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Education and Fragility Newsletter
October 2012
Knowledge Capsule
Did you know… 12% of people could be lifted out of poverty if all students in poor countries had basic reading skills. That’s over 170 million people in poverty.
~EFA Report Flyer on Education First
Sound Bite
“There is today a growing recognition among the world community and national leaders of the critical importance of education in restoring a sense of normalcy and acting as an instrument for pace, protection and healthy development.”
~Sida, 2002

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Dear INEE Members,
 
Welcome to the INEE Education and Fragility Monthly Newsletter for the month of October 2012.
 
This newsletter contains information and resources of interest and relevance to those working in education in fragile and conflict affected contexts. It includes resources related to education, peace building and fragility; as well as information about programs that INEE member organizations are developing, and updates of the INEE Working Group (WG) on Education and Fragility. 
 
We encourage you to share with us any helpful resources and information that you encounter for inclusion in future updates and on the INEE website. Please forward your suggestions with related attachments and web links to educationfragility@ineesite.org.
 
We hope that you will find this newsletter interesting and useful.
 
Sincerely, 
Maria Lucia Uribe Torres, Deputy Coordinator for Education and Fragility,
on behalf of the INEE Working Group on Education and Fragility

  In this Newsletter  
Working Group Corner
News Work Bench
Coming Up
  Working Group Corner  
Working Group Updates

Policy Dialogue Forum on Education and Peace held in Kinshasa DRC, 4-6 October 2012
 
The INEE Working Group on Education and Fragility in close collaboration with UNICEF DRC, ADEA and USAID, under the leadership of the Congolese Ministry of Primary, Secondary and Professional Education, organized a Policy Dialogue Forum on education and peace held in Kinshasa from 4-6 October 2012.  The overall purpose of the Policy Dialogue Forum was to identify national education policies and concrete strategies to be included in the Interim Education Sector Plan, that are conflict-sensitive and that can contribute to peace-building processes in the country. 

The Policy Dialogue Forum brought together participants from the Ministry of Primary, Secondary and Professional Education from 6 different provinces; representatives from several ministries, members of the Financial and Technical Group; International and local NGOs; representatives from the Parents and Teachers Associations and of the Education Service Provider Networks.  Experiences on education for peace policies and programs from Kenya and Liberia were also shared during the meeting.  25 journalists from several agencies attended the first day of the Policy Dialogue Forum. This allowed not only to develop capacity for them about education, conflict and peacebuilding issues but also to raise awareness about the role that informal education through media can play.
Photo: Mr. Maker Mwangu Famba - Minister of Primary,
Secondary and Professional Education, DRC
 
This unique multi-stakeholder platform created a comprehensive dialogue on the links of education with other sectors and its role in the prevention of conflicts but also in the exacerbation of violence. It allowed the identification of the multiple interfaces of education with security, governance and economic, environmental and social issues; and the importance of promoting a holistic perspective of education that goes beyond service delivery and takes into consideration quality and equity and supports the resilience of the education system.
 
At the end of the Policy Dialogue Forum the Ministry of Education proposed the creation of a technical committee under the leadership of the Ministry's Technical Support Unit and formed by several participants to follow up on the recommendations and elaborate a National Program on Education for Peace based on the concrete strategies and activities suggested in the Forum.   The role of this committee is to ensure the development of the program and lead the advocacy work with other sectors. The full commitment of the Ministry of Primary, Secondary and Professional Education and of several of the organizations, financial and technical partners that took part in the meeting, is a positive sign that the recommendations of the Policy Dialogue Forum and a comprehensive Education for Peace Program will be implemented.
 
A full report of the Policy Dialogue Forum is forthcoming.
Bi-annual Working Group meeting held in New York, USA, 15-16 Oct


The third bi-annual meeting of the INEE Working Group on Education and Fragility 2011-2013, hosted by UNICEF, was held in New York, USA, from 15-16 October.



The Working Group shared knowledge and experiences on innovative projects and initiatives undertaken by Working Group members, including work on teacher salary systems in fragile and conflict-affected states by CfBT Education Trust and the Brookings Center for Universal Education; the newly launched book on curricula for citizenship and peace by Education Above All; changes in the Global Partnership for Education engagement in emergency and conflict-affected contexts; and the work of the Ministry of Education in Kenya to introduce peace education in the country.

Members also came together to review the progress on current and completed activities, such as the recently finalised research on tertiary education programmes for teachers and education workers in conflict transformation and peacebuilding. Additionally, members gave substantive inputs to current initiatives to engage with the private and health sectors, and discussed the collaboration with Sciences Po to organize a conference in April 2013 in Paris to strengthen the links between academics and practitioners in the field of education and fragility.

Substantive progress was also made in the development of three tools that will support donors, UN agencies, NGOs and field practitioners in the integration of conflict-sensitivity in education policy, programming and planning. The tools are now being finalised and will be ready for piloting within the Working Group member organizations. Finally, members discussed the WG’s advocacy work, agreeing on a focus for the advocacy strategy to promote conflict-sensitive education, and deciding on the next steps in this regard.

The next INEE Working Group on Education and Fragility meeting will take place in Paris in April 2013 followed by a one-day event to launch the WG’s advocacy strategy and conflict-sensitive education tools.

The minutes of the meeting will be shared in our next newsletter.

For more information, please email educationfragility@ineesite.org.
INEE Education and Fragility Advocacy Consultant - New Position

One of the key issues affecting the success of the aims of the Working Group on Education and Fragility is the ability to ‘make the case’ on the role of education in supporting state- and peace-building processes.  The WG aims to ensure all education initiatives are designed and implemented in a manner that not only mitigate conflicts, but also supports the transformation of conflicts and peace building processes.  This implies ensuring that decision makers at all levels not only understand the importance of conflict sensitive education, but also know how to implement it. The advocacy strategy connected to this work is therefore critical in this regard.
 
The overall objective of the consultancy is to formulate an advocacy strategy that is concise and specific, with clear objectives and key messages that would target different categories of stakeholders, to be launched in 2013. This advocacy strategy will sit within the overall advocacy strategy of INEE.
 
The consultant should have an excellent advocacy and communication background; a minimum of five years relevant experience, in a professional capacity working within the international development, humanitarian or conflict transformation sectors in issues related to education programming and advocacy; and demonstrated knowledge and understanding of the concepts and issues of education and fragility.  If you meet the requirements and are interested in this job, please apply to educationfragility@ineesite.org.
 
Application deadline: As soon as possible.

For more information or to apply for this job, click here.
In the Spotlight
Interview with Corien Sips on the Dutch Ministry of Foreign Affairs' involvement in the field of education and fragility
INEE


Corien Sips took a Master’s degree in Economics at the University of Amsterdam. Afterwards she worked as member of staff for the Dutch Trade Union Confederation and as senior researcher for the Institute for Research on Public Expenditure in The Hague. For the past fifteen years she has worked for the Dutch Ministry of Foreign Affairs as senior policy adviser, mainly in the field of education. 

In this interview, Corien Sips, representative of the Dutch Ministry of Foreign Affairs to the INEE Working Group on Education and Fragility, speaks with Noëmi Gerber, INEE Programme Assistant, about the Ministry's involvement in the field of education and fragility – specifically the partnership with UNICEF for the Peacebuilding, Education and Advocacy Programme – as well as her views on where this field is heading, and what challenges lie ahead.
 
What activities related to education and fragility is the Dutch Ministry of Foreign Affairs involved in?
The government of the Netherlands recently experienced a policy shift. In October 2010, a new cabinet came to power that decided that basic education is no longer a priority in itself, but should be positioned as an instrument for four new priorities, including security and rule of law. In practice, this meant the cabinet decided for budget cuts in the field of basic education, and focused the remaining part of the aid budget more towards the new priorities.
 
In my opinion this policy shift provided new opportunities. Take the example of our partnership with UNICEF. ...

To read the full interview, click here.
Presentation by Friedrich Affolter on peacebuilding projects in UNICEF
UNICEF

Friedrich Affolter, UNICEF representative to the INEE Working Group on Education and Fragility, gives a presentation on peacebuilding projects in UNICEF at the International Conference on Peacebuilding through Education, held on 24 September 2012 at The Times Center in New York, USA.

To view this video, click here.
  News  
European Union Africa Regional Seminar for Health and Education, 3-7 September 2012
European Commission

Last month an Africa Regional Seminar for Health and Education took place in Brussels under the initiative of the European Commission. In the context of the European Union's renewed development policy "Agenda for Change" the seminar focused on providing targeted support to EU staff working in education and health sectors in Africa.
 
More than 40 participants working in various countries, headquarters and Member States representatives discussed how we can work together to contribute to better sector analysis and sector policy dialogue. ADEA and GPE colleagues further emphasized the importance of continued support for education and the need to focus on quality and improving skill levels in Africa.
 
Attention to specific fragile situations was discussed throughout the seminar, including, Democratic Republic of Congo, Guinea Bissau, Sierra Leone, Somalia and South Sudan. These countries have particular circumstances and specific challenges in the education sector which require flexible responses to which the work of INEE could contribute.
 
The European Commission is a member of the INEE Working Group on Education and Fragility. For more information, please contact Graça de Sousa at Graca.SOUSA@ec.europa.eu.
  Work Bench  
Call for Case Studies
INEE Call for Case Studies: Guidance Note on Conflict Sensitive Education
 
Deadline extended until 9 November
 
In an effort to strengthen the use of the INEE Minimum Standards in conflict-affected contexts, the Working Group on Minimum Standards and Network Tools is developing a guidance note on the standards as a practical tool to ensure a conflict sensitive approach to education policy and programming. The Guidance Note will demonstrate how the INEE Minimum Standards have been used in conflict sensitive programming and policy-making around the world.
 
We cannot do this without your input! To ensure the Guidance Note is practical for the field and includes real case studies, we are asking you to take 10-15 minutes to share with us your experiences in this area. Please complete this case study template to share with us how you or your organization have delivered education programmes or policies in a conflict sensitive way. Send all case studies to Cynthia Koons at cynthiakoons@gmail.com by 9 November.
Publications and Reports
Human Security Report 2012, chapter 4: War is not “development in reverse”: The impact of conflict on children’s education
Human Security Report Project, Simon Fraser University, Canada

The 2012 Human Security Report challenges a number of widely held assumptions about the nature of sexual violence during war and the effect of conflict on education systems.

The report shows that—surprisingly—education outcomes actually improve on average during wartime. It confirms that conflict-affected countries generally have substantially lower educational outcomes than non-conflict countries, but it challenges the widely held notion that this is because of war. It points out that educational outcomes were also low—or lower— during the prior periods of peace. They could not, therefore, have been caused by warfare. The Report offers the first explanation for the apparent paradox of education outcomes that improve in wartime.
 
To read the chapter, click here.
To access the full report, click here.
Youth, education, and peacebuilding
Alan Smith & Christine Smith Ellison

This paper focuses on the literature and theory relevant to the role of youth and education in supporting societal transformation through peacebuilding in conflict-affected societies. It begins by highlighting different definitions of ‘youth’, before identifying four reasons why it is important to prioritize youth analysis in any conflict setting. The third section introduces a number of concepts and definitions related to conflict and peacebuilding, including the important distinction between conflict sensitivity and peacebuilding. The fourth section identifies a number of theories that have examined linkages between youth, education, and conflict. The final section suggests three critical questions for policymakers in an attempt to stimulate discussion and debate about the extent to which youth programming can promote peacebuilding through social, economic, and political change.
 
To read the paper, click here.
Think global, act global: Confronting global factors that influence conflict and fragility – for consultation
OECD
 
The process of globalisation has brought innumerable improvements and opportunities. It has not, however, made the world a more stable or equitable place. Increased interdependencies ensure that local events and shocks – whether political, economic or social – can reverberate and multiply rapidly at a global level, and influence local events elsewhere. However, shocks are only one face of the volatility of a globalised world; another face is the more structural factors that work their effects more gradually. Fragile states are particularly vulnerable to the dynamics and risks involved in the process of globalisation because of their generally weak governance systems and/or low capacity.
 
This paper analyses eight “global factors” that influence conflict and fragility. Global factors are defined as licit and/or illicit processes operating at the international, regional or cross-border level that influence a state’s risk of fragility and conflict. Each factor has been analysed in a separately-published thematic research paper; this synthesis report brings together the main findings, grouped into three broad categories:
1) Growth and wealth
2) Meaning and movement
3) Violence and security
 
A final version of this paper, which is now in a consultation period until the end of 2012, will be published early 2013.
 
To access this paper, click here.
Equity in tertiary education in Central America: An overview
World Bank

This paper analyzes the evolution in socio-economic and ethnic disparities in tertiary education attainment, participation, and completion and labor market outcomes in the six countries of Central America. There is evidence of differential progress, with Costa Rica, a middle-income country, and Nicaragua, a low-income country, having improved participation of low-income students in tertiary education, while this continues to be negligible in Guatemala, El Salvador, and Honduras.

The paper concludes that many Central American countries currently lack the policies, instruments, and institutional mechanisms to promote greater equity in tertiary education. The paper highlights how valuable insights can be obtained from analysis of household survey data in the absence of comprehensive data on tertiary education which is typical of many developing countries.
 
To read the full summary and access this Policy Research working paper, click here.
  Coming Up  
Conferences
Sustaining Peace: Interdisciplinary Perspectives
Teachers College, Columbia University

When: 7 November, 2012
Where: New York, USA
 
This event aims to showcase cutting-edge interdisciplinary work in conflict resolution, violence prevention, peace and sustainability at Columbia University. It will feature the launch of the book “The Psychological Components of Sustainable Peace,” as well as nine workshops.
 
Some of the workshops related to education are “Facilitation Skill Building in Conflict Settings” and “Designing Teaching and Training Tools for the Emerging Fields of Peacebuilding, Fragile States and Natural Resource Management.”
 
For more information, click here.
Second World Conference on the Right to Education and Rights in Education
European Association for Education Law and Policy, UNESCO Right to Education Chair at the College of Europe, University of Antwerp, Free University of Brussels

When: 8-10 November, 2012
Where: Brussels, Belgium
 
Financed by the Governments of Luxembourg and the European Commission, and supported by several academic and private institutions, this three-day event will bring together a wide range of participants and presenters, including academics and policy makers, from many parts of the world. The event will feature several lectures, as well as thematic sessions on a variety of topics related to the right to education.
 
INEE, represented by Maria Lucia Uribe, Deputy Coordinator for Education and Fragility, will present the right to quality, safe and relevant education in emergencies and the need for conflict-sensitive education. Her presentation is included in the thematic session on creating a safe educational environment.
 
For more information, click here.
One World – One Future: Fragile States
GIZ
 
When: 14 November, 2012
Where: Berlin, Germany

Fragile states and countries and regions affected by conflict pose particular challenges for foreign, security and development policy. Whereas fragile states used to have a low level of development, usually in sub-Saharan Africa, nowadays they are often countries of great strategic significance, considerable raw material wealth and middle incomes that also have huge poverty problems (e.g. Pakistan, Libya, Nigeria, Syria, Iran, Iraq). 
 
The key objective of development cooperation with fragile states must be to improve the quality of life for the country’s citizens. Various new and innovative approaches must be identified and tested here. The role of diplomatic relations, the relevance of the United Nations and the Security Council, and the opportunities and risks of cooperation between the military and development advisors will be discussed in this event, which is part of the ‘One world – one future’ series of events organised jointly by the German Federal Ministry for Economic Cooperation and Development (BMZ), GIZ and KfW Entwicklungsbank.
 
For more information on the conference, click here.
The Inter-Agency Network for Education in Emergencies (INEE) is an open global network of over 7,500 practitioners, students, teachers, staff from UN agencies, non-governmental organizations, donos, 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 inter-agency forum that fosters collaborative resource development and knowledge sharing and informs policy through consensus-driven advocacy. INEE also has a website with a wide range of resources for those working on education in emergencies, chronic crises and early recovery - www.ineesite.org.
Copyright © 2012 Inter-Agency Network for Education in Emergencies (INEE), All rights reserved. If you re-print, copy, archive or re-post this message please retain this disclaimer. Quotations or extracts should include attribution to the original sources.

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