campaign overview |...

10/18/2018 Campaign Overview | Mailchimp

https://us5.admin.mailchimp.com/campaigns/show?id=105577 1/10

In this Bulletin

Join Us

ForwardBulletin

Quick Links

INEE Toolkit

INEE MinimumStandards

MemberDatabase

Jobs

FAQs

Donate ToINEE

EiE in numbers: While the share of

sectorspecific

15 June 2018

Highlights INEE 2017 Annual Report

Behind the Pages Podcast JEIE Humanitarian Funding to EiE 20142017

Call to Action

[CHALLENGE] Resource Mobilization

Events [LUNCH SERIES] SDG4 Data Week

[WEBINAR] Developing Skills through Remote Mentoring [FORUM] Child Protection Minimum Standards Revision

Multimedia [PODCAST] The Displaced

Training & Capacity Development

ELearning: Complex Humanitarian Emergencies

Opportunities Travel Grants for Syrian Students

Resources

[PAPER] Elevating Education in Emergencies [LANGUAGE] Arabic Language Community

Having trouble viewing this message? Click to read the online version.

BiWeekly Bulletin

We are pleased to share with you the INEE BiWeekly Bulletin, which highlights recent information,opportunities, and resources in the field of education in emergencies.

We encourage you to share with us any relevant content for inclusion in future bulletins and on the INEEwebsite. 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.

Campaign Preview HTML Source Plain-Text Email De

BWB 2018-6-15



sectorspecifichumanitarian fundinggoing to educationhas increased from1.7% in 2014 to

3.8% in 2017, it stillremains low, funded7th out of 11 IASCrecognized Clustersin 2017.

Global EducationCluster

[REPORT] GCED Tools and Piloting Experiences [PRESENTATIONS] SocialEmotional Learning Roundtable

Opinions

Why We Should All be ResearcherAdvocates Rethinking alternative education in Africa

Pregnant Girls, Young Mothers Barred from School There are just as many boys out of school as girls Developing world leaders agree education is top priority

INEE News Roundup

Highlights

INEE 2017 Annual Report

We are pleased to share with you the INEE2017 Annual Report, a summary of the activities andaccomplishments of the network during a very busy lastyear.

As a vibrant community of practice, the InterAgencyNetwork for Education in Emergencies (INEE)continues to serve its members through its corefunctions ofcommunitybuilding, convening, knowledgemanagement, amplifying and advocating,facilitating and learning, and providing members withthe resources and support they need to carry out theirwork in education in emergencies.

We invite you to read this 2017 Annual Report, keepingin mind that the important achievements highlighted here are the result of our collective and cooperativeefforts. Your support of and engagement with INEE is our true success, and we look forward tocontinuing to work with you to ensure all girls, boys, women, and men affected by crisis and instabilityhave access to quality, relevant, and safe education opportunities.

Click to read and download the full INEE 2017 Annual Report in English (pdf); a summary is alsoavailable online in English, French, Spanish, Portuguese, and Arabic.

Behind the Pages Podcast JEIE

The Journal on Education in Emergencies (JEiE) presents an exciting new installment of itspodcast, Behind the Pages! These timely conversations cover a wide range of issues related toeducation in countries and regions affected by crisis and conflict. Three new episodes explore thegroundbreaking scholarly and practitioner work we commit to daily.



Listen in as we interview JEiE’s writers and researchers to discuss innovative approaches, and theprogress and challenges of delivering education to some of the most underrepresented populationsacross the globe. The articles discussed in this series can be accessed, for free, in their entirety here.

Learn more here.

Humanitarian Funding to Education in Emergencies 20142017Global Education Cluster

While more financial and political support hasbeen brought to education in emergencies, ithas not yet translated into a significant changein prioritization. The funding gap for educationremains far higher than that of the overallhumanitarian community.

While the share of sectorspecifichumanitarian funding going to education hasincreased from 1.7% in 2014 to 3.8% in 2017,it still remains low, funded 7th out of 11 IASCrecognized Clusters in 2017. Fundingallocations are uneven across contexts; insome it has increased while in others it isstagnant or is decreasing.

Download this infographic here.

Calls to Action

[CHALLENGE] Resource Mobilization Challenge Education Cannot Wait

ECW is seeking proposals for bold ideas to help address the billiondollar finance gap for education inemergencies and protracted crises. Ideas should be substantive and have the potential to raise at leastUS$50 million per year continually (or US$100 million total once, if a onetime effort). Sources shouldallow the provision of grant funding as ECW is committed to providing equal and free education

The goal of the Challenge is to surface new and actionable ideas for large scale resource mobilizationefforts with a real potential for implementation. Deliverable of the Challenge will be a unique idea and abusiness plan for implementation. ECW will award up to three prizes of up to US$25,000 to those whocan offer the best, most innovative and credible idea and a business plan for resource mobilization. Inaddition to the cash prize, ECW may consider supporting the implementation of winning proposals withseed funding.

Learn more here.

Events

[LUNCH SERIES] SDG4 Data Week: Understanding the Monitoring of SDG 4:Targets, Actors, Data and Resources

NORRAG

July 11 and 13, The Graduate Institute, Geneva

UNESCO and its partners have designed a monitoringframework for the Education 2030 Agenda, but for thosenot involved in the development process, the SDG 4data framework can pose a challenge To address this



data framework can pose a challenge. To address this,NORRAG is organizing two brown bag lunches on“Understanding the monitoring of SDG 4: Targets,actors, data and resources,” with the support of theEducation Network of the Swiss Agency forDevelopment and Cooperation (SDC).

The series aims to provide members of the educationcommunity in Geneva and beyond with an opportunity to get familiar with the requirements andframeworks for monitoring SDG 4 targets, whether at the global or local level. The short series willprovide the most recent information about SDG 4 monitoring frameworks, and seeks to introducestakeholders to tools and practical examples for finding and/or producing SDG 4 indicators.

The brown bag series is oriented towards stakeholders in Geneva, including staff at internationalorganizations, NGOs, and individuals engaged in the SDG 4 agenda. The events are scheduled forthe 11th and 13th of July, 2018 and will take place over lunch in 90minute sessions at the GraduateInstitute, Geneva. Lunch will be provided, and the format will include an indepth expert presentationfollowed by an informal Q&A session.

Learn more here.

[WEBINAR] Developing Employability Skills Through Remote Mentoring NetHope Solutions Center

Tue, June 19, 2018 8:00 AM – 9:00 AM PDT

Conflictaffected youth in the Middle East have limitedaccess to skillstraining resources, support networks,and role models that can help them prepare foremployment in order to access meaningful livelihoodsopportunities. To address this challenge, SOSChildren’s Villages launched an online mentorship in2017 called YouthLinks—using Facebook Workplace toconnect young people with mentors working in privatesector companies. Mentors were trained to supportskills development and provide guidance to youth asthey prepare to enter the job market in theircommunities.

Starting this year, young people and their mentors are using Volunteer Vision’s digital platform for remotementoring with the employee volunteers from DHL, Allianz, Credit Suisse, and J&J. The program alsoincludes personalized job training–it covers 5 employability topics including resume writing, interviewingskills, team communication, and more.

Learn more here.

[FORUM] The Child Protection Minimum Standards revision: Application in practiceand next stepsProfessionals in Humanitarian Assistance and Protection

Tuesday, 19 June 2018

Since they were launched six years ago, the ChildProtection Minimum Standards (CPMS) have becomean important reference to help ensure that measures toprotect children are a central component of allhumanitarian action. As part of launching the next stageof the consultation and revision process to update thestandards, PHAP is organizing an online sessiontogether with the Alliance for Child Protection inHumanitarian Action on the standards and how they arebeing used in practice. Join us on 19 June to learn moreabout the standards and how practitioners are using



them, what is changing in the revision, and what the next steps are for contributing to the consultations.

Learn more here.

Multimedia

[PODCAST] The Displaced: Education in Humanitarian Settings IRC

Over half of the 65 million people displaced right now are children, yet only 2% of total humanitarianspend is allocated to education during crises. Given that refugees are displaced for over 12 years meansthat entire generations often forgo education. In this episode, Grant and Ravi talk with Sarah Smith, theIRC’s Senior Director of Education, a leading expert in education in humanitarian settings. They discusshow to think about education in crisis settings, what models are promising for delivering education atscale, and explore frontier innovations in education including the IRC’s new partnership with SesameStreet, which aims to bring muppets (and social change) to a generation of refugees and hostcommunities in Syria, Jordan, Lebanon and Iraq.

Listen to the full podcast here.

Training & Capacity Development

ELearning Unit: Complex Humanitarian Emergencies Building A Better Response

BBR is pleased to announce the latest updates to the Building a Better Response (BBR) online course:the translation of the newest elearning unit Unit 6: Complex Humanitarian Emergencies – into Arabicand French. The unit describes complex humanitarian emergencies, elements of coordination amonghumanitarian actors during such crises, and the challenges in responding to a complex humanitarianemergency.

The new unit complements the 5 units already available on the international humanitarian coordinationsystem, which are also available in Arabic, English, and French. Since its launch in 2014, the BBR elearning has been accessed by over 40,000 humanitarian professionals from over 190 countries.

Additionally, the entire elearning course has been updated to reflect recent developments within theinternational humanitarian response community.

To access all 6 units of the elearning—in Arabic, English, and French, please register here.



To watch the 1minute advertisement trailer (in English), click here.

Opportunities

Travel Grants for Displaced Syrian Students IEE PEER

The Institute of International Education (IIE) is pleased to announce the IIE PEER Travel Grants forDisplaced Syrian Students. IIE PEER Travel Grants will provide Syrian students accepted into a degreeprogram at an accredited higher education institution outside of their home country with critical funding tocover their travel expenses to their host country.

Administered as part of the IIE Platform for Education in Emergencies Response (PEER), IIE PEER willaward travel grants of up to $2,000 to financially deserving Syrian students who are newly admitted to ahigher education institution to continue their higher education pursuits.

Learn more here.

Resources

[PAPER] Elevating Education in Emergencies Global Education Cluster

A fourpart series Unpacking Education’s Central Role inHumanitarian Response

The overall purpose of the Elevating Education in Emergenciesseries is to galvanize increased attention for and prioritization ofeducation in humanitarian responses. While not possible to coverthe full breadth of the sector, each of the four meetings over thenext two years will highlight one critical issue relevant toeducation in emergencies professionals working in coordinatedhumanitarian responses today.

The inaugural meeting reinforces the important momentum thateducation in emergencies has garnered, concentrating on theprotective role that education plays for children, youth andcommunities in crisis. By focusing on West Africa, thediscussions will highlight a region that has been severely affectedby conflict but which is consistently underfunded.

Download the paper here.

[LANGUAGE] EENET Arabic Language Community EENET

EENET now has a website section for our Arabic language community. This includes a short listof suggested reading, a list of all documents available in Arabic in EENET’s library, and a facility to signup to our Arabic language email list.

We will be adding more documents and information to this section in the coming year, so please check itregularly. We welcome contributions of Arabic language articles, case stories, training materials and soon, so please get in touch with the coordinator if you have anything to share.

تقدم شبكة تمكين التعليم مجتمعها الناطق باللغة العربية. يتضمن قسم اللغة العربية قائمة من القراءات المقترحة والمتاحة باللغة العربية عبر المكتبةااللكترونية للشبكة. يمكنكم ايضا التسجيل في القائمة البريدية لمجتمع اللغة العربية.

نعمل على اضافة المزيد من المصادر والمعلومات لهذا القسم خالل العام المقبل. لذلك ندعوكم لإلطالع بشكل دوري على انشطة المجتمع. يسعدناا كت شا ن د ت ة ل ت ا قضا ا ة ل ال ة ل الت اتك ت ن ق كانت ا ة ال اللغة ة كت قاالت اتك اه ال تق إ ا دائ



دائما إستقبال مساهماتكم عبر مقاالت مكتوبة باللغة العربية سواء كانت قصص من مجتمعاتكم التعليمية المحلية او قضايا تعليمية تودون مشاركتهااومواد تدريبية وما إلي ذلك. نرحب بتواصلكم دائما عبر الكتابة لمنسق المجتمع اذا كان لديكم مساهمة تودون مشاركتها.

[REPORT] Global Citizenship Education Tools and Piloting Experiences of FourCountries: Cambodia, Colombia, Mongolia and Uganda.

IBEUNESCO

This report analyses the progresses made by Cambodia,Colombia, Mongolia and Uganda in the development and pilotingof GCED tools, designed within the framework of UNESCO AsiaPacific Centre of Education for International Understanding(APCEIU)’s and International Bureau of Education (IBE)’s threeyear cooperation project, “Global Citizenship EducationCurriculum Development and Integration”. Based on the needsidentified through the situational analyses carried out duringPhase I, the four countries have developed tailored tools tomainstream GCED in their own context and piloted them duringPhase II.

Through an indepth analysis of the tools as well as of theirpiloting processes, this report aims at understanding the extent towhich GCED concepts are embedded and integrated into thesetools and the way in which these tools contribute to the overallGCED teaching and learning practices in each context. Whatresults from the findings is that the four countries, despite somesetbacks due mainly to the strict timeline, have made significantprogress in developing innovative strategies to integrate GCEDprinciples into their education policies and practices. Finally, thisreport concludes with the suggestions for these tools to be effectively implemented during Phase III,particularly for this project, and for any further initiative around GCED areas.

Learn more here.

[PRESENTATIONS] SocialEmotional Learning Roundtable ECCN

On June 1, 2018, a policy roundtablediscussion took place at FHI360’s AcademyHall. The purpose was to developrecommendations on socialemotional learning(SEL) in crisisaffected context for the newUnited States’ international education strategy.This event brought together practitioners,researchers, and policymakers to discuss thecurrent evidence, implementation challenges,promising approaches, and innovative SELinterventions. These discussions helped informthe U.S. government’s policy priorities and implementation guidance on how to best improve SELoutcomes for children in crisis.

Presenter slides are posted here and a synthesis report will be posted later this month.

Opinions

Why We Should All be ResearcherAdvocates by Jo Kelcey and Christine Monaghan

The last few years have seen a growing focus on research in our field. Donors want to know whetherthey are funding programs and projects that work, and implementing organizations want to learn how todo things better. Research, and the knowledge it generates, can also make our sector more transparent.Initiatives like ECubed and the Journal for Education in Emergencies reflect this, and have great



potential to inform – and ultimately improve – policy making, practice and accountability to conflictaffected populations.

That knowledge generation is becoming standard practice is good news. It suggests a maturing and selfreflective field. But this research “moment” also raises important questions. What exactly is research?What constitutes good research? How do we know this? And how should we best use research? Asconsumers and producers of research, we find ourselves often thinking about these questions. We don’tpretend to have all the answers but believe that increased discussion of research – and its uses – is anessential first step. ...

This post is the first in the new debate series, Towards EvidenceBased Financing for Education inEmergencies, byNORRAG and INEE intended to promote discussion of and explore the linkagesbetween financing and evidence for education in emergencies (EiE). The authors focus on what it meansto do good research and how research can be used to influence positive change in education for conflictaffected populations.

Read the full blog post here.

Rethinking alternative education to achieve learning for all in SubSaharan Africa by Lily NeyestaniHailu and Laetitia Houlmann

This blog post is authored by Lily NeyestaniHailu, UNESCO Regional Education Policy & PlanningCluster Lead, and Laetitia Houlmann, UNESCO Dakar Education Consultant. It makes the case forrethinking both the purpose of education and the organization of learning in light of SDG4Education2030, in particular through the promotion of alternative and innovative education models.

Read the full post here.

Africa: Pregnant Girls, Young Mothers Barred from School by Human Rights Watch

African Governments Should Ensure Right to Education. Tens of thousands of pregnant girls andadolescent mothers are banned or discouraged from attending school across Africa, Human RightsWatch said in a report released today, ahead of the Day of the African Child on June 16, 2018.The 44page report, “Leave No Girl Behind in Africa: Discrimination in Education Against PregnantStudents and Adolescent Mothers,” draws on extensive Human Rights Watch research on the rights ofgirls in Africa. Human Rights Watch examined national laws, policies, and practices that block orsupport pregnant girls’ and adolescent mothers’right to primary and secondary education in all AfricanUnion (AU) member countries. Africa has one of the highest rates of adolescent pregnancy in the world.African governments should urgently adopt laws and policies to ensure that schools allow and supportpregnant girls to stay in school and to return to school after having a child.

Learn more here.

Did you know? There are just as many boys out of school as girlsby GEM Report

This Sunday is International Father’s Day. What better time than this to shine the education spotlight onboys. Because, I’ll bet many of you do not know that there are just as many boys out of school as girls.While girls are less likely to enter school in the first place in many countries, a GEM Report paper, Don’tforget the boys, shows that boys are at a higher risk globally of not progressing and completing theireducation. They also perform less well in reading assessments worldwide. We won’t achieve genderequality in education if we ignore one half of the story. Read the full post here.

Developing world leaders agree education is their top priority by GEM Report

New research just released by AidData funded by the Bill and Melinda Gates Foundation; Germany’s



New research just released by AidData funded by the Bill and Melinda Gates Foundation; Germany sFederal Ministry for Economic Cooperation and Development; and the William and Flora HewlettFoundation contains the findings of a survey among 3,500 leaders working in 126 low and lower middleincome countries around the world on their greatest development challenges in their country.

Regardless of region, they agreed their top three priorities were education, peace and justice, anddecent work and economic growth. Overall, the education goal in the SDG agenda, SDG 4, was themost oftcited as being in the leaders’ top priorities.

Read the full blog post here.

EiE News Roundup

Read these and more articles every day in the INEE Newsfeed. Canada & partners announce investment in education for women &girls in crisis & conflict

Justin Trudeau, Prime Minister of Canada 9 June 2018

Gender equality is a fundamental human right and a top priority for Canadaand its G7 Presidency. To make gender equality a reality, all women andgirls around the world must have equal access to quality education andlearning opportunities.

Click to read more

In war zones and refugee camps, researchers are putting resilience interventions to the test

Science 4 June 2018

In 2015, in the name of science, more than 800 teenage boys and girls in northern Jordan each allowed100 strands of hair to be snipped from the crowns of their heads. Roughly half the teens were Syrianrefugees, the other half Jordanians living in the area. The hair, molecular biologist Rana Dajaniexplained to the youngsters, would act as a biological diary. Chemicals embedded inside woulddocument the teens’ stress levels before and after a program designed to increase psychologicalresilience.

Click to read more

Humanitarian inclusion standards for older people and people with disabilities become part ofthe Hu

Sphere Project 4 June 2018

The Sphere Executive Board welcomed a humanitarian standards initiative focusing on older people andpeople with disabilities as the newest member of the Humanitarian Standard Partnership.

Click to read more

Saving lives through Risk Education in Benghazi, Libya

DANISH DEMINING GROUP 4 June 2018

Since the beginning of the year, DDG has taught thousands of children, youth and adults in the Libyancity of Benghazi, which has been ravaged by years of conflict, about the threats of Explosive Remnantsof War (ERW). The promotion of safe behavior around ERW is essential for people that have beendisplaced due to the conflict as well as people living in the midst of areas contaminated by explosivesthat have been left behind from the ongoing conflict.

Click to read more



The InterAgency Network for Education in Emergencies (INEE) is an open global network of practitioners,students, teachers, staff from UN agencies, nongovernmental organizations, donors, governments, anduniversities 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 developmentand 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. Quotationsor extracts should include attribution to the original sources.

You are receiving this message because you subscribed to an INEE email list.

Update your email subscriptions OR Unsubscribe << Test Email address >> from ALL INEE email lists

InterAgency Network for Education in Emergencies (INEE) 122 E. 42nd St., New York, NY 10168

www.ineesite.org

campaign overview |...

Documents