Education and Fragility Newsletter
January 2014
Mark your Calendar

2nd Annual Universal Education Convening       
Scaling Learning for All: A Focus on Education Financing
Venue: Brookings Institution in Washington, D.C.
Date: 24-25 February 2014

Sound Bite

“I went to schools, spoke to teachers, students and educators – and what was really extraordinary was the desire to learn, because they realize that knowledge propels them out of a very dark place,” Janine di Giovanni said that she witnessed a strong desire to learn in Juba.

UNICEF Podcast “Beyond School Books”

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Dear INEE Members,

Welcome to the INEE Education and Fragility Newsletter for the month of January 2014.

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

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

INEE Education and Fragility Secretariat,
on behalf of the INEE Working Group on Education and Fragility
  In this Newsletter  
Working Group Corner Conflict Sensitive Education Corner News Work Bench

Call for Contributions:  Report & Blog: Coming Up
  Working Group Corner  
Regional Conference on Exploring an Education Response to the Syrian Refugee Crisis in Beirut
UNHCR & UNESCO in collaboration with ODI, CfBT, AIR and INEE 

Within the framework of the concerns of the United Nations to support countries hosting Syrian refugees in the provision of quality education services, UNHCR and UNSECO in collaboration with the Overseas Development Institute, CfBT Education Trust, American Institutes for Research and INEE organized a regional conference in Beirut on 11-12 December 2013. The event aimed to provide a platform for in-depth discussion on the challenges faced by refugees and host countries in the field of education, and to develop both immediate and long-term regional responses that include innovative and holistic solutions. Participants included Ministries of Education from Lebanon, Egypt, Turkey, Iraq, Jordan, and Syria, as well as NGOs, donors research institutes and education experts. Core aspects of the education response for Syrian refugees were discussed, along with key challenges and gaps, with each country presenting plans for the way forward to enhance access to quality learning programs. Presentations included sessions on Accelerated Learning Programmes; Community Schools; curriculum broadcasting by satellite television; language acquisition; curriculum; and strategies for adapted school placement.
Some of the suggestions for action points to increase access to education include:
  • There is need to further investigate and expand ways to provide quality and relevant education to refugee children and young people, both within formal education and through expanding non-formal education programmes. Options discussed included, among others, further maximization of physical learning space through double shifts; developing more flexible education opportunities including Accelerated Learning Programmes (ALP); and development of community schools, with a view ensuring certification and to creating multiple pathways to formal education where appropriate.
  • Central to education programming is the need to address issues such as language of instructions, curriculum and certification.
  • Accuracy and validity of data must be strengthened to provide information both for relevant programming and for fundraising needs.
  • Cohesion and collaboration is required among education partners and with other sectors (child protection, WASH, health & nutrition) to maximize available resources.
 A detailed report of the conference will be shared in the near the future. Another regional event on Syrian refugees will take place in Beirut in May 2014, organized by the Centre for Lebanese Studies in collaboration with international organisations. 
Call for Contributions: Case Study on Conflict Sensitive Education Pack

INEE Working Group on Education and Fragility

The INEE Working Group on Education and Fragility invites practitioners to submit case study applications highlighting the acquisition, adaptation and/or use of the INEE Conflict Sensitive Education (CSE) Pack in educational programming and design, policy-making, implementation, monitoring, emergency preparedness, or other such activities.

The case studies will help us understand how the CSE Pack is adapted and used in projects and other settings.  INEE members will use them for trainings, advocacy, awareness-raising, program development, and implementation.

Representatives of the INEE Working Group for Education and Fragility and a case study team will select applications for development into full-fledged case studies, including desk research, interviews, and more extensive narrative for a final product.

Those who submit the selected applications will be contacted for additional information.

Submissions will be reviewed on a rolling basis until 10 February, 2014. Please send a completed application form (click to download the Word document) to the INEE Coordinator for Education and Fragility at

Please note that due to administrative constraints, we are only able to process applications written in English. If you need assistance with submitting you application in English, please contact the relevant INEE Language Community Facilitator:,, or

  Conflict Sensitive Education Corner  
To learn more about INEE's work on conflict sensitive education, 
visit the INEE website and the INEE Toolkit.

Hardcopies of INEE Conflict Sensitive Education Pack now Available!

Hardcopies of the INEE Conflict Sensitive Education Pack are now available for order in English and French! Conflict sensitive education refers to the design and delivery of education programs and policies in a way that considers the conflict context and aims to minimize the negative impact (contribution to conflict) and maximize positive impact (contribution to peace).

INEE developed a Conflict Sensitive Education Pack to support the integration of conflict sensitivity in education policies and programs. The Pack contains the following resources: To order hardcopies of the INEE Conflict Sensitive Education Pack online, click here. For more information on Conflict Sensitive Education, please click here.

For more INEE resources on implementation tools on 1) conflict sensitive education, 2) conflict analysis and 3) education and peacebuilding, please also visit our website here.

Piloting of the INEE CSE Training Materials 


INEE invites you to participate in the piloting of training materials for education practitioners and policy makers on Conflict Sensitive Education (CSE). These materials draw from the INEE CSE Pack developed in 2013 and aim to strengthen institutional and individual capacity of stakeholders in developing and implementing conflict sensitive education programmes, policies and strategies. For more information on CSE and the CSE Pack, click here.
The piloting period will be 1-28 February 2014. INEE will provide all necessary materials including a facilitator guide, PPT, activities handouts and a feedback form. Pilot organisers will be responsible for organising, facilitating and sharing participant feedback with INEE. For more information, please click here.
Please complete this survey  by February 1, 2014 if you or your organisation is interested in participating in the piloting of the 90-minute INEE CSE training module and/or the 2-day INEE CSE training package.
Respondents will be contacted with further information, pilot details and materials. Pilot materials will be available in English only. Please note that INEE will not provide any financial or facilitator support for the piloting of the training materials.
If you have any questions regarding the piloting process, please email

Forum: Seeking Solutions to Youth Violence in Latin America
Education Development Center Inc. (EDC)

On November 14, 2013, Education Development Center (EDC) hosted a multi-disciplinary panel – with development practitioners, academia experts and a youth representative - to discuss the pressing issue of youth violence in Latin America and explore effective prevention strategies. The forum, titled Seeking Solutions to Youth Violence in Latin America, was held in partnership with the Heller School for Social Policy and Management at Brandeis University.
Panelists agreed on the importance of tackling youth violence in the region and considered that the time was right to strengthen prevention strategies. They offered the following policy recommendations:
  • Begin gathering high-quality data about youth violence, including disaggregated data
  • Combine different approaches to youth violence prevention; from pilot test to broader strategies, and advocacy campaigns
  • Increase the role of the private sector through partnerships, business opportunities and attitude change
  • Reach out to politicians and government officials, increasing institutional capacity building and political support and building a common language to talk about violence prevention. 
A brief summary of the event can be found at:
The recording of the event is available via Adobe Connect:
A more in-depth version of the Policy Recommendations; and links to resources, organizations and best practices for youth violence prevention, please click  here.
UNESCO Forum on Global Citizenship Education: Preparing learners for the challenge of the 21st Century

Global citizenship education (GCE) has been identified as one of the three priorities of the UN Secretary-General’s Global Education First Initiative (GEFI) launched in September 2012, and UNESCO organized this first international forum based on the premise. Participation at the forum included GCE experts, educational practitioners, civil society organizations, youth representatives, governmental and public sector, research institutions and universities, reaching more than 100 participants. As very first GCE forum, the programme envisages four broad domains, which are: 1) Pedagogical issues and the education sector; 2) Sustainable development, including climate change, the environment, equity of access to and use of resources; 3) Peace, conflict and rights as well as intercultural understanding; and 4) Youth and community engagement, including participation in democratic processes and governance.

INEE Conflict Sensitive Education Pack was presented!
The Association for the Development of Education in Africa (ADEA) with INEE organized a concurrent session titled “Global Citizenship Education and peace building and conflict prevention”. INEE introduced the concept of conflict sensitive education approach and distributed the Conflict Sensitive Pack to wider range of participants in the session. The presentation showed that many concepts used in the area of conflict sensitive education are also used in GCE discourse, which will further strengthen ongoing discussion to conceptualize GCE. As part of a network of stakeholders in this new area, INEE contributed to sharing the concept of conflict sensitivity and variety of tools developed by INEE member organizations with the GCE community. 

To know more about the forum, please click here.
To know more about GCE, please read: "Global Citizenship Education: An Emerging Perspective" in English, French and Spanish.
  Work Bench  
Call for Contributions
Global Mapping of EiE University Courses

At the request of the INEE community, INEE Working Group on Minimum Standards is mapping the breadth of courses focused on Education in Emergencies and related fields, offered at the university level.   In this effort, we have created a brief survey intended for university-level students, professors, and researchers with knowledge of university-based programs, such as Certificate, Associates, Bachelors, Masters, PhD, Continuing Education/Extension programs.
The responses gathered from this survey will help INEE better understand the scope of EiE and related teaching and learning happening at the university level worldwide. This information will inform the INEE strategy to improve support and services for university students, professors and researchers in the field of EiE. The survey will be accessible until February 10, 2014 and INEE will make the findings of the survey public in Spring 2014.

The survey takes only 15 minutes or less to complete but the results will go a long way in helping INEE to better support EiE learning. We appreciate your responses!

Take the Survey Help INEE better support university-level EiE teaching and learning
Take Part in UNHCR’s Educational Challenge!

UNHCR Innovation & the Education Unit are launching a sponsored challenge on UNHCR Ideas – a new web-based idea management platform that brings together refugee communities and stakeholders to solve common challenges faced by the organization and partners – and would like to invite you to participate. The platform will offer UNHCR staff members, partners, and beneficiaries the opportunity to collaborate and share knowledge, creativity and expertise to assist in finding innovative solutions to some of the most pressing issues faced by refugees around the world.
On January 20th, UNHCR will launch an IKEA-sponsored challenge on overcoming language barriers. The winning idea will be selected by a panel of judges and will receive financial support for concept development and testing.  
If you would like to join this dynamic group of innovators register here and help answer the question:  How can better opportunities be provided for refugees to learn and use a new language, both in school and in their daily lives?
For more information, please click here or email
UNHCR’s Nansen Refugee Award

You are cordially invited to submit a nomination for UNHCR’s Nansen Refugee Award 2014, which honours extraordinary humanitarians doing inspiring work on behalf of refugees, internally displaced or stateless people. Working with true heroes every day, you are in a unique position to identify these remarkable individuals. Last year, UNHCR staff in Kinshasa successfully nominated our 2013 winner, Sister Angélique Namaika.
The Nansen Refugee Award is an ideal platform to spotlight the right to education within the context of displacement. Many in the field have dedicated their work to just this and may be deserving of this prestigious award’s recognition.
To download a nominations form, please visit here. Kindly note that nominations must be submitted by 3 February 2014.
For any questions regarding the nominations process, please email the Nansen Refugee Award team at
Report & Blog
New Policy Paper - Trends in aid to education: Lessons for post-2015 
UNESCO Global Monitoring Report 

Even though domestic spending remains the most important source of financing for education, aid plays a vital contributing role, particularly for the poorest countries furthest from achieving EFA. In those cases where countries have made faster towards goals, the role of external financing has been instrumental. Moreover, aid from the OECD Development Assistance Committee (DAC) member countries has been the main source of external finance, with private sector and non-DAC donor contributions remaining a very small part of the financing picture for education.
Despite the important role that DAC donors have played in promoting EFA, their failure to meet the commitment they made at Dakar in 2000 that no country will be prevented from achieving education for all by a lack of resources is an important contributing factor to the goals not being met. As a result of this failure, the poorest countries continue to face major shortfalls in resources needed to achieve Education for All, with an estimated financing gap for basic education of US$26 billion annually, once domestic spending and current aid levels are taken into account (UNESCO, 2013).
In order to inform discussions on the role of aid in supporting a post-2015 development and education framework, this paper analyses trends in aid to education, identifying both the amount that donors are spending as well as whether these resources are being allocated effectively. It draws largely on the Education for All Global Monitoring Reports, which each year include analysis on financing in the context of achieving education goals.
To read full paper, please click here.
Blog: Responding to Emergencies with Education
by Joris van Bommel, Global Partnership for Education

Unfortunately, the current situations in South Sudan and the Central African Republic do underline once more how important it is for the global community to provide greater and more effective support to education in fragile and conflict-affected states, including in emergency and early recovery situations. More than half of the world’s 57 million out-of-school children live in countries affected by emergencies or are in an early recovery phase.

It is imperative for the Global Partnership for Education to be ready and to be responsive, also in these situations.  Although fragile contexts vary enormously in their characteristics, they present specific challenges such as:
  • Issues of security can affect access to schools and communities and limit the implementation of education programs and make them more expensive. Insecurity can also expose schools, teachers and school children to violence and attacks;
  • Issues of governance may include unrecognized governments, political instability, accountability issues and corruption, situations where governments prohibit access to populations or where there is a civil war;
  • Issues of capacity like the inability to collect and analyze data to make sound policy decisions or to develop, implement and report on sector plans and programs. The capacity of development partners in the  country  may also vary;
  • Issues around coordination and donor policies: It is important to ensure coherent, coordinated support, get donors to finance programs; have development partners remain operational.
To read the full text, please click here.
To read GPE's Operational Framework for Effective Support to Fragile and Conflict-Affected States, please click here.
  Coming Up  
Symposium: Language, Peace, and Security
SIL International, the Center for Applied Linguistics, and the Alliance for Peacebuilding 

Date: 21 February , 2014
Venue: United States Institute of Peace, 2301 Constitution Avenue, N.W. Washington, DC 

Across the world, nations and societies are in crisis. Peace between nations and peoples is under threat; civil strife and injustice breed insecurity for individuals and social groups. Threats to peace and security proliferate, and solutions are elusive. At the center of both the problem and the solution are matters of language. Language is a defining factor in social and cultural identity, within and between groups. Language use and language choice are pivotal in both crisis and crisis resolution. Communication across and within groups is essential to maintaining peace and security.
These two roles of language–as medium of communication and as expression of identity–are vital considerations for any serious discussion of peace and security. But how exactly can such discussions lead to solutions? How do issues of language, language complexity, and communication play out in peace-building efforts and ongoing security? How can language issues be identified and addressed effectively in policy planning and execution? In this session, keynote presentations will address these questions, drawing on relevant scholarship, and field practitioners will describe related experience in a panel discussion. 

Please confirm your attendance by 10 February, 2014 at
or more information, please click here.

The Inter-Agency Network for Education in Emergencies (INEE) is an open global network of practitioners, students, teachers, staff from UN agencies, non-governmental organizations, donors, governments and universities who work together to ensure all persons the right to quality, relevant and safe educational opportunities. INEE is a vibrant and dynamic 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 -

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