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3/20/2016
INEE BiWeekly Bulletin, 18 January 2016
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BiWeekly Bulletin Dear INEE members, Please find below the latest INEE Biweekly Bulletin, containing information and resources related to education in emergencies, chronic crises, and early reconstruction. We hope that you find this bulletin interesting and useful. We encourage you to share with us any relevant resources and information for inclusion in future bulletins and on the INEE website. Please forward your suggestions with attachments and web links to [email protected]. Past editions of the INEE BiWeekly Bulletin are available on the INEE website. Sincerely, INEE Secretariat 18 January 2016
In this Bulletin
Join Us
Highlights Global Consultation on EiE and Protracted Crises, Phase II
Forward Bulletin
Calls for Action 3ie Grants for Impact Evaluations in Sectors Linked to SDGs Survey: To Stay and Deliver Followup Study
Events
Quick Links INEE Toolkit
CUE's Research and Policy Symposium: Scaling in Education Education and Peacebuilding: Opportunities and Challenges
INEE Minimum Standards
Training and Capacity Development
Member Database
Call for Participants: INEE Minimum Standards Training in Washington, D.C.
Resources INEE Round Table Report: Youth, Violence, & Countering Terrorism IIEP Learning Portal Jamiya Project: Reconnecting Syrian Refugees to Universities Introducing the RISE Learning Network Resource Bank on Education for Sustainable Development Learning for Peace Advocacy Brief http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
Jobs FAQs Donate To INEE
EiE in numbers: 1/10
3/20/2016
INEE BiWeekly Bulletin, 18 January 2016
Training Tools for Curriculum Development Final Report of the WHS Global Consultation
Opinions Holding Fast to Dreams Challenges and Priorities for 2016 Hearts and Classrooms Big Enough for Syria and Canada
INEE News Roundup
Following a grant signing on January 5th, the government of Bangladesh will soon receive $100 million from the Global Partnership for Education to help 19.5 million children in primary school to receive primary education and complete grade 5. GPE
Highlights Global Consultation on EiE and Protracted Crises, Phase II INEE
As part of broad, global efforts to strengthen the response to education in emergencies and protracted crises, INEE is leading a global consultation to facilitate dialogue and collect inputs from all over the world. This consultation focuses on proposed options for a new "Common Platform" for global EiE work. The consultation will take place from 19 January 5 February 2016. The global consultation includes discussion forums, an online feedback survey, and a series of live webinars in INEE's five working languages (more info on each of these to follow). There will also be in person consultations as part of INEE's MeetUp event, and several countryspecific consultations conducted by the Education Cluster and the Overseas Development Institute in a number of crisis affected countries. INEE has prepared an Overview and Consultation Questions document and a Consultation Facilitator's Guide to clarify the issues and process.
Your participation throughout this process is critical! Visit the INEE website to read more and find out how YOU can participate.
Calls for Action 3ie Grants for Impact Evaluations in Sectors Linked to SDGs 3ie 3ie requests expressions of interest under its new Development Priorities Window (DPW) for rigorous and policyrelevant impact evaluations in any of these four sectors: environment, governance, infrastructure and public finance. Interested applicants must submit expressions of interest and provide short descriptions of proposed impact evaluations. If the expression of interest is accepted, submission for full proposal will be solicited. These impact evaluations must evaluate policies or programmes in the four sectors in a low or middleincome country. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
3ie aims to make approximately 18 awards of up to a total value of US$7.5 million through this window Please visit the How to Apply page for a detailed list of all the guidance documents required to complete your application. Check the list of frequently asked questions (FAQ) about this new grant window. Answers to queries 3ie received regarding this call for expressions of interest are available in the Q&A document. Note: EOIs will only be accepted through 3ie’s online grant management system. Deadline for EOI submission: 18:00 Indian Standard Time (IST), 18 January 2016. Please direct any questions related to this call to [email protected] with ‘DPW1 query’ in the subject line by 18:00 Indian Standard Time, 4 January 2016.
Survey: To Stay and Deliver Followup Study Humanitarian Outcomes A research team from Humanitarian Outcomes is undertaking a followup study to the 2011 report "To Stay & Deliver: Good practice for humanitarians in complex study environments". This study, which is commissioned by OCHA in collaboration with NRC, aims to look at what has changed in terms of risks facing humanitarians, organizational approaches to managing risk and related issues (e.g., remote management, humanitarian principles, etc.). Further details are available online at: https://www.humanitarianoutcomes.org/tostayanddeliverfollowupstudy. We think it is important for INEE members to ensure their perspectives and perspectives from the education sector are reflected in the findings. To this end, we would appreciate if you would complete the study's online survey and encourage fieldbased colleagues to do the same. Responses are needed not only from countries with highprofile conflicts but also those that involve lower levels of insecurity/violence/criminality. It will be particularly important to gain insights from national staff members and local partners, whose perspectives tend to be reflected less in global studies such as these. The survey links are below: English: https://www.surveymonkey.com/r/BG7LJVH Arabic: https://www.surveymonkey.com/r/DB7VJZ5 French: https://www.surveymonkey.com/r/XNFBK23 Spanish: https://es.surveymonkey.com/r/5RC2QN2 If you have any questions about the study, please contact the research team directly at [email protected].
EVENTS Research and Policy Symposium: Scaling in Education The Center for Universal Education Dates: April 1819, 2016 Location: The Brookings Institution, Washington, D.C. On April 1819, 2016, the Center for Universal Education (CUE) at Brookings will host its annual Research & Policy Symposium, with the theme of scaling in education. Through a series of public and private discussions, the Symposium will feature the launch of the Millions Learning report, which focuses on how initiatives that have improved learning for marginalized communities around the world have been scaled and what factors have contributed to the process. Drawing from programs and policies contributing to largescale gains in learning, the report will offer key lessons and insights to help inform future policy, practice, and funding decisions. The symposium will take place on the margins of the International Monetary Fund, World Bank Group, and Education Financing Commission meetings and will seek to better understand what key factors contribute to scaling and how those factors can help achieve the Sustainable Development Goals by 2030. Discussions will center on how to move beyond effective but smallscale projects to focus on http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
scaling impact, how to design, finance, and deliver initiatives that are truly commensurate in scope to the need for learning across the globe, and how to make sure that we continue to learn not only which technical components of an intervention make it effective—but also understand which factors in the social, political, and economic environment enable it to work—or in some cases, not work. And how do we, as an international community, ensure that we are documenting, sharing, and learning from these experiences so that we can use the results to reach a greater number of children. Additional details will be provided in the comings months. Until then, the CUE kindly requests that you hold a place for our Symposium in your calendar for April 1819, 2016. For more information, please contact [email protected].
Education and Transitional Justice: Opportunities and Challenges for Peacebuilding UNICEF and ICTJ Dates: Thursday, January 21 2016, 12:30 2:00 pm Location: UNICEF Headquarters Danny Kaye Center/ 3 United Nations Plaza New York, New York 10017
The new report examines the synergies between transitional justice and education in responding to past human rights violations, based on evidence from 16 countries. OPENING: Rima Salah, Former Deputy Executive Director, UNICEF & Chair of the Early Childhood Peace Consortium MODERATOR: David Tolbert, President, ICTJ SPEAKERS: Saudamini Siegrist, Senior Advisor for Child Protection in Emergencies, UNICEF Roger Duthie, Senior Associate, Research Unit, ICTJ HenkJan Brinkman, Chief of Policy, Planning and Application, UN PBSO QUESTIONS? Contact Roger Duthie at [email protected] or Saudamini Siegrist at [email protected] Click here to RSVP
Training and Capacity Development Call for Participants: INEE Minimum Standards Training in Washington, DC INEE http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
Dates: February 29 March 4 2016 Location: Washington DC INEE, in collaboration with Mercy Corps and Japan Platform, invites you participate in a fiveday training of trainers (TOT) workshop in Washington, DC, February 29 – March 4 2016. The main objective of the TOT is to build capacity for emergency response, preparedness, and INEE Minimum Standards. The training is free of charge and lunch will be provided, however, participants are expected to cover any associated travel, accommodation, and additional meal expenses. The training is open to all, but representatives of NGOs or UN agencies working in education in emergencies or a related humanitarian sector are strongly encouraged to apply. For more information on the training and how to participate please visit the website. To apply please submit your CV and a cover letter expressing your interest and how you meet the selection criteria to [email protected] by January 18th, 2016. Click here to learn more.
Resources INEE 2015 Round Table Report INEE Round Table Report On 21 October 2015, the INEE Working Group on Education & Fragility hosted a oneday round table event on "The Role of Education and Youth in Preventing Urban Violence and Countering Violent Extremism". The aims of the Round Table were: to share research and experience on the intersection of education, urban violence, and violent extremism; to articulate priority areas for research and programming, and discuss possible INEE engagement in the fields of education, urban violence, and violent extremism. This event brought together members of INEE's Working Groups, as well as a number of external participants. The round table provided a platform to address ongoing research and programming related to these areas, and focussed on the role played by youth in peacebuilding. Click here to download the Round Table final report.
IIEP Learning Portal IIEP
We are pleased to announce the launch of the IIEP Learning Portal, an interactive platform designed to help decisionmakers and education practitioners plan for quality education and improved learning outcomes in the post2015 era. The IIEP Learning Portal responds to the needs of education planners, policymakers, civil society actors, and funders throughout the world, by offering: http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
Brief summaries of the research on 25 ways to improve learning, An overview of each step involved in creating a plan for learning improvement, Tools and approaches to monitor learning and put the data to use, A weekly blog and a daily selection of news articles on learning from around the world, Ways to learn about major controversies and participate in eForum discussions, A glossary of key terms and a chance to ask a librarian to help you find the resources you need, More than 1,000 resources in a searchable database including research and reports on efforts to improve learning, sample policies, current debates and a wide range of experiences on learningissues. We invite you to visit the new portal – http://learningportal.iiep.unesco.org/ – join the community (subscribe to our newsletter and connect on Twitter and Facebook) and discover how you can participate and benefit from its many resources on educational planning for improved learning. Questions? [email protected]
Jamiya Project: Reconnecting Syrian Refugees to Universities Jamiya Project Higher Education Platform The Jamiya Project aims to create an educational platform that provides free, flexible and relevant higher education to Syrian refugees. It seeks to bring together three networks to do this: Syrian refugee students, Syrian professors who have fled the conflict and universities elsewhere in the world. The aim is for educational platform to facilitate modular or yearlong online courses, depending on the situation and needs of the student. Syrian professors will provide the course content and online teaching materials to ensure that courses can be studied in Arabic. This will also be complimented by English language content from other universities. Courses will be accredited by universities in Europe using a transferable credit credit system. They recognise that ideally Syrian students would be able to attend a physical university. So by building up accredited modules and courses, refugees will have the option of taking their credits to other universities should they get the opportunity to do so. Click here to learn more about the Jamiya Project.
Introducing the RISE Learning Network RiseLearningNetwork.org Online Resource Center You’re invited to join the RISE Learning Network’s online resource centre, promoting learning, practice and advocacy in the field of recovery and (re)integration from child sexual exploitation. The RISE Learning Network features carefully selected guides, tools and resources, available in multiple languages, and relevant to multiple regions. RISE connects with practitioners and policy makers worldwide, and supports learning on the ground in three focus regions: Latin America & Caribbean, sub Saharan Africa and South & Central Asia. RISE is the successor to Home: The Child Recovery and Reintegration Network, and includes the key resources from its website. In addition, three learning projects will provide opportunities for practitioners to collaborate in joint initiatives to generate new learning on recovery and (re)integration from child sexual exploitation, across all three regions. Registration is easy, free, and anonymous, so join now! http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
Clearinghouse and Resource Bank on Education for Sustainable Development UNESCO Clearinghouse and Resource Bank UNESCO has just released a Clearinghouse on Education for Sustainable Development (ESD), containing important information, news, events, good practices and links around the Global Action Programme on ESD (GAP). It aims to serve as an online platform to share knowledge, experiences and competences of the ESD global community of practice. The Clearinghouse comes with a comprehensive Resource Bank, gathering hundreds of ESD publications, videos, photos and other documents from all over the world. With an interface in English, French and Spanish, it is designed to help create synergies and crosscutting collaboration through access to a wide selection of resources. Click here to access the Clearinghouse. Click here to access the Resource Bank.
Learning for Peace Advocacy Brief UNICEF Advocacy Brief This brief deals with the complex linkages between gender and transformational peacebuilding. It is intended to inform policy discussions among education and peacebuilding actors on relevant gender considerations across both fields. It provides an introduction to the issues and serves as a precursor to the "Update Brief" to be published in 2016. The update will outline evidence generated under Learning for Peace" the fouryear Peacebuilding, Education and Advocacy programme implemented in 20112016, in partnership between UNICEF, the Government of the Netherlands, the national governments of 14 participating countries and other key supporters. Click here to download the brief.
Training Tools for Curriculum Development International Bureau of Education Resource Pack The IBE series of Training Tools for Curriculum Development: a Resource Pack is designed to support Member States with regard to education and curriculum reforms and development processes. Drawing on international research evidence on ways to promote inclusion and foster greater fairness, it is intended to influence and support inclusive thinking and practices at all levels of an education system. Specifically, ‘Reaching Out to All Learners: a Resource Pack for Supporting Inclusive Education’ intends to share this broader understanding of the theory and practice of inclusive education to support its effective implementation at the school and classroom levels. It provides comprehensive guidance for national policy makers, curriculum specialists and developers, teachers, teacher educators, school leaders and district level administrators. Click here to download the resource pack.
Final Report of the WHS Global Consultation World Humanitarian Summit http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
Final Report Given the growing scale of humanitarian needs around the world and an ever more complex humanitarian landscape, the United Nations Secretary General called for the firstever World Humanitarian Summit, which will be held in Istanbul, turkey on 23 and 24 May 2016. As the culmination of an inclusive multistakeholder consultation process over eighteen months which engaged more than 23,000 people in over 150 countries, the Global consultation was held at the Centre International de Conferences Geneve (CICG) in Geneva, Switzerland, from 14 to 16 October 2015. The background document to the Global Consultation was the Synthesis Report. This comprehensive document brought together the voices of the regional and thematic consultations and highlighted the key areas of action that these raised. The five key action areas of the Synthesis Report dignity, safety, resilience, partnerships and finance informed the structure of the Global Consultation. Click here to download the final report of the Global Consultation.
Opinions Holding Fast To Dreams GPE, Mary Burns Blog Post Vast aid complexes have been developed to deal with issues of access to and quality of educational systems. Many of these resulting educational initiatives target students as the ultimate beneficiaries of such efforts. But in our fealty to bureaucracies and their demands for metrics, indicators, reporting and accountability, we often overlook the nonmeasurable human dimensions of our efforts and the individual aspirations, experiences and vulnerabilities of our intended beneficiaries —students. Despite cultural, geographic, economic and demographic variation, there’s often a universality among student views and beliefs around education. Since so many education programs are often conceived, planned, operationalized and evaluated in a topdown manner, without student voice, I offer here a few predominant themes across these conversations (cognizant, of course, that such themes represent the views of students with whom I’ve spoken, not necessarily broader populations or contexts). Click here to read the blog post.
Challenges and Priorities for 2016 New Europe, Christos Styliandes As European Commissioner for Humanitarian Aid and Crisis Management two of the main priorities I have in 2016 are: First, to promote Education in Emergencies initiatives. Education for children in emergency and crisis situations is a sine qua non for better prospects for them. Nobody can deny the simple fact that education is the foundation for everything else. It is the most effective tool to shield children against radicalization and forced recruitment by terrorist and criminal groups. Most importantly, it is the only way to secure safe and optimistic prospects for them. It is the only path to prevent lost generations. Early in 2015 I committed to go from the current 1% of the EU’s humanitarian aid budget to education in emergencies, to the UN target of 4% during my mandate. With the support of the European Parliament we will achieve this goal already in 2016. Click here to read more. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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Hearts and Classrooms Big Enough for Syria and Canada Education in Emergencies: Working Group Canada Blog Post / Overview of EiE Resources Close to a month has gone by since footage went viral of Prime Minister Trudeau welcoming the first planeload of Syrian refugees at Toronto’s Pearson Airport. Since that time, more than 6000 Canadian newcomers have arrived. Sponsorship groups and settlement agencies are busy supporting families to adjust to their new lives in Canada. According to the updated plan, Canada will welcome an additional 4000 Syrians by midJanuary, and another 15,000 by the end of February for a total of 25,000. Even more are slotted to arrive over the course of 2016. Canada has a long history of immigration and refugee settlement. Their current efforts to integrate Syrian refugees – even a population this size, and within these short timelines – are not new. In 197980, Canada opened its borders to 60,000 Indochinese fleeing Vietnam. Since 2006, Canada has settled an average of 25,000 refugees each year. Teachers, principals and their wider school communities know a thing or two about what newcomer children and youth bring with them. Below is an overview of the opportunities and challenges alike and a list of resources for teachers. Click here to read the blog post.
EiE News Roundup Read these and many more new articles every day in the INEE Newsfeed. Measuring Afghanistan’s Education Problem The Diplomat 13 January 2016 Education has been one of the barometers of development and recovery in Afghanistan. Besides being economically necessary, greater enrollment in all levels of education indicates a degree of societal stability absent from the region for more than a decade. The education sector has been a prime target for aid and also criticism. Click to read more Without education, Syria’s children will be a lost generation The Guardian 12 January 2016 Amid the Syrian chaos of carnage, starvation and evacuation, there is a tiny glimmer of hope. The Lebanese government has declared that it has taken 207,000 Syrian refugee children off the streets and given them places in their country’s public schools. And today I am setting out a plan to extend the opportunity of education to 1 million refugee boys and girls across Lebanon, Jordan and Turkey during the course of 2016 – with the ambition that by next year every refugee child will be offered a place at school. Click to read more One in four children in conflict zones “risk losing their future” UNICEF Thomson Reuters Foundation 12 January 2016 Nearly one in four children growing up in conflict zones are missing out on education, with South Sudan, Niger, Sudan and Afghanistan the worstaffected countries, the U.N. children’s agency (UNICEF) said on Tuesday. An estimated 24 million children of schoolgoing age are out of school in 22 countries affected by conflict, according to the agency’s research. Click to read more Conflict holds back children The Whig 7 January 2016 Unless the world’s most vulnerable children benefit from sustainable economic development, the future http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
of humankind will be one of extreme inequality, hopelessness and conflict. At the United Nations world summit in September 2015, the community of nations came together to endorse the Sustainable Development Goals (SDGs), a broad set of human development benchmarks. And David Morley, president and CEO of UNICEF Canada, maintains that the SDGs “point in a good direction” for children. Click to read more Angola: Sistema educativo com mais de 60 mil salas de aulas Rede Angola 4 January 2016 O sistema nacional educativo registou entre 2001 e 2015, o aumento de 64.178 salas de aulas em todo país, segundo dados do Ministério da Educação (MED). Click to read more
The InterAgency Network for Education in Emergencies (INEE) is an open global network of practitioners, students, teachers, staff from UN agencies, nongovernmental organizations, donors, governments, and universities who work together to ensure all persons the right to quality, relevant and safe educational opportunities. INEE is a vibrant and dynamic interagency forum that fosters collaborative resource development and knowledge sharing and informs policy through consensusdriven advocacy. www.ineesite.org All rights reserved. If you reprint, copy, archive, or repost this message, please retain this disclaimer. Quotations or extracts should include attribution to the original sources.
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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 18 January 2016
In this Bulletin
Join Us
Highlights Global Consultation on EiE and Protracted Crises, Phase II
Forward Bulletin
Calls for Action 3ie Grants for Impact Evaluations in Sectors Linked to SDGs Survey: To Stay and Deliver Followup Study
Events
Quick Links INEE Toolkit
CUE's Research and Policy Symposium: Scaling in Education Education and Peacebuilding: Opportunities and Challenges
INEE Minimum Standards
Training and Capacity Development
Member Database
Call for Participants: INEE Minimum Standards Training in Washington, D.C.
Resources INEE Round Table Report: Youth, Violence, & Countering Terrorism IIEP Learning Portal Jamiya Project: Reconnecting Syrian Refugees to Universities Introducing the RISE Learning Network Resource Bank on Education for Sustainable Development Learning for Peace Advocacy Brief http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
Jobs FAQs Donate To INEE
EiE in numbers: 1/10
3/20/2016
INEE BiWeekly Bulletin, 18 January 2016
Training Tools for Curriculum Development Final Report of the WHS Global Consultation
Opinions Holding Fast to Dreams Challenges and Priorities for 2016 Hearts and Classrooms Big Enough for Syria and Canada
INEE News Roundup
Following a grant signing on January 5th, the government of Bangladesh will soon receive $100 million from the Global Partnership for Education to help 19.5 million children in primary school to receive primary education and complete grade 5. GPE
Highlights Global Consultation on EiE and Protracted Crises, Phase II INEE
As part of broad, global efforts to strengthen the response to education in emergencies and protracted crises, INEE is leading a global consultation to facilitate dialogue and collect inputs from all over the world. This consultation focuses on proposed options for a new "Common Platform" for global EiE work. The consultation will take place from 19 January 5 February 2016. The global consultation includes discussion forums, an online feedback survey, and a series of live webinars in INEE's five working languages (more info on each of these to follow). There will also be in person consultations as part of INEE's MeetUp event, and several countryspecific consultations conducted by the Education Cluster and the Overseas Development Institute in a number of crisis affected countries. INEE has prepared an Overview and Consultation Questions document and a Consultation Facilitator's Guide to clarify the issues and process.
Your participation throughout this process is critical! Visit the INEE website to read more and find out how YOU can participate.
Calls for Action 3ie Grants for Impact Evaluations in Sectors Linked to SDGs 3ie 3ie requests expressions of interest under its new Development Priorities Window (DPW) for rigorous and policyrelevant impact evaluations in any of these four sectors: environment, governance, infrastructure and public finance. Interested applicants must submit expressions of interest and provide short descriptions of proposed impact evaluations. If the expression of interest is accepted, submission for full proposal will be solicited. These impact evaluations must evaluate policies or programmes in the four sectors in a low or middleincome country. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
3ie aims to make approximately 18 awards of up to a total value of US$7.5 million through this window Please visit the How to Apply page for a detailed list of all the guidance documents required to complete your application. Check the list of frequently asked questions (FAQ) about this new grant window. Answers to queries 3ie received regarding this call for expressions of interest are available in the Q&A document. Note: EOIs will only be accepted through 3ie’s online grant management system. Deadline for EOI submission: 18:00 Indian Standard Time (IST), 18 January 2016. Please direct any questions related to this call to [email protected] with ‘DPW1 query’ in the subject line by 18:00 Indian Standard Time, 4 January 2016.
Survey: To Stay and Deliver Followup Study Humanitarian Outcomes A research team from Humanitarian Outcomes is undertaking a followup study to the 2011 report "To Stay & Deliver: Good practice for humanitarians in complex study environments". This study, which is commissioned by OCHA in collaboration with NRC, aims to look at what has changed in terms of risks facing humanitarians, organizational approaches to managing risk and related issues (e.g., remote management, humanitarian principles, etc.). Further details are available online at: https://www.humanitarianoutcomes.org/tostayanddeliverfollowupstudy. We think it is important for INEE members to ensure their perspectives and perspectives from the education sector are reflected in the findings. To this end, we would appreciate if you would complete the study's online survey and encourage fieldbased colleagues to do the same. Responses are needed not only from countries with highprofile conflicts but also those that involve lower levels of insecurity/violence/criminality. It will be particularly important to gain insights from national staff members and local partners, whose perspectives tend to be reflected less in global studies such as these. The survey links are below: English: https://www.surveymonkey.com/r/BG7LJVH Arabic: https://www.surveymonkey.com/r/DB7VJZ5 French: https://www.surveymonkey.com/r/XNFBK23 Spanish: https://es.surveymonkey.com/r/5RC2QN2 If you have any questions about the study, please contact the research team directly at [email protected].
EVENTS Research and Policy Symposium: Scaling in Education The Center for Universal Education Dates: April 1819, 2016 Location: The Brookings Institution, Washington, D.C. On April 1819, 2016, the Center for Universal Education (CUE) at Brookings will host its annual Research & Policy Symposium, with the theme of scaling in education. Through a series of public and private discussions, the Symposium will feature the launch of the Millions Learning report, which focuses on how initiatives that have improved learning for marginalized communities around the world have been scaled and what factors have contributed to the process. Drawing from programs and policies contributing to largescale gains in learning, the report will offer key lessons and insights to help inform future policy, practice, and funding decisions. The symposium will take place on the margins of the International Monetary Fund, World Bank Group, and Education Financing Commission meetings and will seek to better understand what key factors contribute to scaling and how those factors can help achieve the Sustainable Development Goals by 2030. Discussions will center on how to move beyond effective but smallscale projects to focus on http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
scaling impact, how to design, finance, and deliver initiatives that are truly commensurate in scope to the need for learning across the globe, and how to make sure that we continue to learn not only which technical components of an intervention make it effective—but also understand which factors in the social, political, and economic environment enable it to work—or in some cases, not work. And how do we, as an international community, ensure that we are documenting, sharing, and learning from these experiences so that we can use the results to reach a greater number of children. Additional details will be provided in the comings months. Until then, the CUE kindly requests that you hold a place for our Symposium in your calendar for April 1819, 2016. For more information, please contact [email protected].
Education and Transitional Justice: Opportunities and Challenges for Peacebuilding UNICEF and ICTJ Dates: Thursday, January 21 2016, 12:30 2:00 pm Location: UNICEF Headquarters Danny Kaye Center/ 3 United Nations Plaza New York, New York 10017
The new report examines the synergies between transitional justice and education in responding to past human rights violations, based on evidence from 16 countries. OPENING: Rima Salah, Former Deputy Executive Director, UNICEF & Chair of the Early Childhood Peace Consortium MODERATOR: David Tolbert, President, ICTJ SPEAKERS: Saudamini Siegrist, Senior Advisor for Child Protection in Emergencies, UNICEF Roger Duthie, Senior Associate, Research Unit, ICTJ HenkJan Brinkman, Chief of Policy, Planning and Application, UN PBSO QUESTIONS? Contact Roger Duthie at [email protected] or Saudamini Siegrist at [email protected] Click here to RSVP
Training and Capacity Development Call for Participants: INEE Minimum Standards Training in Washington, DC INEE http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
Dates: February 29 March 4 2016 Location: Washington DC INEE, in collaboration with Mercy Corps and Japan Platform, invites you participate in a fiveday training of trainers (TOT) workshop in Washington, DC, February 29 – March 4 2016. The main objective of the TOT is to build capacity for emergency response, preparedness, and INEE Minimum Standards. The training is free of charge and lunch will be provided, however, participants are expected to cover any associated travel, accommodation, and additional meal expenses. The training is open to all, but representatives of NGOs or UN agencies working in education in emergencies or a related humanitarian sector are strongly encouraged to apply. For more information on the training and how to participate please visit the website. To apply please submit your CV and a cover letter expressing your interest and how you meet the selection criteria to [email protected] by January 18th, 2016. Click here to learn more.
Resources INEE 2015 Round Table Report INEE Round Table Report On 21 October 2015, the INEE Working Group on Education & Fragility hosted a oneday round table event on "The Role of Education and Youth in Preventing Urban Violence and Countering Violent Extremism". The aims of the Round Table were: to share research and experience on the intersection of education, urban violence, and violent extremism; to articulate priority areas for research and programming, and discuss possible INEE engagement in the fields of education, urban violence, and violent extremism. This event brought together members of INEE's Working Groups, as well as a number of external participants. The round table provided a platform to address ongoing research and programming related to these areas, and focussed on the role played by youth in peacebuilding. Click here to download the Round Table final report.
IIEP Learning Portal IIEP
We are pleased to announce the launch of the IIEP Learning Portal, an interactive platform designed to help decisionmakers and education practitioners plan for quality education and improved learning outcomes in the post2015 era. The IIEP Learning Portal responds to the needs of education planners, policymakers, civil society actors, and funders throughout the world, by offering: http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
Brief summaries of the research on 25 ways to improve learning, An overview of each step involved in creating a plan for learning improvement, Tools and approaches to monitor learning and put the data to use, A weekly blog and a daily selection of news articles on learning from around the world, Ways to learn about major controversies and participate in eForum discussions, A glossary of key terms and a chance to ask a librarian to help you find the resources you need, More than 1,000 resources in a searchable database including research and reports on efforts to improve learning, sample policies, current debates and a wide range of experiences on learningissues. We invite you to visit the new portal – http://learningportal.iiep.unesco.org/ – join the community (subscribe to our newsletter and connect on Twitter and Facebook) and discover how you can participate and benefit from its many resources on educational planning for improved learning. Questions? [email protected]
Jamiya Project: Reconnecting Syrian Refugees to Universities Jamiya Project Higher Education Platform The Jamiya Project aims to create an educational platform that provides free, flexible and relevant higher education to Syrian refugees. It seeks to bring together three networks to do this: Syrian refugee students, Syrian professors who have fled the conflict and universities elsewhere in the world. The aim is for educational platform to facilitate modular or yearlong online courses, depending on the situation and needs of the student. Syrian professors will provide the course content and online teaching materials to ensure that courses can be studied in Arabic. This will also be complimented by English language content from other universities. Courses will be accredited by universities in Europe using a transferable credit credit system. They recognise that ideally Syrian students would be able to attend a physical university. So by building up accredited modules and courses, refugees will have the option of taking their credits to other universities should they get the opportunity to do so. Click here to learn more about the Jamiya Project.
Introducing the RISE Learning Network RiseLearningNetwork.org Online Resource Center You’re invited to join the RISE Learning Network’s online resource centre, promoting learning, practice and advocacy in the field of recovery and (re)integration from child sexual exploitation. The RISE Learning Network features carefully selected guides, tools and resources, available in multiple languages, and relevant to multiple regions. RISE connects with practitioners and policy makers worldwide, and supports learning on the ground in three focus regions: Latin America & Caribbean, sub Saharan Africa and South & Central Asia. RISE is the successor to Home: The Child Recovery and Reintegration Network, and includes the key resources from its website. In addition, three learning projects will provide opportunities for practitioners to collaborate in joint initiatives to generate new learning on recovery and (re)integration from child sexual exploitation, across all three regions. Registration is easy, free, and anonymous, so join now! http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
Clearinghouse and Resource Bank on Education for Sustainable Development UNESCO Clearinghouse and Resource Bank UNESCO has just released a Clearinghouse on Education for Sustainable Development (ESD), containing important information, news, events, good practices and links around the Global Action Programme on ESD (GAP). It aims to serve as an online platform to share knowledge, experiences and competences of the ESD global community of practice. The Clearinghouse comes with a comprehensive Resource Bank, gathering hundreds of ESD publications, videos, photos and other documents from all over the world. With an interface in English, French and Spanish, it is designed to help create synergies and crosscutting collaboration through access to a wide selection of resources. Click here to access the Clearinghouse. Click here to access the Resource Bank.
Learning for Peace Advocacy Brief UNICEF Advocacy Brief This brief deals with the complex linkages between gender and transformational peacebuilding. It is intended to inform policy discussions among education and peacebuilding actors on relevant gender considerations across both fields. It provides an introduction to the issues and serves as a precursor to the "Update Brief" to be published in 2016. The update will outline evidence generated under Learning for Peace" the fouryear Peacebuilding, Education and Advocacy programme implemented in 20112016, in partnership between UNICEF, the Government of the Netherlands, the national governments of 14 participating countries and other key supporters. Click here to download the brief.
Training Tools for Curriculum Development International Bureau of Education Resource Pack The IBE series of Training Tools for Curriculum Development: a Resource Pack is designed to support Member States with regard to education and curriculum reforms and development processes. Drawing on international research evidence on ways to promote inclusion and foster greater fairness, it is intended to influence and support inclusive thinking and practices at all levels of an education system. Specifically, ‘Reaching Out to All Learners: a Resource Pack for Supporting Inclusive Education’ intends to share this broader understanding of the theory and practice of inclusive education to support its effective implementation at the school and classroom levels. It provides comprehensive guidance for national policy makers, curriculum specialists and developers, teachers, teacher educators, school leaders and district level administrators. Click here to download the resource pack.
Final Report of the WHS Global Consultation World Humanitarian Summit http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
Final Report Given the growing scale of humanitarian needs around the world and an ever more complex humanitarian landscape, the United Nations Secretary General called for the firstever World Humanitarian Summit, which will be held in Istanbul, turkey on 23 and 24 May 2016. As the culmination of an inclusive multistakeholder consultation process over eighteen months which engaged more than 23,000 people in over 150 countries, the Global consultation was held at the Centre International de Conferences Geneve (CICG) in Geneva, Switzerland, from 14 to 16 October 2015. The background document to the Global Consultation was the Synthesis Report. This comprehensive document brought together the voices of the regional and thematic consultations and highlighted the key areas of action that these raised. The five key action areas of the Synthesis Report dignity, safety, resilience, partnerships and finance informed the structure of the Global Consultation. Click here to download the final report of the Global Consultation.
Opinions Holding Fast To Dreams GPE, Mary Burns Blog Post Vast aid complexes have been developed to deal with issues of access to and quality of educational systems. Many of these resulting educational initiatives target students as the ultimate beneficiaries of such efforts. But in our fealty to bureaucracies and their demands for metrics, indicators, reporting and accountability, we often overlook the nonmeasurable human dimensions of our efforts and the individual aspirations, experiences and vulnerabilities of our intended beneficiaries —students. Despite cultural, geographic, economic and demographic variation, there’s often a universality among student views and beliefs around education. Since so many education programs are often conceived, planned, operationalized and evaluated in a topdown manner, without student voice, I offer here a few predominant themes across these conversations (cognizant, of course, that such themes represent the views of students with whom I’ve spoken, not necessarily broader populations or contexts). Click here to read the blog post.
Challenges and Priorities for 2016 New Europe, Christos Styliandes As European Commissioner for Humanitarian Aid and Crisis Management two of the main priorities I have in 2016 are: First, to promote Education in Emergencies initiatives. Education for children in emergency and crisis situations is a sine qua non for better prospects for them. Nobody can deny the simple fact that education is the foundation for everything else. It is the most effective tool to shield children against radicalization and forced recruitment by terrorist and criminal groups. Most importantly, it is the only way to secure safe and optimistic prospects for them. It is the only path to prevent lost generations. Early in 2015 I committed to go from the current 1% of the EU’s humanitarian aid budget to education in emergencies, to the UN target of 4% during my mandate. With the support of the European Parliament we will achieve this goal already in 2016. Click here to read more. http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
Hearts and Classrooms Big Enough for Syria and Canada Education in Emergencies: Working Group Canada Blog Post / Overview of EiE Resources Close to a month has gone by since footage went viral of Prime Minister Trudeau welcoming the first planeload of Syrian refugees at Toronto’s Pearson Airport. Since that time, more than 6000 Canadian newcomers have arrived. Sponsorship groups and settlement agencies are busy supporting families to adjust to their new lives in Canada. According to the updated plan, Canada will welcome an additional 4000 Syrians by midJanuary, and another 15,000 by the end of February for a total of 25,000. Even more are slotted to arrive over the course of 2016. Canada has a long history of immigration and refugee settlement. Their current efforts to integrate Syrian refugees – even a population this size, and within these short timelines – are not new. In 197980, Canada opened its borders to 60,000 Indochinese fleeing Vietnam. Since 2006, Canada has settled an average of 25,000 refugees each year. Teachers, principals and their wider school communities know a thing or two about what newcomer children and youth bring with them. Below is an overview of the opportunities and challenges alike and a list of resources for teachers. Click here to read the blog post.
EiE News Roundup Read these and many more new articles every day in the INEE Newsfeed. Measuring Afghanistan’s Education Problem The Diplomat 13 January 2016 Education has been one of the barometers of development and recovery in Afghanistan. Besides being economically necessary, greater enrollment in all levels of education indicates a degree of societal stability absent from the region for more than a decade. The education sector has been a prime target for aid and also criticism. Click to read more Without education, Syria’s children will be a lost generation The Guardian 12 January 2016 Amid the Syrian chaos of carnage, starvation and evacuation, there is a tiny glimmer of hope. The Lebanese government has declared that it has taken 207,000 Syrian refugee children off the streets and given them places in their country’s public schools. And today I am setting out a plan to extend the opportunity of education to 1 million refugee boys and girls across Lebanon, Jordan and Turkey during the course of 2016 – with the ambition that by next year every refugee child will be offered a place at school. Click to read more One in four children in conflict zones “risk losing their future” UNICEF Thomson Reuters Foundation 12 January 2016 Nearly one in four children growing up in conflict zones are missing out on education, with South Sudan, Niger, Sudan and Afghanistan the worstaffected countries, the U.N. children’s agency (UNICEF) said on Tuesday. An estimated 24 million children of schoolgoing age are out of school in 22 countries affected by conflict, according to the agency’s research. Click to read more Conflict holds back children The Whig 7 January 2016 Unless the world’s most vulnerable children benefit from sustainable economic development, the future http://us5.campaignarchive1.com/?u=fef0506b371181f31cc3ba467&id=48e226d1c8
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INEE BiWeekly Bulletin, 18 January 2016
of humankind will be one of extreme inequality, hopelessness and conflict. At the United Nations world summit in September 2015, the community of nations came together to endorse the Sustainable Development Goals (SDGs), a broad set of human development benchmarks. And David Morley, president and CEO of UNICEF Canada, maintains that the SDGs “point in a good direction” for children. Click to read more Angola: Sistema educativo com mais de 60 mil salas de aulas Rede Angola 4 January 2016 O sistema nacional educativo registou entre 2001 e 2015, o aumento de 64.178 salas de aulas em todo país, segundo dados do Ministério da Educação (MED). Click to read more
The InterAgency Network for Education in Emergencies (INEE) is an open global network of practitioners, students, teachers, staff from UN agencies, nongovernmental organizations, donors, governments, and universities who work together to ensure all persons the right to quality, relevant and safe educational opportunities. INEE is a vibrant and dynamic interagency forum that fosters collaborative resource development and knowledge sharing and informs policy through consensusdriven advocacy. www.ineesite.org All rights reserved. If you reprint, copy, archive, or repost this message, please retain this disclaimer. Quotations or extracts should include attribution to the original sources.
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