing humanitarians, organizational approaches to managing risk and related issues (e.g., remote management, humanitarian principles, etc.). Further details are available online at: https://www.humanitarianoutcomes.org/tostayanddeliverfollowupstudy. We think it is important for INEE members to ensure their perspectives and perspectives from the education sector are reflected in the findings. To this end, we would appreciate if you would complete the study's online survey and encourage fieldbased colleagues to do the same. Responses are needed not only from countries with highprofile conflicts but also those that involve lower levels of insecurity/violence/criminality. It will be particularly important to gain insights from national staff members and local partners, whose perspectives tend to be reflected less in global studies such as these. The survey links are below: English: https://www.surveymonkey.com/r/BG7LJVH Arabic: https://www.surveymonkey.com/r/DB7VJZ5 http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
4/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
French: https://www.surveymonkey.com/r/XNFBK23 Spanish: https://es.surveymonkey.com/r/5RC2QN2 If you have any questions about the study, please contact the research team directly at [email protected].
Training and Capacity Development Higher Education in Emergencies Summer Course Geneva Summer Schools Dates: June 20th July 1, 2016 Location: University of Geneva Geneva Summer Schools at the University of Geneva foster exchange and collaboration on topics of global significance and connect people of all backgrounds in an international city at the heart of Europe. The summer school has proven itself since its beginning to be an invaluable program for knowledge sharing between our professionals from International Organizations and NGOs based in Geneva and our university community. A Higher Education in Emergencies course will be taught this summer. This course will explore: Postsecondary education in emergency and protracted settings Innovative solutions and pedagogy The role of universities as humanitarian actors Policy and programming recommendations The potential of virtual and connected learning and Open Education Resources Realworld case studies through highlevel seminars Faculty include field and academic experts from UNHCR, InZone, INEE – International Network for Education in Emergencies, JC:HEM – Jesuit Commons: Higher Education at the Margins, BHER – Borderless Higher Education for Refugees, Australian Catholic University, Kenyatta University, Purdue University, and Coursera. Please note: Changes to the draft program may be made at any time prior to the start of the course Click here to learn more.
Resources Menu of Actions to Protect Education from Attack Global Coalition to Protect Education from Attack Menu of Actions Ahead of the oneyear anniversary of the Pakistani Taliban’s attack on Army Public School in northwestern Pakistan that left at least 145 people dead, including 132 children, the Global Coalition to Protect Education from Attack (GCPEA) released the report, What Ministries Can Do to Protect Education from Attack and Schools from Military Use: A Menu of Actions. The 54 page report details concrete measures that government ministries responsible for education can take to keep schools and universities safe, even in situations of conflict and insecurity. Click to download the menu of action.
http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
5/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
CommunitySupported Models for Girls' Education in Diverse Contexts in Pakistan Brookings Paper This paper presents the case for promoting girls’ education in the challenging contexts of remoteness, social conservatism, fragility, and severe financial hardship by providing localized services delivered through communitysupported initiatives, contextualized approaches, and flexible strategies. This argument draws from the latest literature on community supported education, barriers to girls’ education, and the role of nongovernmental actors, as well as the author’s research on three communitysupported schooling models in three different contexts in Pakistan: 1) in a state of fragility; 2) in a socially conservative area experiencing social resistance to girls’ education; and 3) in an urban slum area. Click to download the paper.
WASH in Schools for Girls ECourse UNICEF, UNGEI, Emory University, Govt. Of Canada Publication The WinS4Girls ECourse was developed and delivered as part of the project ‘WASH in Schools for Girls: Advocacy and Capacity Building for MHM through WASH in Schools Programmes’ (WinS4Girls Project), which is being funded by the Government of Canada. In recognition of the positive impact on girls’ education, initiatives around the world are addressing adolescent girls’ menstrual hygiene management (MHM) needs in coordination with ongoing efforts to improve water, sanitation and hygiene (WASH) facilities and services in schools. By offering an alternative to the stigma and marginalization often associated with menstruation, integrating MHM into WASH in Schools (WinS) empowers all students, especially girls. Click here to download the publication.
Send My Friend to School Campaign Launches a Free Teaching Pack Send My Friend to School Campaign Update Education is vital for all children but it is more important than ever in an emergency. In the middle of destruction, violence and instability, school can be a place of stability, safety, learning, and hope for the future. World leaders have made a new commitment to deliver quality education for every child up until the age of 15, but currently more funding is needed to support children in crisis situations. The Send My Friend to School campaign has launched a new FREE teaching pack. The pack aims to inspire schools to speak out for the right to education for children who are missing out on education due to conflict or disaster. The pack is suitable for 515 year olds and includes a DVD, posters, stickers, a Teachers Guide. Order your copy now! This summer term thousands of pupils in the UK will be creating powerful messages in the form of colourful paper school bags to deliver to their MPs. The bags will detail what they would miss the most if they had to leave their school behind, and will symbolise the journeys undertaken by children fleeing war or disaster. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
6/8
3/20/2016
INEE BiWeekly Bulletin, 6 January 2016
They’ll be using persuasive words to ask world leaders to take action and ensure that education is made a top priority for children affected by emergencies.
Education Brings Hope in Times of Emergency Animated Video UNRWA Animated Video The United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) has launched a new animated video for children and families affected by conflict as part of its Education in Emergencies programme. The video, ‘Education Brings Hope in Times of Emergencies’, encourages families to utilize UNRWA resources and support their children in reengaging in education during times of conflict. The video tells the story of 10yearold Hamza and his older sister Sarah, whose lives are turned upside down when armed conflict erupts in their neighbourhood. It is a depiction of what many Palestine refugee children are facing, across the Agency’s fields of operations. Hamza talks in the video about continuing schooling, “Staying in school is important for me and my friends. I feel safe and happy. Even though some days are hard, our school and teachers give us hope that everything will be ok. My education is the key to my future!” Community screenings and discussions will further support the message that education is vital for helping children retain normalcy and cope under strenuous circumstance. Click here to watch the video.
Opinions Top Education for All Blog Posts of 2015 GPE Blog Post Every year GPE likes to reflect back on which Education for All Blog posts were the most popular among their readers. This year, the themes and authors on the blog represented the diverse and global nature of the Global Partnership and its priorities for 2015 and beyond. This year GPE published a total 231 blog posts (as of today) in English and French on a wide range of topics including the Education 2030 agenda, the link between education and the sustainable development goals, girls' education, education in fragile and conflictaffected countries, youth advocacy, teacher development, successful strategies for improving education in developing countries, and the building blocks for education sector plans. Click here to read the blog posts. Click to watch GPE's 2015 yearinreview video.
EiE News Roundup Read these and many more new articles every day in the INEE Newsfeed. Informal Education Prepares Rohingya Children For Resettlement Malaysian Digest 29 December 2015 NUR Kaidah Nur Alam’s ambition is to open a bakery and when asked why, the 13yearold replied in all http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=c85338f553
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INEE BiWeekly Bulletin, 6 January 2016
innocence: “Because I love to eat chocolate cake.” Nur Kaidah, whose parents are Rohingya refugees — who had fled Myanmar with their family to escape the persecution — said she has been dreaming of having her own bakery ever since she tasted a piece of chocolate cake given to her by a friend. Click to read more Germany hires 8,500 new language teachers for child refugees CNN 28 December 2015 Germany has recruited 8,500 extra teachers to educate child refugees this year, according to German media. The teachers have been hired to give special language lessons to the 196,000 asylum seekers of school age who entered Germany in 2015. “Schools and education administrations have never been confronted with such a challenge,” Brunhild Kurth, who heads Germany’s education authority, told Die Welt newspaper. “We must accept that this exceptional situation will become the norm for a long time to come.” Click to read more Promoting education in emergencies, UNRWA releases ‘Education Brings Hope in Times of Emergencies’ UNRWA 22 December 2015 The United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) has launched a new animated video for children and families affected by conflict as part of its Education in Emergencies programme. The video, ‘Education Brings Hope in Times of Emergencies’, encourages families to utilize UNRWA resources and support their children in reengaging in education during times of conflict. Click to read more Nigeria: Boko Haram Conflict Keeps One Million Kids Out of School AllAfrica 22 December 2015 An estimated one million children have been forced out of school as a result of violent attacks by Boko Haram in northeastern Nigeria and its neighbouring countries, a new UNICEF report said on Tuesday. The ongoing violence has led to the closure of more than 2,000 schools in Nigeria, Chad, Niger and Cameroon, the agency said. Hundreds of others have been attacked, looted or burned by Boko Haram, whose name roughly translates to “Western education is forbidden”. Click to read more Nigeria conflict forces more than 1 million children from school UNICEF Press Centre 22 December 2015 Violence and attacks against civilian populations in northeastern Nigeria and its neighboring countries have forced more than 1 million children out of school, UNICEF said today. The number of children missing out on their education due to the conflict adds to the estimated 11 million children of primary school age who were already out of school in Nigeria, Cameroon, Chad and Niger before the onset of the crisis. 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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