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15 October 2018

Highlights - Child Protection and Education in Humanitarian Contexts

- Conflict Sensitive Education Online Course - UNGA 2018: All the Education News

Calls to Action - Data Collection and Evidence Building

- UNESCO ICT in Education Prize call for nominations opens - Textbooks are Still Essential

- Education Needs Immediate and Collaborative Support

Events Education in Conflict and Emergencies 2018/19 Seminars

Mobile Tech That Empowers Parents to Read to Children - Ensuring All Children Learn

- Enhancing Collective Quality & Accountability to Affected Populations

Multimedia[Video] Refugees Have the Right to Quality Education

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.

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BWB 2018-10-15



INEE

EiE in numbers: Around the world, 4

million refugeechildren are out of

school and missingout on their right to aneducation due to

displacement, povertyand exclusion. Save The Children

- [Video] Refugees Have the Right to Quality Education - [Webinar] Peer Coaching for Teachers in Crisis Contexts

Resources - Where Child Protection and Education in Emergency Cross

- Twenty Years of the Guiding Principles on Internal Displacement - Education, Conflict, and Emergencies

- Hear it from the Teachers - Education and International Development

- Global Report on the Status of Teachers - Supporting Quality DecisionMaking for Children in Crisis

- Diplomacy to Mobilise Momentum for Girls’ Education

Opinions - Reflections for World Teachers Day

EiE News Roundup

Highlights

AllianceINEE Round Table INEE and the Alliance for Child Protection

A Framework for Collaboration between Child Protection and Education inHumanitarian Contexts

1516 October 2018 Nairobi, Kenya

The InterAgency Network of Education in Emergencies (INEE) and the Alliance for Child Protection inHumanitarian Action (the Alliance), in partnership with Elevate Children Funders Group and InternationalEducation Funders Group, are cohosting this roundtable. The theme for this event is “Integratedprogramming across Child Protection and Education in humanitarian settings”.

As part of this initiative, we have invited humanitarian actors to share their experiences and/or innovativeideas related to integrated programming across the two sectors in humanitarian/emergency contexts.This event is a forum where practitioners, researchers, donors, and policy makers can gather to learnfrom each other and be kept abreast of new developments in both sectors.

From more than 60 submitted abstracts, the Alliance and INEE selected 17 presenters, covering topicsincluding enhancing the safety of educational facilities in emergencies, integrating sport and play intoschools to increase protection outcomes and identifying programming elements that support successfulintegration.

To participate remotely and view a list of events click here.

Conflict Sensitive Education Online Course INEE



The Conflict Sensitive Education Online Course is a free, interactive elearning course designed togive a broad overview of education considerations in conflict environments. This course is intended forfield practitioners, donors, and other professionals working in the field of education in emergencies.

The CSE Online Course is based on the content of the INEEConflict Sensitive Education Pack, which supports theintegration of conflict sensitivity into education policies andprograms in conflictaffected contexts. The training addresses:1) steps for conducting a conflict analysis; 2) interactionsbetween programs and conflict; 3) access to learningenvironments; 4) conflict sensitive strategies for teaching andlearning and development of education policy; and 5) methodsof monitoring and evaluation.

The CSE Online Course can be accessed at cse.ineesite.org.

UNGA 2018: All the Education News UNGA

Education advocates are celebrating after learning featured highon the agenda at last week’s United Nations GeneralAssembly in New York, which saw the launch of a number of newcommitments, partnerships, and funds.

“Education really came of age at this year’s UNGA,” said JosephNhanO'Reilly, Save the Children’s head of education policy andadvocacy, pointing to highprofile events and highlevelengagement.

UNGA also saw the launch of new education partnerships including Generation Unlimited, or GenU,which aims to get all young people aged between 1024 into some form of school, learning, training oremployment by 2030.

To read the full article click here.

Click here to read about "Action on global education and youth skills at UN General Assembly week".

Calls to Action

Data Collection and Evidence Building to Support Education in Emergencies NORRAG

Special Announcement | Upcoming NORRAG Special Issue 03

This Special Issue intends to address the question of data and evidence tosupport education in emergency (EiE) situations. The duration ofemergency situations – conflicts but also natural disasters – frequentlyspans longer than a typical basic education cycle of 12 years. In thesecontexts, education is often relegated to the poor neighbor of humanitariansupport despite its critical role in bringing back a sense of normalcy andprotecting children by providing them with a safe place in precariousenvironments.

It is shown that a large share of the problem lies in the lack of data andevidence about the situation of children in emergency situations, bestpractices and critical needs. The lack of data and evidence severelyundermines the ability of countries to develop sound and articulatededucation sector plans and transitional education plans. Against thebackdrop of strong requirements for evidencebased plans needed to ensure funding and appropriatemonitoring and evaluation of progress, the absence of data and lack of research can jeopardize rapidrecovery from emergency situations. Research in emergency settings is further complicated by safetyconcerns, but also sensitive political, social and cultural environments making identification of “whatworks” a daunting task



works a daunting task.

Click here to read the full announcement.

UNESCO ICT in Education Prize call for nominations opens UNESCO

We are pleased to invite you to submit your applications andnominations for the UNESCO Prize for the use of Informationand Communication Technologies in Education.

Funded by the Kingdom of Bahrain and established in 2005, thePrize rewards organizations, institutions and NGOs that leveragenew technologies to expand educational opportunities byenabling access to quality education and lifelong learningopportunities for all. Two awards will be granted, and each recipient will receive USD 25,000. Thedeadline to submit nominations is 31 October 2018. Please see more on application and nominationprocess.

The Flyer with further information on the 2018 Call for nominations is attached herewith for yourinformation.

Please note that each NGO in official partnership with UNESCO can propose up to 3 nominations for thePrize.

Textbooks are Still Essential Paul Gibbings, INEE

A webportal development securing better provision to schools

Until the time when all school children and schools have mobilephones and reliable internet, the hard copy textbook is still goingto play an important role in initiating and promoting literacy.

Back in May, INEE published “A webportal developmentsecuring better textbook provision to schools,” highlighting theefforts of a group of students from RMIT University in Melbournein developing a web portal that encompasses data collectionfrom all schools using a Returned Book Record (RBR). This datais input onto a webportal known as the Textbook Requirement Information Management System(TRIMS).

The RBR allows school principals or their staff to provide textbook information that gives the Ministryquick access to the requirements of the schools, the district, the province, and countrywide needs for thefollowing school year.

To read the full article click here.

Education Needs Immediate and Collaborative Support YCEA, ACEA, ANDGCE

Education Needs Immediate and Collaborative Support to Prevent One Whole Generationmissing out on Education

While the world celebrated earlier this month both the anniversaries of International Literacy Day, andInternational Day for Peace, more than 263 million children are currently not in school. Two millionchildren of these are in Yemen alone! This number is likely rise every few minutes.

Yemen is viewed as the worst humanitarian crisis in the region. In 2018, Yemen ranked 4th in the FragileStates Index as “highly alerting”.According to UN OCHA data, twentytwo million (75%) of the population,need humanitarian assistance and protection. In addition to countless casualties and human rightsviolations massive population displacement economic pressure and social infrastructure continue to



violations, massive population displacement, economic pressure and social infrastructure continue tocollapse. Children bear the brunt of the conflict as many boys and girls are killed and injured. In July2018 alone, at least 21 children were killed and 82 more were injured during attacks in severalgovernorates. Between March 2015 and June 2018 over 2,635 children were recruited by armedgroups.

To view this full document click here.

Events

Education in Conflict and Emergencies 2018/19 Seminars UCL

This seminar series is organised as part of scholarly activities within Centre for Education andInternational Development at UCL Institute of Education under the research theme Education, Conflictand Peacebuilding. The convenor of the seminar series is Dr Tejendra Pherali.

These events are free to attend but you are requested to register following the eventbrite links undereach seminar.

Some of the events include:

Educating about disastersUse of technology for education in crisis situationsRefugee access to higher education in lowresource environmentsNew states challenged: Education, peacebuilding and statebuilding in postconflictKosovo and East Timor.Improving the quality of early primary grade teaching and learning in Syria: Researchand recommendations during anticipation of significant changes to Zones of Control

Click here for more information about these events and how to register.

Livestream of events can be found here.

Mobile Tech That Empowers Parents to Read to Children in Crisis Situations NetHope Solutions Center

Thu, October 18, 2018, 8:00 AM – 9:00 AM PDT

At the scheduled time of the webinar click here for the WebEx meeting link.

Research has repeatedly shown the benefits of reading aloud tochildren, yet populations affected by conflict often lose access toreading material and need support to reestablish, or create, areading culture in the home. Mobile technology offers a uniqueopportunity to reach such populations at scale–whether they beon the move or settled in camps in a new country. With theprimary objective of increasing parental engagement in readingto children, Worldreader’s Tuta Tuta project works to increasereading at the household level through a combination of direct reading support, free access to highquality Arabic children's stories on mobile, and a digital and traditional behavior change campaign.

For more information and to register for the event click here.

Ensuring All Children Learn PAL Network

March 5th6th, 2018: Islamabad, Pakistan

The People’s Action for Learning Network (PAL Network) is a southsouth partnership whose membercountries work across three continents to assess the basic reading and numeracy competencies of



countries work across three continents to assess the basic reading and numeracy competencies ofchildren through citizenled assessments, in order to provide inclusive and equitable data to informcitizenled action to improve learning.

As national and global level conversations about learning shift from wide acceptance of the globallearning crisis to evidencebased and contextually relevant solutions to ensure that no child is leftbehind, members of the PAL Network will hold a twoday biennial conference in March 2019 inIslamabad, Pakistan.

To get more information, and register for updates on this event, click here.

Enhancing Collective Quality & Accountability to Affected Populations Community World Service Asia

The impact of humanitarian work on communities depends greatly upon the quality of service andaccountability of actions both during times of emergency and nonemergency. With millions of peopleaffected by disasters and conflicts, the importance of Quality and Accountability to AffectedPopulations (Q&APP) is undeniable.

The methodology will be very participatory, allowing participants to be involved in a dynamic way at alltimes through presentations, debates, experience sharing, group work, learning pairs, writing sessions,design of proposals and recommendations, etc. The course will be conducted in English.

More information can be found here: Brochure, Invitation letter, Application form

Multimedia

[Video] Refugees Like Everyone Else Have the Right to Quality Education UNSECO

Every two seconds someone is forced to flee their home to escape war, persecution or natural disaster.

As they arrive in their host communities and countries and begin to rebuild their lives, access toeducation is more important than ever. But today, only one per cent of eligible refugees have access tohigher education. UNESCO, the only UN agency with a mandate in higher education, works withgovernments to ensure that refugees get an equal chance at learning.

To watch the video click here.

[Webinar] Peer Coaching for Teachers in Crisis Contexts INEE

On 27 September 2018, INEE hosted a webinar to launch the Peer Coaching Pack for Teachers inCrisis Contexts Two detailed examples were presented of how this type of continuous professional



Crisis Contexts. Two detailed examples were presented of how this type of continuous professionalsupport helps teachers make positive changes in their teaching practices.

The most promising teacher professional development programs provideteachers with different opportunities to learn new knowledge and skills andenough time to practice these techniques in their classrooms. In crisiscontexts, where many teachers are untrained or undertrained, thiscontinued support is arguably needed most; yet professional developmentin these settings is sporadic, of varied quality and often lacking any followup support posttraining (Burns and Lawrie, 2015).

The new Peer Coaching Pack for Teachers in Crisis Contexts,developed by the interagency Teachers in Crisis Context Collaborative(TiCC), provides an additional layer of support for teachers by preparingthem to use supportive communication techniques, adult learningpractices, Teacher Learning Circles (TLCs) and Classroom Observationsto continue their professional development. In this way the new packbuilds on the Training for Primary School Teachers in CrisisContexts by using collaborative activities that allow teachers to create anetwork of support and to develop communities of practice outside of training workshops.

More information on the event can event can be found here.

Resources

Where Child Protection and Education in Emergency Cross INEE

A mapping by the INEE Advocacy Working Group

This paper provides a mapping of the critical intersections between child protection (CP) and educationin emergencies (EiE). The hope is that this mapping will help to establish

research parameters around which the two sectors can conduct strategic and focused advocacy that willstrengthen the quality of both child protection and education

responses in times of emergency. The hope is also that it will encourage further joint planning andprogramming where possible between the two sectors, as well increase understanding within the twocommunities of the protective role education plays in

emergencies, and vice versa. The mapping is informed by two research questions: 1) Primary research question: What are the criticalintersections between child

protection and education in emergencies?

2) Secondary research question: What are theprotective roles and elements of

education according to the CP field and according to theEiE field?

To view the entire report click here.

Twenty Years of the Guiding Principles on Internal Displacement Forced Migration Review

October 2018

In the 20 years since they were launched, the Guiding Principles onInternal Displacement have been of assistance to many Statesresponding to internal displacement, and have been incorporated intomany national and regional policies and laws. However, the scale ofinternal displacement today remains vast, and the impact on those who



are displaced is immense. This issue includes 19 articles on the mainfeature theme of Twenty Years of the Guiding Principles on InternalDisplacement.

Reading and download options

Contents and links to all articles FMR 59 full issue pdf (2.47 MB / A5 format)

FMR 59 Digest pdf (1.01 MB / A5 format) FMR 59 Editors' Briefing pdf (544 KB / A4 format)

This issue of FMR will be available online and in print in English, Arabic, Spanish and French. TheEnglish versions of articles will also soon be available in audio format.

For more information click here.

Special Interest Group, Comparative and International Education Society Education, Conflict, and Emergencies

The Education, Conflict, and Emergencies SIG brings togetherCIES members around a broad range of research andprogrammatic activities including education during armed conflictand natural disasters; educational reconstruction postconflictand postdisaster; and the relationships between educationalprovision and peacebuilding, transitional justice, and resilienceacross conflictaffected, postconflict, and fragile states.

Do you want to join the ECE SIG?

You must be a member of CIES to join this SIG. You can join CIES by subscribing to the ComparativeEducation Review (CER) here.

A CIES membership/subscription is for a calendar year (January through December).Membership includes a subscription to the Comparative Education Review, the CIES Newsletter,which is published three times a year, and a discount on registration fee at CIES annualconferences.

The Annual SIG fee is $10. You can pay this fee on the CER website, or when you pay the CIESregistration fee.

To view the full website click here.

Hear it from the Teachers Save The Children

Forced displacement is at an alltime high. In 2017, 68.5 millionpeople were displaced globally a 50% increase in the lastdecade. Within this number, there are now 25.4 million refugees– the highest known total to date and an increase of 2.9 millionfrom 2016.3 Last year, the largest numbers of refugees camefrom Syria, Afghanistan, South Sudan and Myanmar.

The four countries hosting the largest populations of refugeeswere Turkey, Pakistan, Uganda and Lebanon, with Lebanoncontinuing to bear the biggest burden relative to nationalpopulation size.4 While Bangladesh hosted the seventhlargestrefugee population, it saw by far the most dramatic surge in2017, when the number of refugees increased more than threefold as a result of the Rohingya crisis in Myanmar.5 Children shockingly make up over half of the globalrefugee population. In terms of education, it is estimated that 4 million schoolage refugees globally arecurrently out of school.6 Since 2011, the number of outofschool refugee children has grown by 600,000on average a year. At this pace, UNHCR predicts at least 12,000 additional classrooms and 20,000additional teachers needed each year.



Click here to read the rest of the report.

Click here to read a supporting text by Save The Children.

Education and International Development Clive Harber

This book is a comprehensive introductory text for those beginning theirstudies of the complex yet fascinating area of education and internationaldevelopment. It sets out an overview of the main theories, ideologies andissues of education in developing countries, always with an eye to thecontextual and practical realities of life in schools and other educationalinstitutions. The book takes a balanced yet critical approach and examinesboth positive and negative aspects of the many relationships betweeneducation and development.

It will be of use to undergraduate, master’s and doctoral students as well asto staff in higher education who teach on courses concerned with educationand development and those who work in international institutions and nongovernmental organisations.

To order this book, click here.

Global Report on the Status of Teachers Education International

EI has recently launched its Global Report on the Status of Teachers, a very useful tool for teachers andanybody interested in education, where over 100 organisations affiliated to EI responded on questionsranging from working conditions to professional development, policy and wellbeing.

The study on the Status of Teachers (English version)A great infographic summarising the studyGifs for your social mediaThe inspiring cartoons you will find in the studyA webinar with David Edwards, Haldis Holst and guestsTwo blogs (by David Edwards and Nelly Stromquist) on our site Worlds of EducationA radio interview about the report on RadioLabour

Supporting Quality DecisionMaking for Children in Crisis IRC

Results and Recommendations from a FieldMapping Study ofStakeholders’ Monitoring, Evaluation, and Research Practicesand Needs

Nearly 62.5 million children are out of school in 32 countriesaffected by conflict. Those in school often face poor quality andmultiple risks that prevent them from regularly attending and completing school, and from learning theacademic and socialemotional skills critical for successful futures. Globally, there are approximately 411million children who despite being in school are not achieving minimum proficiency levels in reading andmathematics.

These findings illustrate that while the majority of stakeholders working with children in crisis contextsvalue, require and engage in research and monitoring, few seem to prioritize and use rigorous methodsthat can yield high confidence in the quality of impact evidence.

To read the full Policy Brief click here.

Diplomacy to Mobilise Momentum for Girls’ Education



Diplomacy to Mobilise Momentum for Girls’ Education Wilton Park

How can diplomacy, and the UK’s new diplomatic focus, mobilisemomentum for girls’ education? This was the question thatbrought together different actors from a variety of sectors toadvance the global campaign for girls’ education, and identifyways to utilise the tools that diplomacy can offer to improveaccess to education for girls across the world.

Education is central to a girl’s development and empowerment.Beyond developing basic literacy and numeracy skills, educationenables girls to make better choices about their health, equipsthem to effectively engage in a changing world and ultimatelytransforms their lives and the communities they live in. However, UNESCO estimates globally more than130 million girls between the age of six and 17 are out of school and 15 million primary school girls willnever have access to education.

Click here to view the full report.

Opinions

Reflections for World Teachers Day By Tara Stafford Ocansey. NORRAG

Even with all our new tech, quality learning still requires quality teachers

This NORRAG Highlight is published on the occasion of WorldTeachers Day, celebrated annually on 5 October. Tara StaffordOcansey is the Senior Education Technology Specialist of theConnect To Learn initiative of the Center for SustainableDevelopment, Earth Institute, Columbia University. In this blogpost, the author reminds us of the central role of teachers inlearning processes, and presents a Connect to Learn initiativethat aims at improving quality learning via integrating ICT tools inteaching practices.

For most of us, if we think back on who in our lives have had the most profound impact on us, whopushed us to pursue our dreams, who provided us with examples of what a responsible, selfpossessedadult looks like outside of our own families, we think of our teachers. Here in the United States, as inmany parts of the world, our culture is great at singing the praises of teachers for these reasons.Teachers care for us, and help guide our journeys to figuring out what roles we will play in economic,civic and social life. Yet when it comes to recognizing the immense contribution of teachers throughtangible ways that improve their status, we continue to fall short. World Teachers’ Day is recognizedevery year on October 5th to commemorate the 1966 adoption of the ILO/UNESCORecommendation concerning the Status of Teachers. The Recommendation addressed teachers’ rightsand responsibilities, and standards for their preparation, ongoing professional development, andclassroom conditions. Further, it sought to raise the status of teachers by calling for teachers’participation in education decision making and their rights to collective bargaining. With regard tosalaries, the Recommendation states that teachers’ salaries should “reflect the importance to society ofthe teaching function”. Fiftytwo years since the Recommendation’s adoption, can we say that oursocieties have achieved these standards?

Click here to view the full article.

EiE News Roundup

Read these and more articles every day in the INEE Newsfeed.

Nigeria: Girls Describe Devastating Impact of School Attacks



GCPEA 11 October 2018

Attacks on education by the insurgent group Boko Haram have causedhorrific and longterm suffering for female students and teachers innortheastern Nigeria, said the Global Coalition to Protect Education fromAttack (GCPEA) in a report released today.

Click to read more

International Coalition led by Education Cannot Wait provides new educational opportunities

Education Cannot Wait 10 October 2018

Connecting a broad international coalition that includes Plan International, Save the Children, StreetChild and UNICEF, Education Cannot Wait announced a new allocation totaling US$2.49 million toprovide safe and equitable access to education for 194,000 conflictaffected children – 52 per cent ofwhom are girls – in the Adamawa, Borno and Yobe States of North East Nigeria.

Click to read more

Moving Towards an Era of Prevention for Children Affected by Armed Conflict

Children and Armed Conflict UN 9 October 2018

Efforts to prevent grave violations against boys and girls affected by conflict must go hand in hand withour work to protect them, the Special Representative of the SecretaryGeneral for Children and ArmedConflict said as she presented her annual report to the UN General Assembly.

Click to read more

Hundreds of schools damaged and children traumatised by Indonesia’s deadly earthquake andtsunami

Theirworld 4 October 2018

Aid agencies are trying to get children back into education and play groups quickly to help them copewith the devastation.

Click to read more

UNRWA And Qatar Celebrate the Right to Education for Palestine Refugees Students

UNRWA 3 October 2018

The United Nations Relief and Works Agency for Palestine Refugees (UNRWA) organized a Back toSchool ceremony to celebrate support from the State of Qatar. The US$ 50 million contribution to theAgency’s education programme in Jordan, Syria, Lebanon, Gaza and the West Bank was a vitalcomponent in the decision to open UNRWA schools without delay this August. The ceremony, held atthe UNRWA Baqa’a Basic Boys’ School, affirms the importance of the right to education for Palestinerefugees in the presence of the Qatar Fund for Development (QFFD) Managing Director H.E. Mr. KhalifaBin Jassim AlKuwari.

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 consensus driven advocacy



and knowledge sharing and informs policy through consensusdriven advocacy. www.ineesite.org

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