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Education and Fragility Newsletter
February 2013

Mark Your Calendar

High-Level Symposium:
Conflict-Sensitive Education -- Why and How?
When: 8 April 2013
Where: UNESCO, Paris, France


Knowledge Capsule

Did you know…In Congo today, an estimated 7.6 million children go unschooled. The state offers limited informal educational opportunities for adolescents and teenagers, and virtually none for adults. According to statistics from 2010, 51% of adolescent girls are illiterate. The rate among the poorest households soars as high as 72%.
International Rescue Committee


Sound Bite

“If wars begin in the human mind, then it is through our minds – through education – that war can be vanquished by peace.”
~ Teachers Without Borders


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Dear INEE Members,

Welcome to the INEE Education and Fragility Monthly Newsletter for the month of February 2013.

This newsletter contains information and resources of interest and relevance to those working in education in fragile and conflict-affected contexts, as well as updates on programs by INEE member agencies and activities of the INEE Working Group on Education and Fragility


We encourage you to share with us any education and fragility resources and information for inclusion in our upcoming Newsletters and the INEE website. Please forward your suggestions with related attachments and web links to EducationFragility@ineesite.org.

Sincerely,
INEE Education and Fragility Secretariat,
on behalf of the INEE Working Group on Education and Fragility
  In this Newsletter  
Working Group Corner In the spotlight:
  • Blog: "Service Delivery and State-building in FCAS" by Susy Ndaruhutse, CfBT Education Trust 
News
  • INEE Forum: Teacher Professional Development in Crisis: Providing Teachers the Learning They Want and Need 
Work Bench
  • Call for presentations: Global Health & Innovation Conference 2013
  • Report, literature review and case studies: State-building and Peace-building in Fragile and Conflict-affected States 
  • Report: Economic Empowerment of Urban Refugee Youth: Guiding Principles 
  • Article: Addressing Perception in the Delivery of Education in Conflict and Crisis
  • Article: Education, Change and Peacebuilding 
  • Publication: Next Steps in Managing Teacher Migration: Papers of the Sixth Commonwealth Research Symposium on Teacher Mobility, Recruitment and Migration
  • Publication: Peace Shining Through the Sails: Experiences of International Cooperation and Research for Co-existence among Cultures, Rights and Human Development
  • Video: Pedagogies for Peace in Post-conflict and Fragile States 
  • Podcast: Supporting Teachers in Fragile and Conflict-affected States
Coming Up
  • Course: Improving Strategic Impact & Effectiveness of Peacebuilding and Peace Support Operations
  • Course: Designing and Implementing Effective Monitoring & Evaluation for Peacebuilding Programmes
  • Conference: Harvard African Development Conference
  • Conference: Arab Education Summit
  • Seminar: Migrant and Refugee Children: the Right and Access to Healthcare and Education in Canada (in FRENCH)
  Working Group Corner  
High-Level Symposium
Conflict-Sensitive Education -- Why and How?

When: 8 April 2013
Where: UNESCO, Paris, France


UNESCO-IIEP and INEE through its Working Group on Education and Fragility are co-organizing a High-Level Symposium entitled Conflict-Sensitive Education -- Why and How? to be held on 8 April 2013 at the UNESCO Headquarters in Paris.

The symposium will bring together some 100 to 150 high-level participants representing ministries of education and other government bodies, intergovernmental and non-governmental organizations, UN agencies, bilateral development organizations, the private sector, civil society organizations, as well as leading national and international agencies promoting education in emergency and fragile contexts.

The symposium will see the launch of the INEE harmonized approach and tools to introduce conflict-sensitivity in education policies, programmes and investment. The participants are expected to endorse a Common Framework for prioritizing conflict-sensitive education in crisis-affected countries, and for the further mobilization of all key stakeholders around concerted actions to help these countries achieve Education for All targets and the MDGs.

This Common Framework is also expected to support conflict-affected countries applying for funding to the Global Partnership for Education to ensure that their education plans are not conflict-blind.   

The symposium will be followed by a cocktail and a concert by Peter Yarrow of Peter, Paul and Mary for children affected by violence around the world. 

Attendance to the symposium is by invitation only. However, if you are interested to attend on behalf of your organization, please send us an email to ConflictSensitivity@ineesite.org with your full name, organization you represent and your interest in the symposium, and you will receive an invitation shortly.  Please note that funding to attend the symposium will not be provided. 

For more information about the event, please click here
To learn more about the background of the event, please click here.


In the Spotlight
Service Delivery and State-building in FCAS
Susy Ndaruhutse, CfBT Education Trust

Susy Ndaruhutse is Head of International Development and Education at CfBT Education Trust, a UK education not-for-profit company.
Susy Ndaruhutse is Head of International Development and Education at CfBT Education Trust, a UK education not-for-profit company, where she leads a team of consultants and project managers who provide consultancy, training and advice to developing country governments, ministries, donors and NGOs on education strategy, policy, financing and project implementation. Her team have specialist expertise in supporting education systems and reform in fragile and conflict-affected states.

During 2011-2012, CfBT Education Trust led a one-year DFID-funded research project to explore the links between service delivery (education, health, water and sanitation), state-building and peace-building in FCAS.

During the first phase, we completed a literature review and six desk-based country case studies (Cambodia, Democratic Republic of Congo, Nepal, Rwanda, Sierra Leone and South(ern) Sudan).

During the second phase, we undertook more detailed field work in Nepal, Rwanda and South Sudan to examine the link between service delivery and state legitimacy, specifically seeking to answer the question: How does the fulfillment of people’s expectations for services relate to their perception of the legitimacy of the government?

To read the full blog post and leave your comments, please click here.
  News  
INEE Forum Series
Teacher Professional Development in Crisis: Providing Teachers the Learning They Want and Need
Inter-Agency Network for Education in Emergencies (INEE)

This is a three-month online special forum that brings together international experts, practitioners, and teachers to address what we see as the overall poor quality of professional development provided to so many teachers across the globe. The forum aims to build an online community and movement around research, ideas, and strategies so that teachers everywhere get the professional development that is truly high-quality -- not simply cheap or convenient.

The forum, which will run as a series of online discussion between February and April 2013, includes guest contributions by internationally recognized specialists in professional development, who will discuss:

  • Problems and solutions in teacher professional development (TPD)
  • Best practices, case studies and models of effective professional development supported by research
  • Ways forward to bring high-quality professional development to teachers across the globe, with an emphasis on developing countries and low-income environments
The discussion topic for the week of 25 February is "Continuous professional development of Lebanese teachers".

To see the full list of topics and calendar, and to participate in the discussion, please click here.
  Work Bench  
Call for presentations
Global Health and Innovation Conference 2013

Photo credit: GHIC web site
When: 13-14 April, 2013
Where: Yale University, New Haven, CT, USA

Application deadline: currently accepted on a rolling basis
 
The Global Health & Innovation Conference (GHIC) is the largest global health conference as well as the largest social entrepreneurship conference, with 2,200 professionals and students from all 50 states and more than 55 countries.

Topics related to education include: education intervention to reduce and prevent health epidemics; implementing and assessing sexual and health education in developing countries; building skills for at-risk youths and refugees; and global health education. 

Other topics include: 
healthcare in rural settings; addressing the medical needs of women and children with chronic illnesses in fragile states; and approaches to mental health, maternal health and early childhood care.

Social Enterprise Pitch Abstracts For Oral Presentation: Those in an early stage of development or implementation of a program, project, or organization should submit an abstract for the Social Enterprise Pitch Sessions. Pitch abstracts are accepted for oral presentation on a rolling application deadline, and we encourage you to submit a pitch abstract at your earliest convenience.

Instructions and submission details can be found here.
To see full conference schedule, please click here.
Publications and reports
State-building and Peace-building in Fragile and Conflict-affected States
CfBT Education Trust

State-building and Peace-building in Fragile and Conflict-affected States
This is a DFID-funded research programme implemented by a consortium of three partners: CfBT Education Trust, Practical Action Consulting Ltd and Save the Children, led by CfBT Education Trust.

The research programme explores the links between service delivery in education, health, sanitation and water, and wider processes of state-building and peace-building in fragile and conflict-affected states (FCAS).

The research  aims to determine how the different ways of accessing and delivering education, health, water and sanitation services and accountability mechanisms that support the delivery of these services meet, and impact on, citizens’ expectations for services and perceptions of legitimacy.

The first output of this research programme was a literature review and six case studies: Cambodia, theDemocratic Republic of the CongoNepalRwandaSierra Leone and Southern Sudan. This is followed by country-level fieldwork in three of these countries to build a stronger evidence base for how service delivery is contributing to wider state-building and peace-building processes.

Read the synthesis report of key findings here.
Access all outputs of this research programme here.
Read the related "In the Spotlight" Blog 
by Susy Ndaruhutse of CfBT Education Trust.

 
Economic Empowerment of Urban Refugee Youth: Guiding Principles
Women's Refugee Commission

Economic Empowerment of Urban Refugee Youth
In many countries in the Global South, refugee youth in the midst of rapid urbanization and chronic unaddressed urban poverty suffer from limited mobility and economic opportunities. Urban refugee youth also face threats of violence, abuse, and harassment from police and armed gangs. Females are subjected to gender-based violence and domestic labor, where their rights are often violated. 

The report finds that most refugee youth are at a major educational disadvantage in their host country and many never manage to return to school as they face various barriers. Technical and vocational education and training (TVET) is largely out of reach. Beyond technical skills, refugee youth are also said to lack important work readiness skills.

The report makes ten key recommendations, including: mainstreaming of marginalized youth participation in program design, implementation, and evaluation; delivery of education must be tailored to fit around the schedules of out-of-school refugee youth; in-school refugee youth must be given equitable opportunities and support to advance in secondary and tertiary schools; vocational training must be responsive to the market needs and must lead to improved income; financial systems should be youth-friendly and accessible; and youth-led and youth-serving community groups must be built and expanded to help urban refugee youth build peer-to-peer networks and engage group activities.

Read the full report here.
Read the executive summary here.
View the PowerPoint presentation on the report here.

Addressing Perception in the Delivery of Education in Conflict and Crisis
The Fletcher Forum of World Affairs, Vol. 37 (1)

This article states that international law connects education not only to the development and sense of dignity of a child, but also to the stability and peace of the community in which the child lives. However, it also calls for attention to recognizing and breaking old patterns in education programming, as well as reforming systems that have made education vulnerable to manipulation or neglect.

This article emphasizes the importance of understanding why and how previously excluded or marginalized groups were prohibited from accessing the same educational opportunities as those in power. It argues that relief and development efforts have a strong chance of endurance if they create equitable access and deliver quality education and training that is hatred-free, unbiased, and demilitarized.

This article suggests that these commitments are important when thinking about the role of education in peacebuilding and peacekeeping, as societies transition from conflict to post-conflict contexts. For education to aid the rebuilding of societies, it recommends that the key drivers of conflict must be removed, perceptions must be addressed, and everyone must be able to access the same rights, responsibilities, and opportunities that directly lead to the development of critical thinking, creativity, and productivity.

Read the full journal article here.
Education, Change and Peacebuilding 
Lynn Davies

Education, change and peacebuilding
The paper outlines a framework for complex adaptive systems, also known as complexity, to address two types of change dealt with in education: changes experienced in a conflict setting, and changes that education policy and intervention want to achieve in order to achieve a peaceful society.

It examines hindrances to change, which include: assuming that change is linear; path dependence; assuming that leadership is the key target; and that the current securitization and stability agenda applied to schools and universities creates climates of fear and suspicion, rather than transparency and trust. Six interlinked features are identified on how using a complexity mind-set permits a different way of contemplating intervention.

The paper also argues that any intervention needs an aim or rationale, but this should not result in absolutism. A complexity approach does not have an end-goal, it simply creates or builds on turbulence in the system, getting to the ‘edge of chaos’ to ‘emerge’ into a better order, and learns from what works. It also focuses more on the creation of opportunities and spaces, physical and mental, in which people can try things out, whether different methods or being different themselves.

Read the full article here.
Next Steps in Managing Teacher Migration:
Papers of the Sixth Commonwealth Research Symposium on Teacher Mobility, Recruitment and Migration
Jonathan Penson and Akemi Yonemura (Editors)

This publication by UNESCO and the Commonwealth Secretariat brings together 14 papers from the symposium. Chapters 10, 11 and 14 specifically discuss teacher migration and education in conflict-afflicted and fragile states.
 
Ch. 10: "Where have all the teachers gone? Why there are never any teachers in Africa’s refugee camps and what we can do about it" highlights the experiences of forced migrant and refugee teachers in conflict-related emergency environments. It  also discusses how an effective teaching cadre can be established quickly where there is conflict or a natural disaster, and outlines gaps in policy provision for migrant teachers in difficult circumstances.
 
Ch. 11: "Teacher migration and education in conflict and post-conflict countries: Experience from Somalia"  focuses on the migration of Somali teachers to other countries in search of better conditions and the recruitment of immigrant teachers from other countries to fill the gaps. The paper also discusses some challenges facing teacher management and compensation in crisis situations.
 
Ch. 14: "Beyond the Commonwealth Teacher Recruitment Protocol: Next steps in managing teacher migration in education in emergencies" attempts to determine the connections between the issues refugee teachers face, the protection of their rights, and the contributions they are able to make towards increasing access to and quality of education. It concludes with recommendations for policy-makers aimed at protecting the professional role and status of teachers forced to migrate and enhancing their ability to operate constructively in emergency conditions.

To read the full publication, please click here.
Peace Shining through the Sails. Experiences of International Cooperation and Research for Co-existence among Cultures, Rights and Human Development
La voce della pace viene dal mare. Esperienze di cooperazione e ricerca internazionali per la convivenza tra le culture, i diritti e lo sviluppo umano (Italian title)
Silvia Guetta (Editor)

This book moves from the awareness that peace is a deep need of all human beings and education to peaceful co-existence a priority. The first part addresses the culture of peace education and a pilot-project experience with Israeli and Palestinian youth.

In its second part, this book looks into the issues and complexities of approaching human and children’s rights, inter-culturalism, and human development in conflict and marginalized areas based on contributions from experts and their field research in several countries, including: Sri Lanka, Nicaragua, Macedonia, Mexico, Palestine, Israel, Brazil, Guatemala, Ecuador, Cuba, and Mozambique. 


The English e-version of this book will available in March. Please look out for it in our next newsletter.


To order the Italian version of the book, please click here.
For more information regarding the book, please email: guetta@unifi.it, alicebinazzidaniel@virgilio.it .
Multimedia
VIDEO: Pedagogies for Peace in Post-Conflict and Fragile States
United States Institute of Peace

In May 2012, Education Above All, a Doha-based education group, commissioned papers from practitioners and thematic experts that map and analyze the most widely used curricula that promote the best education for long-term peace in post-conflict fragile and low resource contexts, collectively designated as “education for global citizenship,”  and the policies that have accompanied their implementation.

In this newly released video by United States Institute of Peace, the project director, technical adviser and expert on conflict and education, Margaret Sinclair, discussed these research findings with experts from USIP and the Brookings Institution.

To watch the full video, please click here.
For more details about this event held in October 2012, please click here.

PODCAST: Supporting Teachers in Fragile and Conflict-affected States
Brookings Institution

Teachers living in situations of armed conflict, forced displacement, and state fragility risk their lives to be on the frontlines of educating children. Often they are the only educators present, working in difficult and dangerous conditions with little or no support, sometimes without receiving a paycheck for months. 

On February 12, the Center for Universal Education at Brookings (CUE) hosted a discussion on the policies needed to support teachers working in fragile and conflict-affected states. The discussion drew on findings from a recent report by CUE and CfBT Education Trust, “Building Effective Teacher Salary Systems in Fragile and Conflict-affected States.”

The report presented a framework of the resources and cogs in a teacher salary system, which illustrated that if a cog fails, it negatively impacts the other cogs, which leads to inefficiency within the teacher salary system. The presentors emphasized the importance of context to identify the challenges and to employ the right solutions; to support teacher salary systems and to not just pay salaries; and to build sustainable institutions and systems.

Listen to the podcast of the presentation and discussion here.
View the PowerPoint here.
Read the corrected transcript here
Read the full report here.

  Coming Up  
Courses
Improving Strategic Impact & Effectiveness of Peacebuilding and Peace Support Operations
International Peace and Development Training Centre

When: 18-20 March 2013
Where: London, UK


Application deadline: 11 March 2013 (for those who do not need a UK visa)

Improving Strategic Impact is a three-day Executive Leadership Programme (ELP) designed for senior practitioners, peacebuilding experts, and heads of agencies working in peacebuilding and peace support operations – including crisis management; violence prevention; mediation, peacemaking and peace processes during armed conflict; peacebuilding and development; post-war recovery and reconciliation; and demobilization, disarmament and reintegration programmes.

Selected participants will be working together with leading practitioners and agencies from around the world to review and evaluate their own programmes, and the strengths and challenges of peacebuilding in their contexts. They will also be exposed to a range of methodologies, tools and case studies which they can apply in their work.

For more information, please click here.
To apply, please click here.
Designing and Implementing Effective Monitoring & Evaluation for Peacebuilding Programmes
International Peace and Development Training Centre

When: 21-23 March 2013
Where: London, UK


Application deadline: 13 March 2013 (for those who do not need a UK visa)

The programme is for experienced monitoring and evaluation (M&E) practitioners and experts and those implementing M&E for UN missions and peacebuilding programming. It is also designed to assist organisations, agencies and missions in the field to see how to develop appropriate monitoring & evaluation systems and processes customized for their exact needs and contexts.

Drawing upon the
best practices in planning, monitoring and evaluation, the programme will assist participants to: 1. Understand how to develop and apply effective M&E systems; 2. Develop appropriate indicators for missions and programmes; 3. Track impact on conflict context and peacebuilding/ stabilization objectives; and 4. Develop dynamic learning systems to improve quality and impact of missions and field operations.
 
To get more information, please click here.
To apply, please click here
Conferences and Seminars
Harvard African Development Conference

When: 8-9 March 2013
Where: Cambridge, USA


The African student organizations of Harvard University are organising a conference focused on highlighting innovative practical projects and development programs that have been established in various African nations and the visible impact generated from such endeavors.

The conference boasts a diverse range of panels, such as Economic Empowerment for Women Entrepreneurs, Opportunities for Fashion and Entertainment Law in Africa, Leveraging Existing Resources for Change in Public-Private Partnerships, China and Brazil in the African economy, and Building Sustainable Heath Systems to Move Beyond Disease Based Aid.

One of the two panels focusing on education is entitled "Education in areas of protracted conflict." The question before the panel will be how we re-conceptualize education for those affected by protracted conflict. Are students taught the curriculum of the country of their origin? Or, should they be prepared for a lifetime in their host country? These questions and greater analysis of education in emergencies in the post-2015 Millennium Development Goal Agenda will be discussed by a panel of experts on education in emergencies, namely Ita Sheehy (Senior Education Officer at UNHCR), and Chris Talbot (Education in Emergencies consultant).

For more information about the conference, click here.
To register for the conference, click here.
Arab Education Summit

When: 24-26 March 2013
Where: Amman, Jordan


The Arab Education Summit is a landmark event bringing together captains of industry and government leaders to ensure the world-class delivery of education, science and technology across the Middle East and North Africa.

The Summit is to be held under the patronage of the Jordanian Minister of Education H.E. Prof. Wajih Oweis and with the support of the Jordanian government will ensure the participation of ministers, deputies and director generals from more than 15 countries.

For more information and to register your interest, click here.
Migrant and Refugee Children: the Right and Access to Healthcare and Education in Canada (in FRENCH)
L’équipe de recherche et d’intervention transculturelles (ÉRIT) of the CSSS-CAU de la Montagne

When: 26-27 March 2013
Where: Montréal, Canada


This national seminar, organised by the transcultural research and intervention team (L’équipe de recherche et d’intervention transculturelles) of the CSSS-CAU de la Montagne (Health and Social Services Centre de la Montagne), will present a two-day seminar on the right and access to healthcare of migrant and refugee children in Canada.

On the first day, keynote speeches will introduce the international trends and experiences, as well as the Canadian contexts, while a series of roundtables will delve deeper into specific topics such as the legal, moral and clinical aspects of healthcare for women and children without papers, and the access to education and healthcare for children of precarious legal status. The second day will feature panels and roundtables on policies, solutions, and plans of action for the future.

The seminar is free of charge, and is open to all. A meal will be provided.

For more information and to view the programme, please click here.
To register, please contact Francesca Meloni at francesca.meloni@mail.mcgill.ca.

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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