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INEE BiWeekly Bulletin, 4 November 2015
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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
In this Bulletin Highlights INEE's 15th Anniversary in November!
4 November 2015
Join Us
Calls for Action Call for Applications: INEE Advocacy Working Group Final Call for Resources on Psychosocial Support in Education Innovation competition: EduApp4Syria Global Consultation for Girls' Education Champions
Events
Forward Bulletin
Quick Links
Debate on Challenges of Education in Fragile and ConflictAffected States Webinar: Child SafeGuarding in Humanitarian Settings #DrawDisability Campaign Champions and Exhibition
INEE Toolkit
Resources
Member Database
Educational Access and Quality of Learning in Crisis Review Global Education Monitoring Report Teachers' Page Nepal Earthquake Response: Six Month Review MetaEvaluation of NRC's Accelerated Education Programme 8 Educational Resources to Better Understand the Refugee Crisis New Blog Series by UNESCO's International Bureau of Education Using Education to Promote Peace in Africa Policy Brief
INEE Minimum Standards
Jobs FAQs Donate To INEE
Opinions Fixing the Problem of Teaching by Leaving Teachers Behind Education cannot wait, and yet it always does http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
EiE in numbers: 14 cents is the 1/11
3/20/2016
INEE BiWeekly Bulletin, 4 November 2015
Gypsy in Geneva A Data Revolution for Education 2030
INEE News Roundup
difference between quality education for all or education for some. GPE
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!
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 http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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INEE BiWeekly Bulletin, 4 November 2015
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.
Innovation competition: EduApp4Syria Norad and partners Norway and several international partners are launching an innovation competition to develop a mobilebased learning application for Syrian children. Three million Syrian children are unable to attend school because of the war. Many are having to cope with traumas and high levels of stress, which also affects their learning ability. Norway is therefore fronting an initiative to develop a smartphone application that can help Syrian children to learn how to read, and improve their psychosocial wellbeing. This will take the form of an international innovation competition in cooperation with the Norwegian University of Science and Technology (NTNU), the All Children Reading: A Grand Challenge for Development, the mobile network operator Orange, and the InterAgency Network for Education in Emergencies (INEE). Feedback wanted Are you a potential competitor? We want your feedback so we can find the best competition model. To learn more, watch the recording from the EduApp4Syria Dialogue Conference held in Oslo in October 2015. Also, visit the competition website for more questions and answers. Photo: Matt Cardy/Getty http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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INEE BiWeekly Bulletin, 4 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!
Events Open Debate on Challenges of Education in Fragile and ConflictAffected States SDC Dates: 6th of November 9:1510:30am Location: Bern, Switzerland There is an upcoming Open Debate on "Challenges of Education in Fragile and Conflict Affected States" organised by the Swiss Agency for Development and Cooperation (SDC). This event will be held from 9:15 to 10:30 on 6th November in Bern, and will be followed by refreshments and SDC’s exhibition on education. While the needs for education in fragile and conflict affected countries are growing, resources remain scarce and coordination between aid actors tends to be weak. To address this issue, the panel will bring together stakeholders of various backgrounds and affiliations sharing the common will to increase their commitment to better respond to these challenges. Panelists: Julia Gillard, Chair of the Board of Directors of the Global Partnership for Education Manuel Bessler, Ambassador, Delegate for Humanitarian Aid and Head of the Swiss Humanitarian Aid Unit Sandro Giuliani, Managing Director of the Jacobs Foundation James Sparkes, Coordinator and Senior Education Adviser Education Cluster Unit, Save the Children Moderation: Chantal Nicod, West Africa and Education Division Chief, SDC Please, RSVP to [email protected] ASAP.
Webinar: Child Safeguarding in Humanitarian Settings http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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Child Safe Horizons Date: November 26th at 5:00 pm AEST Location: Online A 1hour webinar on child safeguarding in humanitarian settings. The training will have a special focus on how Child Safeguarding fits into the Child Protection Minimum Standards and how to apply best practice across all emergency programming. This webinar is designed for people already invoved or likely to be involved in humanitarian work. This particular event is targeted to CPWG members and associates who are already programming in emergency contexts. By the end of the webinar participants will: Have a clear understanding of the difference between Child Protection and Child Safeguarding Know where Child Safeguarding fits within the CPMS Apply Child Safeguarding to CPiE programming Know the importance of Child Safeguarding across all humanitarian programming Please email your interest to: [email protected]; [email protected] by the 16th of November.
#DrawDisability Campaign Announces Drawing Champions and Exhibition Global Observatory for Inclusion Following an internal preselection process and two months of public voting, GLOBI recently identified 100 #DrawDisability Champions. In order to retain the geographical representation of the campaign, with drawings sent from 50 countries worldwide, they decided to include at least one artwork per country in the final list. These 100 drawings are not necessarily the most beautiful or artistic, but they well display the variety of inputs and sensitivities demonstrated by children and youth across the world participating in #DrawDisability.
Click to see the final 100 drawings.
GLOBI also has announced three important news regarding the campaign: At the beginning of November, GLOBI will host a Google Hangout to wrap up the campaign, and discuss about inclusive education and the new Sustainable Development Agenda. More info on this soon. From November 30 to December 4, 2015, GLOBI will host a #DrawDisability exhibition and a panel discussion on inclusive education at the United Nations HQ in New York, on the occasion of the International Day of Persons with Disabilities. More info will follow soon on this, too. GLOBI will publish a #DrawDisability Book containing the 100 #DrawDisability Champions and primarily focusing on inclusive education. The book will also include written contributions from selected partners. Each #DrawDisability partner organisation will receive some copies of the book. Partner oganizations can reply to andrea.pregel@globiobservatory.org in order to give their shipping address.
Resources Educational Access and Quality of Learning in Crisis Review Department for International Development Review This review assesses interventions to promote educational access, quality of learning, and wellbeing for children in crisisaffected countries. http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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INEE BiWeekly Bulletin, 4 November 2015
Interventions for children in crisisaffected or postcrisis countries can promote educational access, quality of learning, and wellbeing. This rigorous review has 3 primary goals: 1. to assess the strength and quality of the existing evidence of effective practices and interventions in regions affected by crises 2. to identify relevant evidence of effective interventions from higher income countries 3. to develop conceptual models that can be tested in future research. Click here to download the review.
Global Education Monitoring Report Teachers' Page UNESCO EFA GMR Interactive Website This Global Education Monitoring Report Teachers' Page aims to provide teachers with the advocacy tools they need in order to ensure quality education for all. In order to solve the learning crisis that has left 250 million children not learning the basics, all children must have teachers who are trained, motivated and enjoy teaching. They must be able to identify and support weak learners and be backed by wellmanaged education systems. Governments must increase access while also making sure that learning improves for all. Adequately funded national education plans that aim explicitly to meet the needs of the disadvantaged and that ensure equitable access to welltrained teachers must be a policy priority.
Nepal Earthquake Response: Six Month Review Plan International Six Month Review This report highlights Plan International's achievements and sector interventions in the aftermath of the 25 April earthquake in Nepal, which impacted the lives of more than 8 million people, including 3.2 million children. In the last 6 months, Plan International has raised nearly €20 million to help 255,120 individuals, including 106,739 children impacted by the earthquakes in Nepal. Plan International’s response in Nepal focused on 6 key sectoral areas: Education in Emergencies; Child Protection in Emergencies; Water, Sanitation and Hygiene (WASH); Shelter and Non Food Items (NFIs); Health; and Food Security and Livelihoods. The report includes priorities moving forward as they transition into the recovery phase. Plan International will focus particularly on the education, protection and shelter needs of children and their families, aiming to reach more children and adults living in some of the most remote, devastated earthquakeaffected areas of Nepal. Click here to download the report.
MetaEvaluation of NRC's Accelerated Education Programme Norwegian Refugee Council http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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INEE BiWeekly Bulletin, 4 November 2015
MetaEvaluation For more than 15 years the Norwegian Refugee Council has supported outofschool children and youth to regain access to schooling by supporting AE programming. This metaevaluation was conducted to collate and analyse learning from across multiple evaluations. Refugee and internally displaced children and youth frequently miss substantial amounts of schooling. With each missed semester or school year there is a greater risk that they will be unable to return to formal education. Responding to the needs of these children has increasingly led governments and agencies to explore the possibility of providing Accelerated Education (AE) responses, supporting children to attain formal schooling equivalencies and providing pathways for reentry to the formal system at appropriate grade levels. While individual AE programmes have been evaluated and assessed at various points, NRC decided that it was time to undertake an organisationalwide review of this activity. A metaevaluation was conducted to collate and analyse learning from across multiple evaluations. In addition, three country case studies informed the findings of the report. The aim was to strengthen the AE programme framework within NRC, understand positive and negative patterns that have emerged and capitalise on the lessons learned. Click here to download the meta evaluation.
8 Educational Resources to Better Understand the Refugee Crisis Amnesty International Interactive Website The world refugee crisis has led civil society to mobilise, and initiatives calling for greater support to refugees have multiplied across countries. But at the same time, there have been increasing demands especially from schools on how to work on this issue, asking how to discuss it with young people, or with students. Based on the recommendations of Amnesty International's global human rights education network, they have compiled a list of educational resources that explain the rights of refugees. Teachers, educators, facilitators or anyone that wishes to learn more about refugees can use these materials produced by Amnesty International and other organisations.
New Blog Series: InProgress Reflections on Current and Critical Issues in Curriculum and Learning UNESCO International Bureau of Education Blog The International Bureau of Education (IBEUNESCO) has recently launched the blog series InProgress Reflections on Current and Critical Issues in the Curriculum and Learning. This reflection series offers a common space for global conversations, collective productions and discussions on curriculum issues that are of high concern for UNESCO Member States. The blog will cover a wide array of knowledge products, amongst which you will find: discussion papers, policy briefs, frameworks, guidelines, prototypes, resource packs, learning tools and multimedia resources. These will be thoroughly discussed, revised, adapted and disseminated engaging education and curriculum agencies / institutes in general, and curriculum developers and specialists, development experts, policy makers, teacher trainers, supervisors, principals, teachers, researchers and other educational stakeholders, in specific. http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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INEE BiWeekly Bulletin, 4 November 2015
Please share your comments and perspectives, join a community of experts and contribute to the global conversation for inclusive and equitable quality education!
Using Education to Promote Peace and Counter Radicalization in Africa Association for the Development of Education in Africa
Policy Brief The African continent continues to experience the rise of radicalized and violent extremist groups. Such groups have increasingly adopted extreme political, social, cultural or religous ideals and aspirations and use undemocratic and violent means to reach their objectives. This has affected socioeconomic development on the continent particularly that of education, by creating unstable communities where learners focus more on staying alive than going to school (GMR 2011). The challenge of radicalization and violent extremism has mainly been addressed through soft diplomacy and hard approaches. For many African governments the latter method has been used to weed out the power bases of extremist groups. However, judging by the continued proliferation and activity of these groups, the approach has been less than successful. This has led to the view that Countering Violent Extremism becomes counterproductive when only one technique is used. It is therefore necessary that militant measures be complemented with soft initiatives such as education which can address the conditions conducive to the spread of violent extremism. Education can help to promote the global values of tolerance of diversity, inclusion and redress for vulnerable groups. Click here to download the policy brief.
Opinions Fixing the Problem of Teaching by Leaving Teachers Behind Mary Burns, Education Development Center Blog Post October 5 was World Teachers Day. On that day, the world typically turns its attention to teachers. We place the UNESCO World Teachers Day poster on our Facebook pages. We hold symposia on the importance of teachers and teaching. We #ThankATeacher. All good. But then the calendar flips to October 6… (more on that in a moment). We ask a lot of teachers—particularly in some of the world’s poorest and most fragile places. We ask them to teach literacy and numeracy. We ask them to teach children of different ages —in the same classroom. We ask them to integrate social emotional learning, design activities that are conflict sensitive, provide protective environments, foster resilience, help children heal from trauma, create childfriendly learning spaces, be gender sensitive, and teach all learners regardless of disability, or emotional and behavioral issues. In many cases and many places, we ask teachers to do all of these things. In short, we ask teachers to advance an enormous part of the education development agenda of donors, of ministries of education and of implementing agencies. You would think that given the enormity of this responsibility and the stakes involved, that as an education community, we would do everything in our power to recruit and prepare the very best people to advance this agenda, that we would establish structures and supports to ensure that these teachers succeed in advancing this agenda. You would be wrong. Click to read the full blog post. http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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Education cannot wait, and yet it always does Kate Redman, Education for All Global Monitoring Report
For many years now there have been calls for greater attention to education in crisis situations from a multitude of advocacy organisations and influential spokespeople. Despite this noise, although there have been some indications of progress, there have been no major improvements for children’s education chances in emergencies. It was exciting to hear at the Inter Agency Network for Education in Emergencies (INEE) annual meetings that have been taking place this week in Geneva, therefore, that 2016 might be a breakthrough year for the sector. Might this finally be the year that statements get turned into commitments? Click to read the full blog post.
Gypsy in Geneva Madeeha Ansari En route Geneva to attend a Round Table on “The Role of Education and Youth in Preventing Urban Violence and Countering Violent Extremism,” there was a sense of incredulity – here there was, somehow, a pass to a room full of the giants within this particular community of practice and research. On the other hand, there was the strange feeling of transporting voices from “the gypsy life” in Pakistan to an entirely different setting. I hoped I would be able to preserve their authenticity, when attempting to translate the lessons they taught into macrolevel language. ... The framing sessions were the ones prompting questions. And I realized how important it is to fill a room with thoughtful people who all care, but may not all agree. That’s when you can really start unpacking the abbreviations. 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 http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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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.
EiE News Roundup Read these and many more new articles every day in the INEE Newsfeed. Lebanon’s schools do doubleduty to educate both Syrian, Lebanese students AlMonitor 30 October 2015 Syrians escaping the civil war that has been raging in their country since March 2011 now account for almost onethird of Lebanon’s population. They represent a huge burden for Lebanon and are affecting various sectors, including the public education system. In June 2011, the number of Syrian refugees in Lebanon stood at 2,000, but today, according to Lebanon’s Ministry of Education and Higher Education, the number of Syrians registered with the UN High Commissioner for Refugees (UNHCR) has reached 1.181 million. Click to read more In DR Congo, more engagement for an improved education system Global Partnership for Education 29 October 2015 Last week, I sat in the back of a 6th grade class at Tuyebonso Primary School in the Democratic Republic of Congo (DRC) and listened to a dynamic math teacher, as he led his 36 students in a geometry lesson. He asked them to identify and draw right, acute and obtuse angles, discussing what characteristics define a shape. The children followed along in their textbooks, which have been provided as part of the GPEfinanced basic education program (called PROSEB Projet de Soutien à l’éducation de base). Click to read more The crucial role of teachers in peacebuilding Global Partnership for Education 28 October 2015 ‘The Role of Teachers in Peacebuilding’ is the latest literature review from the Research Consortium on Education and Peacebuilding. Carried out by a team of experts from the University of Sussex, the review explores the role of teachers in promoting peace, reconciliation, social cohesion and violence mitigation in countries affected by conflict. Teachers often play a central, but revealed role in peacebuilding. This is the crucial conclusion of the new literature review. Click to read more View on Migration: Universities welcome Syrian scholars SciDev.Net 21 October 2015 Universities around the world are providing refuge for dozens of Syrian academics who have fled the brutal civil war. The Scholar Rescue Fund (SRF), part of the USbased Institute of International Education, has found placements at host universities for 80 Syrian scholars since the conflict began in 2011. In the United Kingdom, a charity called the Council for AtRisk Academics (Cara) has found placements for around 90 Syrians. Click to read more Syrian Refugee Children’s Mental Health, Educational Needs Unmet Philanthropy News Digest 19 October 2015 Approximately half of the more than four million refugees who have fled Syria since 2011 are under the age of 18, and many face substantial disruptions in and barriers to schooling, a report from the Migration Policy Institute finds. The report, The Educational and Mental Health Needs of Syrian Refugee Children (32 pages, PDF), found that during the 201415 school year, an estimated 51 percent of schoolage Syrian refugees were not enrolled in school. Enrollment rates ranged from 68 percent in Jordan to 30 percent in Turkey, where children cannot enroll in school until they demonstrate proficiency in Turkish, to 20 percent in Lebanon, where instruction is in French and English as well as Arabic. Click to read more
The InterAgency Network for Education in Emergencies (INEE) is an open global network of practitioners, http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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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.
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InterAgency Network for Education in Emergencies (INEE) 122 E. 42nd St., New York, NY 10168 www.ineesite.org
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INEE BiWeekly Bulletin, 4 November 2015
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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!
4 November 2015
Join Us
Calls for Action Call for Applications: INEE Advocacy Working Group Final Call for Resources on Psychosocial Support in Education Innovation competition: EduApp4Syria Global Consultation for Girls' Education Champions
Events
Forward Bulletin
Quick Links
Debate on Challenges of Education in Fragile and ConflictAffected States Webinar: Child SafeGuarding in Humanitarian Settings #DrawDisability Campaign Champions and Exhibition
INEE Toolkit
Resources
Member Database
Educational Access and Quality of Learning in Crisis Review Global Education Monitoring Report Teachers' Page Nepal Earthquake Response: Six Month Review MetaEvaluation of NRC's Accelerated Education Programme 8 Educational Resources to Better Understand the Refugee Crisis New Blog Series by UNESCO's International Bureau of Education Using Education to Promote Peace in Africa Policy Brief
INEE Minimum Standards
Jobs FAQs Donate To INEE
Opinions Fixing the Problem of Teaching by Leaving Teachers Behind Education cannot wait, and yet it always does http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
EiE in numbers: 14 cents is the 1/11
3/20/2016
INEE BiWeekly Bulletin, 4 November 2015
Gypsy in Geneva A Data Revolution for Education 2030
INEE News Roundup
difference between quality education for all or education for some. GPE
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!
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 http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
2/11
3/20/2016
INEE BiWeekly Bulletin, 4 November 2015
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.
Innovation competition: EduApp4Syria Norad and partners Norway and several international partners are launching an innovation competition to develop a mobilebased learning application for Syrian children. Three million Syrian children are unable to attend school because of the war. Many are having to cope with traumas and high levels of stress, which also affects their learning ability. Norway is therefore fronting an initiative to develop a smartphone application that can help Syrian children to learn how to read, and improve their psychosocial wellbeing. This will take the form of an international innovation competition in cooperation with the Norwegian University of Science and Technology (NTNU), the All Children Reading: A Grand Challenge for Development, the mobile network operator Orange, and the InterAgency Network for Education in Emergencies (INEE). Feedback wanted Are you a potential competitor? We want your feedback so we can find the best competition model. To learn more, watch the recording from the EduApp4Syria Dialogue Conference held in Oslo in October 2015. Also, visit the competition website for more questions and answers. Photo: Matt Cardy/Getty http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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INEE BiWeekly Bulletin, 4 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!
Events Open Debate on Challenges of Education in Fragile and ConflictAffected States SDC Dates: 6th of November 9:1510:30am Location: Bern, Switzerland There is an upcoming Open Debate on "Challenges of Education in Fragile and Conflict Affected States" organised by the Swiss Agency for Development and Cooperation (SDC). This event will be held from 9:15 to 10:30 on 6th November in Bern, and will be followed by refreshments and SDC’s exhibition on education. While the needs for education in fragile and conflict affected countries are growing, resources remain scarce and coordination between aid actors tends to be weak. To address this issue, the panel will bring together stakeholders of various backgrounds and affiliations sharing the common will to increase their commitment to better respond to these challenges. Panelists: Julia Gillard, Chair of the Board of Directors of the Global Partnership for Education Manuel Bessler, Ambassador, Delegate for Humanitarian Aid and Head of the Swiss Humanitarian Aid Unit Sandro Giuliani, Managing Director of the Jacobs Foundation James Sparkes, Coordinator and Senior Education Adviser Education Cluster Unit, Save the Children Moderation: Chantal Nicod, West Africa and Education Division Chief, SDC Please, RSVP to [email protected] ASAP.
Webinar: Child Safeguarding in Humanitarian Settings http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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INEE BiWeekly Bulletin, 4 November 2015
Child Safe Horizons Date: November 26th at 5:00 pm AEST Location: Online A 1hour webinar on child safeguarding in humanitarian settings. The training will have a special focus on how Child Safeguarding fits into the Child Protection Minimum Standards and how to apply best practice across all emergency programming. This webinar is designed for people already invoved or likely to be involved in humanitarian work. This particular event is targeted to CPWG members and associates who are already programming in emergency contexts. By the end of the webinar participants will: Have a clear understanding of the difference between Child Protection and Child Safeguarding Know where Child Safeguarding fits within the CPMS Apply Child Safeguarding to CPiE programming Know the importance of Child Safeguarding across all humanitarian programming Please email your interest to: [email protected]; [email protected] by the 16th of November.
#DrawDisability Campaign Announces Drawing Champions and Exhibition Global Observatory for Inclusion Following an internal preselection process and two months of public voting, GLOBI recently identified 100 #DrawDisability Champions. In order to retain the geographical representation of the campaign, with drawings sent from 50 countries worldwide, they decided to include at least one artwork per country in the final list. These 100 drawings are not necessarily the most beautiful or artistic, but they well display the variety of inputs and sensitivities demonstrated by children and youth across the world participating in #DrawDisability.
Click to see the final 100 drawings.
GLOBI also has announced three important news regarding the campaign: At the beginning of November, GLOBI will host a Google Hangout to wrap up the campaign, and discuss about inclusive education and the new Sustainable Development Agenda. More info on this soon. From November 30 to December 4, 2015, GLOBI will host a #DrawDisability exhibition and a panel discussion on inclusive education at the United Nations HQ in New York, on the occasion of the International Day of Persons with Disabilities. More info will follow soon on this, too. GLOBI will publish a #DrawDisability Book containing the 100 #DrawDisability Champions and primarily focusing on inclusive education. The book will also include written contributions from selected partners. Each #DrawDisability partner organisation will receive some copies of the book. Partner oganizations can reply to andrea.pregel@globiobservatory.org in order to give their shipping address.
Resources Educational Access and Quality of Learning in Crisis Review Department for International Development Review This review assesses interventions to promote educational access, quality of learning, and wellbeing for children in crisisaffected countries. http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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Interventions for children in crisisaffected or postcrisis countries can promote educational access, quality of learning, and wellbeing. This rigorous review has 3 primary goals: 1. to assess the strength and quality of the existing evidence of effective practices and interventions in regions affected by crises 2. to identify relevant evidence of effective interventions from higher income countries 3. to develop conceptual models that can be tested in future research. Click here to download the review.
Global Education Monitoring Report Teachers' Page UNESCO EFA GMR Interactive Website This Global Education Monitoring Report Teachers' Page aims to provide teachers with the advocacy tools they need in order to ensure quality education for all. In order to solve the learning crisis that has left 250 million children not learning the basics, all children must have teachers who are trained, motivated and enjoy teaching. They must be able to identify and support weak learners and be backed by wellmanaged education systems. Governments must increase access while also making sure that learning improves for all. Adequately funded national education plans that aim explicitly to meet the needs of the disadvantaged and that ensure equitable access to welltrained teachers must be a policy priority.
Nepal Earthquake Response: Six Month Review Plan International Six Month Review This report highlights Plan International's achievements and sector interventions in the aftermath of the 25 April earthquake in Nepal, which impacted the lives of more than 8 million people, including 3.2 million children. In the last 6 months, Plan International has raised nearly €20 million to help 255,120 individuals, including 106,739 children impacted by the earthquakes in Nepal. Plan International’s response in Nepal focused on 6 key sectoral areas: Education in Emergencies; Child Protection in Emergencies; Water, Sanitation and Hygiene (WASH); Shelter and Non Food Items (NFIs); Health; and Food Security and Livelihoods. The report includes priorities moving forward as they transition into the recovery phase. Plan International will focus particularly on the education, protection and shelter needs of children and their families, aiming to reach more children and adults living in some of the most remote, devastated earthquakeaffected areas of Nepal. Click here to download the report.
MetaEvaluation of NRC's Accelerated Education Programme Norwegian Refugee Council http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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INEE BiWeekly Bulletin, 4 November 2015
MetaEvaluation For more than 15 years the Norwegian Refugee Council has supported outofschool children and youth to regain access to schooling by supporting AE programming. This metaevaluation was conducted to collate and analyse learning from across multiple evaluations. Refugee and internally displaced children and youth frequently miss substantial amounts of schooling. With each missed semester or school year there is a greater risk that they will be unable to return to formal education. Responding to the needs of these children has increasingly led governments and agencies to explore the possibility of providing Accelerated Education (AE) responses, supporting children to attain formal schooling equivalencies and providing pathways for reentry to the formal system at appropriate grade levels. While individual AE programmes have been evaluated and assessed at various points, NRC decided that it was time to undertake an organisationalwide review of this activity. A metaevaluation was conducted to collate and analyse learning from across multiple evaluations. In addition, three country case studies informed the findings of the report. The aim was to strengthen the AE programme framework within NRC, understand positive and negative patterns that have emerged and capitalise on the lessons learned. Click here to download the meta evaluation.
8 Educational Resources to Better Understand the Refugee Crisis Amnesty International Interactive Website The world refugee crisis has led civil society to mobilise, and initiatives calling for greater support to refugees have multiplied across countries. But at the same time, there have been increasing demands especially from schools on how to work on this issue, asking how to discuss it with young people, or with students. Based on the recommendations of Amnesty International's global human rights education network, they have compiled a list of educational resources that explain the rights of refugees. Teachers, educators, facilitators or anyone that wishes to learn more about refugees can use these materials produced by Amnesty International and other organisations.
New Blog Series: InProgress Reflections on Current and Critical Issues in Curriculum and Learning UNESCO International Bureau of Education Blog The International Bureau of Education (IBEUNESCO) has recently launched the blog series InProgress Reflections on Current and Critical Issues in the Curriculum and Learning. This reflection series offers a common space for global conversations, collective productions and discussions on curriculum issues that are of high concern for UNESCO Member States. The blog will cover a wide array of knowledge products, amongst which you will find: discussion papers, policy briefs, frameworks, guidelines, prototypes, resource packs, learning tools and multimedia resources. These will be thoroughly discussed, revised, adapted and disseminated engaging education and curriculum agencies / institutes in general, and curriculum developers and specialists, development experts, policy makers, teacher trainers, supervisors, principals, teachers, researchers and other educational stakeholders, in specific. http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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INEE BiWeekly Bulletin, 4 November 2015
Please share your comments and perspectives, join a community of experts and contribute to the global conversation for inclusive and equitable quality education!
Using Education to Promote Peace and Counter Radicalization in Africa Association for the Development of Education in Africa
Policy Brief The African continent continues to experience the rise of radicalized and violent extremist groups. Such groups have increasingly adopted extreme political, social, cultural or religous ideals and aspirations and use undemocratic and violent means to reach their objectives. This has affected socioeconomic development on the continent particularly that of education, by creating unstable communities where learners focus more on staying alive than going to school (GMR 2011). The challenge of radicalization and violent extremism has mainly been addressed through soft diplomacy and hard approaches. For many African governments the latter method has been used to weed out the power bases of extremist groups. However, judging by the continued proliferation and activity of these groups, the approach has been less than successful. This has led to the view that Countering Violent Extremism becomes counterproductive when only one technique is used. It is therefore necessary that militant measures be complemented with soft initiatives such as education which can address the conditions conducive to the spread of violent extremism. Education can help to promote the global values of tolerance of diversity, inclusion and redress for vulnerable groups. Click here to download the policy brief.
Opinions Fixing the Problem of Teaching by Leaving Teachers Behind Mary Burns, Education Development Center Blog Post October 5 was World Teachers Day. On that day, the world typically turns its attention to teachers. We place the UNESCO World Teachers Day poster on our Facebook pages. We hold symposia on the importance of teachers and teaching. We #ThankATeacher. All good. But then the calendar flips to October 6… (more on that in a moment). We ask a lot of teachers—particularly in some of the world’s poorest and most fragile places. We ask them to teach literacy and numeracy. We ask them to teach children of different ages —in the same classroom. We ask them to integrate social emotional learning, design activities that are conflict sensitive, provide protective environments, foster resilience, help children heal from trauma, create childfriendly learning spaces, be gender sensitive, and teach all learners regardless of disability, or emotional and behavioral issues. In many cases and many places, we ask teachers to do all of these things. In short, we ask teachers to advance an enormous part of the education development agenda of donors, of ministries of education and of implementing agencies. You would think that given the enormity of this responsibility and the stakes involved, that as an education community, we would do everything in our power to recruit and prepare the very best people to advance this agenda, that we would establish structures and supports to ensure that these teachers succeed in advancing this agenda. You would be wrong. Click to read the full blog post. http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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Education cannot wait, and yet it always does Kate Redman, Education for All Global Monitoring Report
For many years now there have been calls for greater attention to education in crisis situations from a multitude of advocacy organisations and influential spokespeople. Despite this noise, although there have been some indications of progress, there have been no major improvements for children’s education chances in emergencies. It was exciting to hear at the Inter Agency Network for Education in Emergencies (INEE) annual meetings that have been taking place this week in Geneva, therefore, that 2016 might be a breakthrough year for the sector. Might this finally be the year that statements get turned into commitments? Click to read the full blog post.
Gypsy in Geneva Madeeha Ansari En route Geneva to attend a Round Table on “The Role of Education and Youth in Preventing Urban Violence and Countering Violent Extremism,” there was a sense of incredulity – here there was, somehow, a pass to a room full of the giants within this particular community of practice and research. On the other hand, there was the strange feeling of transporting voices from “the gypsy life” in Pakistan to an entirely different setting. I hoped I would be able to preserve their authenticity, when attempting to translate the lessons they taught into macrolevel language. ... The framing sessions were the ones prompting questions. And I realized how important it is to fill a room with thoughtful people who all care, but may not all agree. That’s when you can really start unpacking the abbreviations. 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 http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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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.
EiE News Roundup Read these and many more new articles every day in the INEE Newsfeed. Lebanon’s schools do doubleduty to educate both Syrian, Lebanese students AlMonitor 30 October 2015 Syrians escaping the civil war that has been raging in their country since March 2011 now account for almost onethird of Lebanon’s population. They represent a huge burden for Lebanon and are affecting various sectors, including the public education system. In June 2011, the number of Syrian refugees in Lebanon stood at 2,000, but today, according to Lebanon’s Ministry of Education and Higher Education, the number of Syrians registered with the UN High Commissioner for Refugees (UNHCR) has reached 1.181 million. Click to read more In DR Congo, more engagement for an improved education system Global Partnership for Education 29 October 2015 Last week, I sat in the back of a 6th grade class at Tuyebonso Primary School in the Democratic Republic of Congo (DRC) and listened to a dynamic math teacher, as he led his 36 students in a geometry lesson. He asked them to identify and draw right, acute and obtuse angles, discussing what characteristics define a shape. The children followed along in their textbooks, which have been provided as part of the GPEfinanced basic education program (called PROSEB Projet de Soutien à l’éducation de base). Click to read more The crucial role of teachers in peacebuilding Global Partnership for Education 28 October 2015 ‘The Role of Teachers in Peacebuilding’ is the latest literature review from the Research Consortium on Education and Peacebuilding. Carried out by a team of experts from the University of Sussex, the review explores the role of teachers in promoting peace, reconciliation, social cohesion and violence mitigation in countries affected by conflict. Teachers often play a central, but revealed role in peacebuilding. This is the crucial conclusion of the new literature review. Click to read more View on Migration: Universities welcome Syrian scholars SciDev.Net 21 October 2015 Universities around the world are providing refuge for dozens of Syrian academics who have fled the brutal civil war. The Scholar Rescue Fund (SRF), part of the USbased Institute of International Education, has found placements at host universities for 80 Syrian scholars since the conflict began in 2011. In the United Kingdom, a charity called the Council for AtRisk Academics (Cara) has found placements for around 90 Syrians. Click to read more Syrian Refugee Children’s Mental Health, Educational Needs Unmet Philanthropy News Digest 19 October 2015 Approximately half of the more than four million refugees who have fled Syria since 2011 are under the age of 18, and many face substantial disruptions in and barriers to schooling, a report from the Migration Policy Institute finds. The report, The Educational and Mental Health Needs of Syrian Refugee Children (32 pages, PDF), found that during the 201415 school year, an estimated 51 percent of schoolage Syrian refugees were not enrolled in school. Enrollment rates ranged from 68 percent in Jordan to 30 percent in Turkey, where children cannot enroll in school until they demonstrate proficiency in Turkish, to 20 percent in Lebanon, where instruction is in French and English as well as Arabic. Click to read more
The InterAgency Network for Education in Emergencies (INEE) is an open global network of practitioners, http://us5.campaignarchive2.com/?u=fef0506b371181f31cc3ba467&id=30ed7c1b60
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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.
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