BiWeekly Bulletin
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
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
In this Bulletin Highlights INEE's 15th Anniversary in November! Education 2030 Framework for Action
Calls for Action Call for Applications: INEE Advocacy Working Group Final Call for Resources on Psychosocial Support in Education Global Consultation for Girls' Education Champions GBV Guidelines Baseline Survey Call for Nominees for the 2016 Voices of Courage Award Take Action to Support Refugee Children in Canadian Schools Make Education a Priority in Humanitarian Emergencies
Events The Brightest Hope Launch: Education and Innovation in Emergencies
Resources Emerging Practices for DM&E in Education for Peacebuilding Programs Strategic Review of the Youth Education pack (YEP) Model HRW Report on Barriers to Education for Syrian Refugee Children in Turkey Curriculum, Accreditation, and Certification for Syrian Children Ideas Box: A Portable MultiMedia Toolkit for Humanitarian Situations
16 November 2015
Join Us
Forward Bulletin
Quick Links INEE Toolkit INEE Minimum Standards Member Database Jobs FAQs Donate To INEE
Opinions Malala: Full Secondary Education for Girls Everywhere http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
EiE in numbers: Gaps in achievement 1/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
Charles AhetoTsegah: Without Financing, Let's Kiss SDG4 Goodbye Pauline Rose: Reflections on the WISE Summit in Doha Jordan Naidoo: Data Revolution for Education 2030 Podcast: The Brightest Hope: Innovation Driving EiE
among students are already large by the age of 5, and primary schools often do not find ways to reduce this. GPE
INEE News Roundup
Highlights
INEE's 15th Anniversary! INEE was first conceived at the World Education Forum in Dakar in the year 2000, and in November that same year, at an interagency consultation in Geneva, the network was formally founded. Help us celebrate this anniversary by sharing your impressions. Has INEE made a difference? What does the network mean to you? How has INEE helped you in your work, studies, or life?
Celebrating INEE is as easy as A, B, C… A. Write 12 sentences as a comment on the INEE website (in the comments), on our Facebook page, or on our Twitter channel (hashtag: #INEEturns15).Be sure to include your first name, last name, and country. B. Send us a photo of INEE in action.Be sure to include the photographer name, the date, and the location. C. Send us a 20second video of yourself or your colleagues answering the questions above. Send all photos and videos to [email protected]. Thank you!
Education 2030 Framework for Action UNESCO Towards inclusive and equitable quality education and lifelong learning for all On 4 November 2015 in Paris, the international education community adopted the Education 2030 Framework for Action, the foundation that will anchor global efforts to achieve Sustainable Development Goal 4 (SDG 4). This marked the end of a crucial process that began many months ago with national, regional and global consultations, leading to the commitment made in May 2015 at theWorld Education Forum in Incheon to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”(Incheon Declaration). The Framework for Action (FFA) is the roadmap to lead the international community and national governments in their efforts to achieve SDG 4 over the next 15 years. It guides all actors working at country, regional, and global level to work in synergy towards a common goal. And it provides a set of indicative strategies ‘different recipes’ to support the achievement of targets to be adapted by each country. Click to read more and download the Framework for Action document. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
2/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
Calls for Action Call for Applications: INEE Advocacy Working Group INEE INEE is pleased to invite applications for membership to the INEE Advocacy Working Group. This working group exists to support the achievement of INEE's overall goal: The provision of quality, safe, and relevant education for all is strengthened in crisis and crisisprone contexts through prevention, preparedness, response and recovery. The Advocacy Working Group leads advocacy efforts at the global and regional levels on key priorities, including financing and the promotion of the INEE Minimum Standards, to help ensure that INEE continues to play the role of global advocate and thought leader in the field of education in emergencies. It aims to work in close collaboration with other INEE ‘network spaces’ in creating evidencebased advocacy messages that are closely tied to the common values of the INEE community. Apply Now Find complete information, including membership criteria and responsibilities, as well as how to apply here. The deadline for applications is 30 November 2015.
Final Call for Resources on Psychosocial Support in Education INEE Final Opportunity for Input While many psychosocial support (PSS) resources exist, we are hoping to add some organization and relevance to them in the education context by clarifying what has been developed, in which languages, and by which organizations working in this area. As such, INEE is currently mapping existing PSS resources for use in education settings and for children and youth, with a focus on practical tools (e.g. lesson plans) that can be used by teachers, parents, social workers, and school principals. We are also compiling PSS guidelines, implementation tools and guidance, and training materials. Please submit all PSS resources in English, Arabic, French, Spanish, or Portguese to [email protected] by November 23, 2015. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
3/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
Global Consultation for Girls' Education Champions Brookings Institution Now is the time to lift up the global ambition for girls. Building on the progress to date, the global community should move its collective focus up from enrolling girls and boys in school in equal numbers to ensuring that girls complete secondary education with the skills they need for healthy and productive lives and livelihoods. This requires advancing the “second generation” girls’ education priorities, including access, making schools safe and girlfriendly, improving learning quality, supporting transitions to higher education and work, and supporting local leadership development. Girls' education champions working across different sectors and at national, subnational, provincial, and grassroots levels are invited to participate in a consultation about a global network to connect and empower girls’ education leaders around the world. We invite you to read the draft conceptual framework for such a network (vision, mission, objectives and outcomes, stakeholders and values) and five consultation questions. You are welcome to respond to the questions yourself or to do so in a group setting with other girls’ education champions. Please send your consultation inputs to Allison Anderson at [email protected] by November 20, 2015. Thank you very much in advance!
GBV Guidelines Baseline Survey GCER Secretariat As you may be aware, the 2015 Interagency Standing Committee (IASC) Guidelines for Integrating Genderbased Violence Interventions in Humanitarian Action ("GBV Guidelines") are currently being launched at the global level. The inter agency Reference Group overseeing the launch and roll out process, led by UNICEF and UNFPA, has requested Early Recovery's support with their baseline survey process. The purpose of this brief survey is to generate baseline data regarding existing levels – prior to roll out of the revised Guidelines – of knowledge, attitude and practices to address GBV in humanitarian action, amongst a range of practitioners, across all sectors and at all levels. This ANONYMOUS data will be used, over time, to assess the association of the GBV Guidelines with raising awareness about and promoting action to prevent and mitigate risk of GBV in humanitarian action. You can access the survey directly by clicking here. Arabic, French and Spanish versions are also available at the following links: www.gbvguidelines.org/survey/surveyarabic www.gbvguidelines.org/survey/enquetefrancais http://gbvguidelines.org/survey/encuestaespanol/ The survey will close on 20 November 2015.
Call for Nominees for the 2016 Voices of Courage Award WRC
http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
4/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
The WRC's 2016 Voices of Courage Award recognizes resilient, resourceful refugee women and civil society leaders whose ground breaking work improves the lives of refugee women, children and youth. You are invited to nominate a woman you know who deserves to be recognized on the international stage with this award. Voices of Courage awardees represent the many faces and circumstances of the current global refugee population. This year, we invite nominees that fall into two categories; one woman will be chosen from each group. 1. A current or former refugee woman* who has demonstrated leadership and a strong voice to improve the lives of refugee women, children or youth wherever they reside. 2. A local civil society woman leader who has developed or implemented successful programs that serve displaced women, children or youth and who can speak to the impact of the Women’s Refugee Commission.This leader may or may not be a refugee woman. Click to find out more and to nominate a remarkable woman today.
Take Action to Support Refugee Children in Canadian Schools Canadian Education in Emergencies Working Group The plight of refugees fleeing crises and the need for action is becoming more pressing as thousands ofrefugees arrive on the shores of Europe each day. Many of our member organizations are already working to support children and youth fleeing Syria and other global crises to access safe and protective education in their countries of origin. In light of the escalating crisis, we will step up our efforts to do more. As Education in Emergencies professionals, we also have a role to play in helping Ministries of Education and school communities in Europe and North America. We can help support the successful integration of refugee children in schools through various means including by making the connections to our work on the ground. Members of the Canadian Education in Emergencies Working Group are advocating for improved education settlement services for newcomers to Canada, and highlighting how fellow Canadians can get involved in initiatives that are taking place across the country related to refugees and education access. In addition, they are currently working with a committee of dedicated parents at a Torontoarea school that have launched the “1000 Schools Challenge” to develop classroom and teacher training materials for adopting a whole school approach to welcoming newcomer children. TO TAKE ACTION YOU CAN: 1. Distribute this information widely (anyone you know working on refugee issues or in schools could be interested, even teachers. 2. Write a letter to your MP, using the template here. Find your MP here. 3. Get in touch if you’d like to be involved in future campaign work on this issue. Click here to read the entire blog post.
Join the Movement to Make Education a Priority in Humanitarian Emergencies International Rescue Committee http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
5/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
During war or conflict, children are consistently put in harm’s way. Too often, they experience or witness unthinkable violence. They are separated from their families, exploited, and even recruited into armed forces. And they are torn away from their schools, teachers, and friends. You can help protect these children. In a humanitarian emergency, education can help save a child’s life. A safe learning environment provides children with a sense of security, predictability, and normalcy. Being in a classroom gives children a sense of hope as they continue to learn, heal from trauma, and plan for a brighter future. Going to school can also protect them from violence and exploitation, including recruitment into armed forces. Today, education is overlooked as being a critical part of humanitarian emergency response. Funding for education comprises less than 2 percent of overall humanitarian aid. You can help raise awareness about this issue by taking this pledge today. Click here to take the pledge.
Events The Brightest Hope Launch: Education and Innovation in Emergencies INEE & GEFI Dates: 20th November, 2:00 4:00 pm (EST) Location: United Nations Headquarters in New York, Conference Room 11 The InterAgency Network for Education in Emergencies (INEE) and the UN Secretary General’s Global Education First Initiative (GEFI) are pleased to convene a debate on education and innovation in emergencies and how technology and innovation can be used to reach the most marginalized learners. Objectives This interactive event will feature a panel discussion among UN, government, private sector, and civil society actors to reach the following objectives: Build the case for education in emergencies (EiE) as a humanitarian response imperative through the testimonials found in The Brightest Hope essays. Showcase innovative solutions and new technologies designed to facilitate access to learning and to support learners and teachers in conflict, disaster or other emergency settings. Reach a shared understanding of the challenges and the need for collaborative solutions to scaleup innovations and the use of technologies for education in emergencies. For more information see the full concept note and the event flyer. This interactive session will be livestreamed from this page. Use the hashtag #ICT4EIE on Twitter to share your reactions and questions throughout the event. RSVP Please RSVP to participate in person at the UN or to participate virtually via the livestream. RSVP here by Monday, November 16th. Spaces are limited, registration will be on a firstcome firstserve basis. Please contact Carey Utz at [email protected] with any questions.
http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
6/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
Resources Emerging Practices for DM&E in Education for Peacebuilding Programming Search for Common Ground Practical Guide Search for Common Ground, in partnership with UNICEF, is very excited to announce the launch of the Emerging Practices in Design, Monitoring, and Evaluation of Education for Peacebuilding Programming Guide, a step forward in bridging the gap of designing M&E systems for education for peacebuilding programming. The Guide presents critical information, practical tips, resources and tools for all stages in program cycles to help capture and assess education for peacebuilding’s potential impact and contribution to sustainable, transformative change." Click here to download the Guide.
Strategic Review of the Youth Education Pack (YEP) Model NRC and WRC Strategic Review The Norwegian Refugee Council (NRC) engaged the Women's Refugee Commission (WRC) to conduct an external review of the Youth Education (YEP) model. The project was an opportunity to compare YEP programmes across countries focusing on three main research questions: 1. Can the YEP model be adapted, or the skill elements redefined, without a consequent reduction or compromise on effectiveness? 2. Can adaptations to the YEP Model increase the effectivenes of the programme, through a greater scale of programming? 3. How do outcomes differ for male and female YEP learners? A desk review was conducted on 13 countries and 21 programmes based on over 250 programme documents. One field mission to the YEP programme in Dadaab (Kenya) was also conducted. The final review was supplemented with interviews and questionnaires with NRC staff at head office and field level. Click here to download the report.
HRW Report on Barriers to Education for Syrian Refugee Children in Turkey Human Rights Watch Report Prior to the conflict, the primary school enrollment rate in Syria was 99 percent and lower secondary school enrollment was 82 percent, with high gender parity. Today, nearly 3 million Syrian children inside and outside the country are out of school, according to UNICEF estimates—demolishing Syria’s achievement of near universal education before the war. This report is the first of a threepart series addressing the urgent issue of access to education for Syrian refugee schoolchildren in Turkey, Jordan, and Lebanon.The series will examine the various barriers preventing Syrian children from accessing education and call on host governments, international donors, and implementing partners to mitigate their impact in order to prevent http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
7/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
a lost generation of Syrian children. This report is primarily based on research conducted in June 2015 in Istanbul, Izmir, Turgutlu, Gaziantep, Mersin, and Ankara. Human Rights Watch interviewed noncamp Syrian refugee families to assess their educational situations. We focused on noncamp refugees because of the low rate of enrollment among noncamp refugees in comparison to the high rate inside camps. Click here to download the full report.
Curriculum, Accreditation, and Certification for Syrian Children UNICEF
Regional Study This study presents selected education programmes available for Syrian children in Syria, Turkey, Lebanon, Jordan, Iraq, and Egypt, including curricula used and the certification and accreditation of education programmes in public schools and in nonformal programmes. The study also communicates current views and debates on the learning programmes available for Syrian children. In addition to a review of published and unpublished literature in English, Arabic and Turkish, the research teams conducted field investigation in the six countries using semistructured interviews and focus group discussions with a range of stakeholders, including policymakers, education practitioners, government officials, senior staff in United Nations agencies and other international organizations, staff of local and international NGOs, teachers, school principals, children and parents. Click here to download the report in English. Click here to download the report in Arabic.
IDEAS BOX: A Portable MultiMedia Toolkit for Humanitarian Situations Libraries Without Borders Multimedia Toolkit The Ideas Box is a comprehensive portable media center for both children and adults. It includes: a digital lab, with server with preloaded Open Education Resources, tablets, computers; a library with paper and electronic books; a creativity kit, with cameras and microphone, a stage, puppets; a cinema. Modular, easy to use and robust, it comes with its own power source. In all, the Ideas Box is a major innovation for improving access to information, digital tools and culture for all. Ideas Box are currently in use in refugee contexts in Jordan and Burundi, in urban contexts in Paris, the Bronx and Calais, and for isolated or rural populations in Australia and soon in France. Learn more about our Ideas Box projects and its contents by reading our first impact report here (http://bit.ly/1zzopR4), and by watching the following short videos shot in the Burundian refugee camps where it is used (http://bit.ly/1eXoGyi), and another one showing how the Ideas Box is set up (http://bit.ly/1CR0c8h).
http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
8/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
Opinions Full Secondary Education Must Become an Expectation for Girls Everywhere Malala Yousafzi and Jim Jong Kim OpEd You may be wondering what an 18yearold student and the president of the world’s largest development agency have in common. One of us is fond of a Korean expression: Yeolsimhi gongbu hay, which means study with your hearts on fire. The other one of us often urges girls around the world to set your words on fire and speak out for the right to education. Although good progress has been made on girls’ school enrolment in the past decade, in developing countries 32 million girls of lower secondary school age were out of school. The situation for the poorest rural girls is dire: only 13 per cent of the poorest rural adolescent girls in South and West Asia complete lower secondary school. In many countries, the number of girls completing upper secondary school is so low that it is not possible to know how many are in or out of higher grades. Yet, when girls succeed in getting a good secondary education, they develop selfconfidence and skills that can have an amazing impact on society. Educating girls transforms countries and generations. We want to make sure that the opportunity to finish primary and secondary school becomes the ordinary expectation of every girl in the world, no matter where she lives. Click to read the full oped.
Without Proper Financing, Let's Kiss the Education SDG Goodbye Charles AhetoTsegah, National Council for Curriculum and Assesment, Ghana In July this year, heads of state and development and finance ministers from around the world met in Addis Ababa, Ethiopia to discuss financing of all of the new global goals. However, the mood from many civil society organisations was largely pessimistic. My special concern, however, is the fact that aid to support education, which is a right and an entitlement is dwindling in favour of other issues. The situation suggests that there is a common acceptance that education can always wait because it is not immediately life threatening. Education Can No Longer Wait!! Rightly stated innovative financing mechanisms are needed, and in this case especially for education. The time has come to rethink education financing. Click to read the full blog post.
Reflections on the WISE Summit in Doha, Qatar Pauline Rose The WISE Summit is a powerful force – it is the first conference I’ve been to where the first six speakers have been women, each of them world leaders in their own right. Who better to speak about the transformative power of girls’ education than Michelle Obama, Her Highness Sheikha Mozah, Julia Gillard, Leymah Gbowee and Mabel van Oranje, and moderated by Mishal Husain? http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
9/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
A recurring theme during the opening plenary was the need to shift focus to secondary education. Speakers emphasized that it is at this stage that parents begin to doubt the benefit of girls’ education, as they approach the age at which they might be expected to get married, unlike their brothers, who are expected to become the breadwinners. Click to read the full blog post.
A Data Revolution for Education 2030 Jordan Naidoo, UNESCO, and Sylvia Montoya, UNESCO Institute for Statistics The fourth Sustainable Development Goal (SDG) is a global dream about quality education for all children, youth and adults. But this ambitious vision will remain just that – a dream – without a concrete plan and real commitment. We need a datadriven mechanism to ensure that every effort and dollar are targeted to transform the promise of quality education for all into reality. This week Member States are adopting the Education 2030 Framework for Action in Paris alongside the UNESCO General Conference. To map the way forward, the framework includes a list of 43 thematic indicators, or, ways of measuring progress towards the education SDG. These are proposed by the extended Technical Advisory Group, which was established by UNESCO to develop recommendations for education indicators and to inform and support the work of the Education for All Steering Committee. Click to read the full blog post.
Podcast The Brightest Hope: Innovation Driving Education in Emergencies UNICEF Against a backdrop of increasingly complex humanitarian emergencies, organizations are exploring new and innovative ways to help children learn, even in the most difficult circumstances. UNICEF podcast moderator Mia Lobel spoke with three guests about what is working in innovation for education in emergencies and the impact of technology on the lives of children. Click here to listen to the podcast.
EiE News Roundup Read these and many more new articles every day in the INEE Newsfeed. ﺍﻓﺭﻳﻘﻳﺎ ﻭﺷﻣﺎﻝ ﺍﻻﻭﺳﻁ ﺍﻟﺷﺭﻕ ﻟﻣﻧﻁﻘﺔ ﺍﻟﻳﻭﻧﺳﻳﻑ ﺩﺭﺍﺳﺔ UNICEF MENA 11 November 2015 ﺻﻠﺔ ﺫﻱ ﺗﻌﻠﻳﻡ ﻓﻲ ﺣﻘﻬﻡ ﻋﻠﻰ ﺳﻠﺑﺎ ﺃﺛﺭ ﻗﺩ ﺍﻟﺳﻭﺭﻳﻳﻥ ﺍﻷﻁﻔﺎﻝ ﻧﺯﻭﺡ ﻭ ﺍﻷﺯﻣﺔ ﺣﺟﻡ ﺍﻥ ﻋﻠﻰ ﺍﻟﺩﺭﺍﺳﺔ ﻫﺫﻩ ﺗﻛﺷﻑ ﻭﻣﻌﺗﻣﺩ Click to read more Michelle Obama calls for changing cultural norms that keep girls from school http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
10/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
The Hechinger Report 4 November 2015 Increasing access to education for girls worldwide requires first changing laws and cultures that make women unsafe, First Lady Michelle Obama told an international conference of educators.“If we truly want to get girls into our classrooms, we need to have an honest conversation about how we view and treat women in our societies,” Obama told the World Innovation Summit for Education. Click to read more Protecting children in wars and disasters must be a priority says UNICEF UK A World At School 3 November 2015 Millions of children who are living through the horrors of wars and natural disasters need urgent help to protect them from violence and trauma. Keeping them safe at school is key to helping children in the growing number of conflicts and crises around the world sadly it is not seen as a priority in the same way as food, shelter and medicine. Click to read more Conflict is twice more likely in countries with education inequalities, says new UNICEF report UNICEF 2 November 2015 The likelihood of violent conflict doubles in countries with high levels of inequality in education, according to a new UNICEF and FHI360 study launched in New York on Thursday. The global study, Does Horizontal Education Inequality Lead to Violent Conflict?, looked at more than 100 countries over a 50 year period (19602010), and analyzed the relationship between educational attainment, education inequality and incidents of conflict. 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. INEE also has a website with a wide range of resources for those working on education in emergencies, chronic crises and early recovery 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.
You are receiving this message because you subscribed to an INEE email list.
Update your email address and email subscriptions or Unsubscribe > from ALL INEE email lists
InterAgency Network for Education in Emergencies (INEE) 122 E. 42nd St., New York, NY 10168 www.ineesite.org
http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
11/11
INEE BiWeekly Bulletin, 16 November 2015
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
In this Bulletin Highlights INEE's 15th Anniversary in November! Education 2030 Framework for Action
Calls for Action Call for Applications: INEE Advocacy Working Group Final Call for Resources on Psychosocial Support in Education Global Consultation for Girls' Education Champions GBV Guidelines Baseline Survey Call for Nominees for the 2016 Voices of Courage Award Take Action to Support Refugee Children in Canadian Schools Make Education a Priority in Humanitarian Emergencies
Events The Brightest Hope Launch: Education and Innovation in Emergencies
Resources Emerging Practices for DM&E in Education for Peacebuilding Programs Strategic Review of the Youth Education pack (YEP) Model HRW Report on Barriers to Education for Syrian Refugee Children in Turkey Curriculum, Accreditation, and Certification for Syrian Children Ideas Box: A Portable MultiMedia Toolkit for Humanitarian Situations
16 November 2015
Join Us
Forward Bulletin
Quick Links INEE Toolkit INEE Minimum Standards Member Database Jobs FAQs Donate To INEE
Opinions Malala: Full Secondary Education for Girls Everywhere http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
EiE in numbers: Gaps in achievement 1/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
Charles AhetoTsegah: Without Financing, Let's Kiss SDG4 Goodbye Pauline Rose: Reflections on the WISE Summit in Doha Jordan Naidoo: Data Revolution for Education 2030 Podcast: The Brightest Hope: Innovation Driving EiE
among students are already large by the age of 5, and primary schools often do not find ways to reduce this. GPE
INEE News Roundup
Highlights
INEE's 15th Anniversary! INEE was first conceived at the World Education Forum in Dakar in the year 2000, and in November that same year, at an interagency consultation in Geneva, the network was formally founded. Help us celebrate this anniversary by sharing your impressions. Has INEE made a difference? What does the network mean to you? How has INEE helped you in your work, studies, or life?
Celebrating INEE is as easy as A, B, C… A. Write 12 sentences as a comment on the INEE website (in the comments), on our Facebook page, or on our Twitter channel (hashtag: #INEEturns15).Be sure to include your first name, last name, and country. B. Send us a photo of INEE in action.Be sure to include the photographer name, the date, and the location. C. Send us a 20second video of yourself or your colleagues answering the questions above. Send all photos and videos to [email protected]. Thank you!
Education 2030 Framework for Action UNESCO Towards inclusive and equitable quality education and lifelong learning for all On 4 November 2015 in Paris, the international education community adopted the Education 2030 Framework for Action, the foundation that will anchor global efforts to achieve Sustainable Development Goal 4 (SDG 4). This marked the end of a crucial process that began many months ago with national, regional and global consultations, leading to the commitment made in May 2015 at theWorld Education Forum in Incheon to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”(Incheon Declaration). The Framework for Action (FFA) is the roadmap to lead the international community and national governments in their efforts to achieve SDG 4 over the next 15 years. It guides all actors working at country, regional, and global level to work in synergy towards a common goal. And it provides a set of indicative strategies ‘different recipes’ to support the achievement of targets to be adapted by each country. Click to read more and download the Framework for Action document. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
2/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
Calls for Action Call for Applications: INEE Advocacy Working Group INEE INEE is pleased to invite applications for membership to the INEE Advocacy Working Group. This working group exists to support the achievement of INEE's overall goal: The provision of quality, safe, and relevant education for all is strengthened in crisis and crisisprone contexts through prevention, preparedness, response and recovery. The Advocacy Working Group leads advocacy efforts at the global and regional levels on key priorities, including financing and the promotion of the INEE Minimum Standards, to help ensure that INEE continues to play the role of global advocate and thought leader in the field of education in emergencies. It aims to work in close collaboration with other INEE ‘network spaces’ in creating evidencebased advocacy messages that are closely tied to the common values of the INEE community. Apply Now Find complete information, including membership criteria and responsibilities, as well as how to apply here. The deadline for applications is 30 November 2015.
Final Call for Resources on Psychosocial Support in Education INEE Final Opportunity for Input While many psychosocial support (PSS) resources exist, we are hoping to add some organization and relevance to them in the education context by clarifying what has been developed, in which languages, and by which organizations working in this area. As such, INEE is currently mapping existing PSS resources for use in education settings and for children and youth, with a focus on practical tools (e.g. lesson plans) that can be used by teachers, parents, social workers, and school principals. We are also compiling PSS guidelines, implementation tools and guidance, and training materials. Please submit all PSS resources in English, Arabic, French, Spanish, or Portguese to [email protected] by November 23, 2015. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
3/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
Global Consultation for Girls' Education Champions Brookings Institution Now is the time to lift up the global ambition for girls. Building on the progress to date, the global community should move its collective focus up from enrolling girls and boys in school in equal numbers to ensuring that girls complete secondary education with the skills they need for healthy and productive lives and livelihoods. This requires advancing the “second generation” girls’ education priorities, including access, making schools safe and girlfriendly, improving learning quality, supporting transitions to higher education and work, and supporting local leadership development. Girls' education champions working across different sectors and at national, subnational, provincial, and grassroots levels are invited to participate in a consultation about a global network to connect and empower girls’ education leaders around the world. We invite you to read the draft conceptual framework for such a network (vision, mission, objectives and outcomes, stakeholders and values) and five consultation questions. You are welcome to respond to the questions yourself or to do so in a group setting with other girls’ education champions. Please send your consultation inputs to Allison Anderson at [email protected] by November 20, 2015. Thank you very much in advance!
GBV Guidelines Baseline Survey GCER Secretariat As you may be aware, the 2015 Interagency Standing Committee (IASC) Guidelines for Integrating Genderbased Violence Interventions in Humanitarian Action ("GBV Guidelines") are currently being launched at the global level. The inter agency Reference Group overseeing the launch and roll out process, led by UNICEF and UNFPA, has requested Early Recovery's support with their baseline survey process. The purpose of this brief survey is to generate baseline data regarding existing levels – prior to roll out of the revised Guidelines – of knowledge, attitude and practices to address GBV in humanitarian action, amongst a range of practitioners, across all sectors and at all levels. This ANONYMOUS data will be used, over time, to assess the association of the GBV Guidelines with raising awareness about and promoting action to prevent and mitigate risk of GBV in humanitarian action. You can access the survey directly by clicking here. Arabic, French and Spanish versions are also available at the following links: www.gbvguidelines.org/survey/surveyarabic www.gbvguidelines.org/survey/enquetefrancais http://gbvguidelines.org/survey/encuestaespanol/ The survey will close on 20 November 2015.
Call for Nominees for the 2016 Voices of Courage Award WRC
http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
4/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
The WRC's 2016 Voices of Courage Award recognizes resilient, resourceful refugee women and civil society leaders whose ground breaking work improves the lives of refugee women, children and youth. You are invited to nominate a woman you know who deserves to be recognized on the international stage with this award. Voices of Courage awardees represent the many faces and circumstances of the current global refugee population. This year, we invite nominees that fall into two categories; one woman will be chosen from each group. 1. A current or former refugee woman* who has demonstrated leadership and a strong voice to improve the lives of refugee women, children or youth wherever they reside. 2. A local civil society woman leader who has developed or implemented successful programs that serve displaced women, children or youth and who can speak to the impact of the Women’s Refugee Commission.This leader may or may not be a refugee woman. Click to find out more and to nominate a remarkable woman today.
Take Action to Support Refugee Children in Canadian Schools Canadian Education in Emergencies Working Group The plight of refugees fleeing crises and the need for action is becoming more pressing as thousands ofrefugees arrive on the shores of Europe each day. Many of our member organizations are already working to support children and youth fleeing Syria and other global crises to access safe and protective education in their countries of origin. In light of the escalating crisis, we will step up our efforts to do more. As Education in Emergencies professionals, we also have a role to play in helping Ministries of Education and school communities in Europe and North America. We can help support the successful integration of refugee children in schools through various means including by making the connections to our work on the ground. Members of the Canadian Education in Emergencies Working Group are advocating for improved education settlement services for newcomers to Canada, and highlighting how fellow Canadians can get involved in initiatives that are taking place across the country related to refugees and education access. In addition, they are currently working with a committee of dedicated parents at a Torontoarea school that have launched the “1000 Schools Challenge” to develop classroom and teacher training materials for adopting a whole school approach to welcoming newcomer children. TO TAKE ACTION YOU CAN: 1. Distribute this information widely (anyone you know working on refugee issues or in schools could be interested, even teachers. 2. Write a letter to your MP, using the template here. Find your MP here. 3. Get in touch if you’d like to be involved in future campaign work on this issue. Click here to read the entire blog post.
Join the Movement to Make Education a Priority in Humanitarian Emergencies International Rescue Committee http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
5/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
During war or conflict, children are consistently put in harm’s way. Too often, they experience or witness unthinkable violence. They are separated from their families, exploited, and even recruited into armed forces. And they are torn away from their schools, teachers, and friends. You can help protect these children. In a humanitarian emergency, education can help save a child’s life. A safe learning environment provides children with a sense of security, predictability, and normalcy. Being in a classroom gives children a sense of hope as they continue to learn, heal from trauma, and plan for a brighter future. Going to school can also protect them from violence and exploitation, including recruitment into armed forces. Today, education is overlooked as being a critical part of humanitarian emergency response. Funding for education comprises less than 2 percent of overall humanitarian aid. You can help raise awareness about this issue by taking this pledge today. Click here to take the pledge.
Events The Brightest Hope Launch: Education and Innovation in Emergencies INEE & GEFI Dates: 20th November, 2:00 4:00 pm (EST) Location: United Nations Headquarters in New York, Conference Room 11 The InterAgency Network for Education in Emergencies (INEE) and the UN Secretary General’s Global Education First Initiative (GEFI) are pleased to convene a debate on education and innovation in emergencies and how technology and innovation can be used to reach the most marginalized learners. Objectives This interactive event will feature a panel discussion among UN, government, private sector, and civil society actors to reach the following objectives: Build the case for education in emergencies (EiE) as a humanitarian response imperative through the testimonials found in The Brightest Hope essays. Showcase innovative solutions and new technologies designed to facilitate access to learning and to support learners and teachers in conflict, disaster or other emergency settings. Reach a shared understanding of the challenges and the need for collaborative solutions to scaleup innovations and the use of technologies for education in emergencies. For more information see the full concept note and the event flyer. This interactive session will be livestreamed from this page. Use the hashtag #ICT4EIE on Twitter to share your reactions and questions throughout the event. RSVP Please RSVP to participate in person at the UN or to participate virtually via the livestream. RSVP here by Monday, November 16th. Spaces are limited, registration will be on a firstcome firstserve basis. Please contact Carey Utz at [email protected] with any questions.
http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
6/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
Resources Emerging Practices for DM&E in Education for Peacebuilding Programming Search for Common Ground Practical Guide Search for Common Ground, in partnership with UNICEF, is very excited to announce the launch of the Emerging Practices in Design, Monitoring, and Evaluation of Education for Peacebuilding Programming Guide, a step forward in bridging the gap of designing M&E systems for education for peacebuilding programming. The Guide presents critical information, practical tips, resources and tools for all stages in program cycles to help capture and assess education for peacebuilding’s potential impact and contribution to sustainable, transformative change." Click here to download the Guide.
Strategic Review of the Youth Education Pack (YEP) Model NRC and WRC Strategic Review The Norwegian Refugee Council (NRC) engaged the Women's Refugee Commission (WRC) to conduct an external review of the Youth Education (YEP) model. The project was an opportunity to compare YEP programmes across countries focusing on three main research questions: 1. Can the YEP model be adapted, or the skill elements redefined, without a consequent reduction or compromise on effectiveness? 2. Can adaptations to the YEP Model increase the effectivenes of the programme, through a greater scale of programming? 3. How do outcomes differ for male and female YEP learners? A desk review was conducted on 13 countries and 21 programmes based on over 250 programme documents. One field mission to the YEP programme in Dadaab (Kenya) was also conducted. The final review was supplemented with interviews and questionnaires with NRC staff at head office and field level. Click here to download the report.
HRW Report on Barriers to Education for Syrian Refugee Children in Turkey Human Rights Watch Report Prior to the conflict, the primary school enrollment rate in Syria was 99 percent and lower secondary school enrollment was 82 percent, with high gender parity. Today, nearly 3 million Syrian children inside and outside the country are out of school, according to UNICEF estimates—demolishing Syria’s achievement of near universal education before the war. This report is the first of a threepart series addressing the urgent issue of access to education for Syrian refugee schoolchildren in Turkey, Jordan, and Lebanon.The series will examine the various barriers preventing Syrian children from accessing education and call on host governments, international donors, and implementing partners to mitigate their impact in order to prevent http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
7/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
a lost generation of Syrian children. This report is primarily based on research conducted in June 2015 in Istanbul, Izmir, Turgutlu, Gaziantep, Mersin, and Ankara. Human Rights Watch interviewed noncamp Syrian refugee families to assess their educational situations. We focused on noncamp refugees because of the low rate of enrollment among noncamp refugees in comparison to the high rate inside camps. Click here to download the full report.
Curriculum, Accreditation, and Certification for Syrian Children UNICEF
Regional Study This study presents selected education programmes available for Syrian children in Syria, Turkey, Lebanon, Jordan, Iraq, and Egypt, including curricula used and the certification and accreditation of education programmes in public schools and in nonformal programmes. The study also communicates current views and debates on the learning programmes available for Syrian children. In addition to a review of published and unpublished literature in English, Arabic and Turkish, the research teams conducted field investigation in the six countries using semistructured interviews and focus group discussions with a range of stakeholders, including policymakers, education practitioners, government officials, senior staff in United Nations agencies and other international organizations, staff of local and international NGOs, teachers, school principals, children and parents. Click here to download the report in English. Click here to download the report in Arabic.
IDEAS BOX: A Portable MultiMedia Toolkit for Humanitarian Situations Libraries Without Borders Multimedia Toolkit The Ideas Box is a comprehensive portable media center for both children and adults. It includes: a digital lab, with server with preloaded Open Education Resources, tablets, computers; a library with paper and electronic books; a creativity kit, with cameras and microphone, a stage, puppets; a cinema. Modular, easy to use and robust, it comes with its own power source. In all, the Ideas Box is a major innovation for improving access to information, digital tools and culture for all. Ideas Box are currently in use in refugee contexts in Jordan and Burundi, in urban contexts in Paris, the Bronx and Calais, and for isolated or rural populations in Australia and soon in France. Learn more about our Ideas Box projects and its contents by reading our first impact report here (http://bit.ly/1zzopR4), and by watching the following short videos shot in the Burundian refugee camps where it is used (http://bit.ly/1eXoGyi), and another one showing how the Ideas Box is set up (http://bit.ly/1CR0c8h).
http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
8/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
Opinions Full Secondary Education Must Become an Expectation for Girls Everywhere Malala Yousafzi and Jim Jong Kim OpEd You may be wondering what an 18yearold student and the president of the world’s largest development agency have in common. One of us is fond of a Korean expression: Yeolsimhi gongbu hay, which means study with your hearts on fire. The other one of us often urges girls around the world to set your words on fire and speak out for the right to education. Although good progress has been made on girls’ school enrolment in the past decade, in developing countries 32 million girls of lower secondary school age were out of school. The situation for the poorest rural girls is dire: only 13 per cent of the poorest rural adolescent girls in South and West Asia complete lower secondary school. In many countries, the number of girls completing upper secondary school is so low that it is not possible to know how many are in or out of higher grades. Yet, when girls succeed in getting a good secondary education, they develop selfconfidence and skills that can have an amazing impact on society. Educating girls transforms countries and generations. We want to make sure that the opportunity to finish primary and secondary school becomes the ordinary expectation of every girl in the world, no matter where she lives. Click to read the full oped.
Without Proper Financing, Let's Kiss the Education SDG Goodbye Charles AhetoTsegah, National Council for Curriculum and Assesment, Ghana In July this year, heads of state and development and finance ministers from around the world met in Addis Ababa, Ethiopia to discuss financing of all of the new global goals. However, the mood from many civil society organisations was largely pessimistic. My special concern, however, is the fact that aid to support education, which is a right and an entitlement is dwindling in favour of other issues. The situation suggests that there is a common acceptance that education can always wait because it is not immediately life threatening. Education Can No Longer Wait!! Rightly stated innovative financing mechanisms are needed, and in this case especially for education. The time has come to rethink education financing. Click to read the full blog post.
Reflections on the WISE Summit in Doha, Qatar Pauline Rose The WISE Summit is a powerful force – it is the first conference I’ve been to where the first six speakers have been women, each of them world leaders in their own right. Who better to speak about the transformative power of girls’ education than Michelle Obama, Her Highness Sheikha Mozah, Julia Gillard, Leymah Gbowee and Mabel van Oranje, and moderated by Mishal Husain? http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
9/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
A recurring theme during the opening plenary was the need to shift focus to secondary education. Speakers emphasized that it is at this stage that parents begin to doubt the benefit of girls’ education, as they approach the age at which they might be expected to get married, unlike their brothers, who are expected to become the breadwinners. Click to read the full blog post.
A Data Revolution for Education 2030 Jordan Naidoo, UNESCO, and Sylvia Montoya, UNESCO Institute for Statistics The fourth Sustainable Development Goal (SDG) is a global dream about quality education for all children, youth and adults. But this ambitious vision will remain just that – a dream – without a concrete plan and real commitment. We need a datadriven mechanism to ensure that every effort and dollar are targeted to transform the promise of quality education for all into reality. This week Member States are adopting the Education 2030 Framework for Action in Paris alongside the UNESCO General Conference. To map the way forward, the framework includes a list of 43 thematic indicators, or, ways of measuring progress towards the education SDG. These are proposed by the extended Technical Advisory Group, which was established by UNESCO to develop recommendations for education indicators and to inform and support the work of the Education for All Steering Committee. Click to read the full blog post.
Podcast The Brightest Hope: Innovation Driving Education in Emergencies UNICEF Against a backdrop of increasingly complex humanitarian emergencies, organizations are exploring new and innovative ways to help children learn, even in the most difficult circumstances. UNICEF podcast moderator Mia Lobel spoke with three guests about what is working in innovation for education in emergencies and the impact of technology on the lives of children. Click here to listen to the podcast.
EiE News Roundup Read these and many more new articles every day in the INEE Newsfeed. ﺍﻓﺭﻳﻘﻳﺎ ﻭﺷﻣﺎﻝ ﺍﻻﻭﺳﻁ ﺍﻟﺷﺭﻕ ﻟﻣﻧﻁﻘﺔ ﺍﻟﻳﻭﻧﺳﻳﻑ ﺩﺭﺍﺳﺔ UNICEF MENA 11 November 2015 ﺻﻠﺔ ﺫﻱ ﺗﻌﻠﻳﻡ ﻓﻲ ﺣﻘﻬﻡ ﻋﻠﻰ ﺳﻠﺑﺎ ﺃﺛﺭ ﻗﺩ ﺍﻟﺳﻭﺭﻳﻳﻥ ﺍﻷﻁﻔﺎﻝ ﻧﺯﻭﺡ ﻭ ﺍﻷﺯﻣﺔ ﺣﺟﻡ ﺍﻥ ﻋﻠﻰ ﺍﻟﺩﺭﺍﺳﺔ ﻫﺫﻩ ﺗﻛﺷﻑ ﻭﻣﻌﺗﻣﺩ Click to read more Michelle Obama calls for changing cultural norms that keep girls from school http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
10/11
3/20/2016
INEE BiWeekly Bulletin, 16 November 2015
The Hechinger Report 4 November 2015 Increasing access to education for girls worldwide requires first changing laws and cultures that make women unsafe, First Lady Michelle Obama told an international conference of educators.“If we truly want to get girls into our classrooms, we need to have an honest conversation about how we view and treat women in our societies,” Obama told the World Innovation Summit for Education. Click to read more Protecting children in wars and disasters must be a priority says UNICEF UK A World At School 3 November 2015 Millions of children who are living through the horrors of wars and natural disasters need urgent help to protect them from violence and trauma. Keeping them safe at school is key to helping children in the growing number of conflicts and crises around the world sadly it is not seen as a priority in the same way as food, shelter and medicine. Click to read more Conflict is twice more likely in countries with education inequalities, says new UNICEF report UNICEF 2 November 2015 The likelihood of violent conflict doubles in countries with high levels of inequality in education, according to a new UNICEF and FHI360 study launched in New York on Thursday. The global study, Does Horizontal Education Inequality Lead to Violent Conflict?, looked at more than 100 countries over a 50 year period (19602010), and analyzed the relationship between educational attainment, education inequality and incidents of conflict. 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. INEE also has a website with a wide range of resources for those working on education in emergencies, chronic crises and early recovery 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.
You are receiving this message because you subscribed to an INEE email list.
Update your email address and email subscriptions or Unsubscribe > from ALL INEE email lists
InterAgency Network for Education in Emergencies (INEE) 122 E. 42nd St., New York, NY 10168 www.ineesite.org
http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=8a6798749d
11/11
