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Education and Fragility Newsletter
October 2013
Knowledge Capsule

Did you know…31 million girls of primary school age are out of school, and 17 million are expected never to enter school at all.
~World Education Blog
 

Sound Bite

"Education should never be a casualty of crisis…or a cost of conflict. Education cannot wait for battles to end…or disasters to be averted… or funding to be available. Education cannot wait…because children cannot wait."
~ Anthony Lake, UNICEF Executive Director


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Dear INEE Members,

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


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 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
  • Updates on WGEF Agencies' Activities
In the Spotlight:
  • Sidonia Gabriel (swisspeace): Lessons learned from my participation in the INEE Working Group on Education and Fragility
  • Interview with Sarah Dryden-Peterson (Harvard University) and Rebecca Winthrop (Brookings Institution)
Conflict Sensitive Education Corner

Spotlight on a CSE Pack tool:
Spreading the Word on CSE:
News Work Bench
  • Resource: Reshaping the International Education Agenda to Include Youth in Situations of Fragility and Crisis
  • Resource: Mental Health & Psychosocial Support Programming for Refugee Operations
  • Opinion PieceInstead of Sending Soldiers, Send Teachers
  • Podcast: Educating Syrian Refugees
  • Call for Contributions: International Conference on Conflict Resolution Education
Coming Up
  • Conference4th International Conference on Language and Education: Multilingual Education for All – Policies, Practices and Processes
  • CoursePeace and Conflict Impact Assessment: Conflict Sensitive Programming in Fragile States
  • Course: Managing Programs in Fragile and Conflict-Affected Situations
  Working Group Corner  

Updates on WGEF Agencies' Activities

The member agencies of the INEE Working Group on Education and Fragility provide updates on their activities related to education and fragility during the Working Group’s biannual meetings.
 
The fifth biannual meeting was held on 30 September-1 October 2013 in Paris, France.
 
The WGEF agencies' updates shared during this meeting are available here.

In the Spotlight

Lessons learned from my participation in the INEE Working Group on Education and Fragility
Sidonia Gabriel, swisspeace

Sidonia Gabriel was a program officer at the swisspeace Foundation. In her function in the Peacebuilding Analysis and Impact team she particularly focused on conflict sensitivity as well as strategic planning, design, implementation and evaluation of peacebuilding engagements.

As Sidonia has become the director of the Centre for Peacebuilding (KOFF) at swisspeace, her successor will continue to represent swisspeace in the INEE Working Group on Education and Fragility.

Sidonia writes: Before swisspeace became a member of the INEE Working Group (WG) on Education and Fragility in mid-2012, I was asked by the Framework Team for Preventive Action to give a presentation of conflict sensitivity to the Working Group on their behalf.  I met a group of mostly women, creative and committed education specialists that had a strong sense of their common cause: To strengthen education practitioners and policy makers to render education programmes more effective in fragile and conflict-affected contexts.

Today, the INEE Conflict Sensitive Education Pack and other tools and guidelines are developed and available; a High-Level Symposium on the topic has taken place in Paris, we have started to systematically collect lessons learned, and the WG members with their promotional activities are present all over the world.

The participation in the WG provided me with lessons learned that I carry along in my future work for peacebuilding and conflict sensitivity:
  1. Language matters
  2. Think of the strategic level
  3. Education is transformative
  4. Getting out of the silo ...
To read the full blog, please click here.
Interview with Sarah Dryden-Peterson and Rebecca Winthrop
by Marianne Baesa, WGEF Communications Intern

Sarah Dryden-Peterson is co-chair of the INEE Working Group on Education and Fragility and Assistant Professor at the Harvard Graduate School of Education.

Rebecca Winthrop is Director of the Center for Universal Education and a Senior Fellow of Global Economy and Development at The Brookings Institution, and represents the agency in the INEE Working Group on Education and Fragility.

Please describe your current work or your agency’s activities on education and fragility:

Sarah DP: I teach a graduate-level course on “Education and Armed Conflict” at the Harvard Graduate School of Education. The class is made up of about 45 students in the International Education Policy program, and one of the goals of this class is to train the next generation of professionals in the field. Students are exposed to the critical issues in education and conflict, and are given an opportunity to collaborate with UNHCR field offices to see how the UNHCR education strategy is being implemented on the ground. ...

Rebecca W: My current work is at the policy level, which involves high-level policy advising particularly at the global level, but also at the country level and ultimately at the school level. We produce research that is presented in ways that policy makers can understand by helping set the agenda, shaping the debate on issues, highlighting evidence they may have missed, and assisting in designing policy. ...

To read the full interview, please click here.
  Conflict Sensitive Education Corner  
To learn more about INEE's work on conflict sensitive education,
visit the INEE website and the INEE Toolkit.

Spotlight on a CSE Pack Tool

INEE Guidance Note on Conflict Sensitive Education

The Guidance Note offers strategies for developing and implementing conflict sensitive education programmes and policies. Building upon the INEE Minimum Standards, the Guidance Note is a useful tool for practitioners, policy-makers and researchers working in conflict-affected and fragile contexts. The Guidance Note and the INEE Minimum Standards are referenced throughout the Reflection Tool, and can be consulted to find more detailed information and examples as needed.

A Quick Reference Tool on Conflict Sensitive Education is included in the Guidance Note which follows the framework of the INEE Minimum Standards and provides bulleted guidance, key actions and suggestions for conflict sensitive education.

Guidance Note on Conflict Sensitive Education [English] [French]
Conflict Sensitive Education Quick Reference Tool [English] [French]
Spreading the Word on CSE
Pack presented to Swiss Agency for Development and Cooperation

INEE’s Deputy Director Kerstin Tebbe recently presented the Conflict Sensitive Education Pack to colleagues from the Swiss Agency for Development and Cooperation (SDC). The presentation took place at the “Face to Face” event of SDC’s Education Network in Morges, Switzerland, on 18 September. SDC staff from both SDC headquarters and field offices – including Afghanistan, Benin, Burkina Faso, Chad, Mali, Niger and Tunisia – were in attendance for the event as well as partners from around the world.

The session focused on the Guiding Principles and the Reflection Tool.  Participants were most interest in practically applying the Reflection Tool in their work and to hearing more about its usage as the tool is implemented. A key point raised was the applicability of the Conflict Sensitive Education Pack to fragile situations given the event’s focus on fragility (as opposed to conflict). The links between conflict and fragility were discussed and the need to reduce risk and ‘do no harm’ in situations of fragility was noted as an important reason for utilizing the Pack in fragile situations where full-blown conflict may not be present.

What are you doing to spread the word about conflict sensitive education? Share your ideas, activities and experiences with us through our User Feedback Form, available online or for downloading.
  News  

Launch of the IIEP & PEIC crisis-sensitive educational planning and curriculum programme
UNESCO-IIEP

UNESCO-IIEP helps education ministries develop capacities to plan and manage their education systems in a crisis-sensitive way. Partnering with the Protect Education from Insecurity and Conflict (PEIC) of the Education Above All Foundation, and collaborating with INEE Working Group on Education and Fragility (WGEF) members, IIEP is now launching a programme on crisis-sensitive planning, policy and curriculum.

The main outcome of this programme will be a resource package for education ministries that will consolidate and build upon existing tools by WGEF members. Following an initial meeting in Paris in April 2013, the programme is being officially launched at the end of October 2013 during the WISE Summit in Doha, Qatar. To produce the resource package, IIEP will undertake activities including: For more information, please contact: Lyndsay Bird, UNESCO-IIEP, l.bird@iiep.unesco.org
UNICEF launches Peace-building Education Initiative in Myanmar
UNICEF

In response to on-going waves of inter-communal violence across Myanmar, UNICEF launched ground-breaking peace and reconciliation initiatives for Myanmar’s children with a 5 day workshop on peace-building through education. The workshop – conducted with the Ministry of Education – recognises peace and reconciliation is the most important issue facing Myanmar today and will lead to the dissemination of literature nurturing children’s ability as peace agents.

In a significant demonstration of acceptance, harmony and solidarity, the workshop brought together 70 Myanmar participants from 11 ethnicities and 5 religions including representatives from government, civil society, the arts, and the media. The workshop is the first time in Myanmar’s history that such a diverse group of people have come together to produce literature focused on peace-building with and for children.

To read the full press release, please click here.

  Work Bench  
Resources
Reshaping the International Education Agenda to Include Youth in Situations of Fragility and Crisis
RET and INEE

Youth education in general, and more specifically youth education in crisis contexts, is not clearly represented in the current development agenda (MDGs and EFA). With consultations on-going regarding the post-2015 development agenda, it is now time for all concerned stakeholders to position themselves within the current debate and identify missing issues.

As millions of youth live in areas of conflict, post conflict, violence and disasters, collective outlining of the real needs in the field and advocating for their inclusion in the post-2015 education agenda, through clear priorities, is essential. Securing youth’s right to quality, inclusive and relevant education in e
mergency and fragile contexts is essential to protect them as well as to help them rebuild their communities.

This position paper outlines how the post-2015 goals are being shaped, it identifies the progress already made in relation to youth education in fragility and crisis and highlights the remaining gaps. Its purpose was to lay the foundations for the discussions held during the INEE-RET Round Table held on 15 October 2013.

To access this position paper, please click here.
Operational Guidance: Mental Health & Psychosocial Support Programming for Refugee Operations
UNHCR

Experiences of displacement due to armed conflict, persecution, or disasters put significant psychological and social stress on individuals, families and communities.

In settings of mass displacement, normal and traditional community structures which often regulate community well-being, may have broken down. This may lead to social and psychological problems or exacerbate existing problems.

This operational guidance on Mental Health and Psychosocial Support (MHPSS) provides a practical orientation and tools for UNHCR country operations to deal with these issues. It covers specific points of good practice to consider when developing MHPSS programming and offers advice on priority issues and practical difficulties, while also providing some background information and definitions.

Since MHPSS is a cross cutting concept this operational guidance is relevant for programming in various sectors, including health, community-based protection, education, shelter, nutrition, food security and livelihoods.

To access this operational guidance, please click here.
Note: French translation of this guidance will be available by mid December 2013.
Opinion Piece

Instead of Sending Soldiers, Send Teachers
Maysa Jalbout and Sarah Dryden-Peterson - Center for Universal Education, Brookings Institute

In war, dedicated teachers are on the front lines of the battle for hope and equality.  Facing harrowing conditions, teachers are often unsupported in their responses to the pleas of children and parents for access to meaningful education.  The international community must also support these teachers and their students' right to learn.

Children in conflict settings are not waiting on teachers.  They are waiting on the international community.  Despite the level of resolve and innovation shown by children, parents and teachers in conflict zones, education remains severely underfunded in humanitarian aid responses, slipping from 2 percent of total aid in 2009 to 1.4 percent in 2012, and consistently well under the 4 percent threshold called for by the international community.

Research is clear on at least three measures that would improve conditions for teachers and students in conflict-affected countries. ...

To read the full opinion piece, please click here.
Podcast
Educating Syrian Refugees
ODI


In this podcast, ODI's Executive Director Kevin Watkins talks about his recent trip to Lebanon to explore how the growing number of Syrian refugees are affecting Lebanon's school system.

He also discusses his recent report "Education without Borders" which addresses the same issue, and proposes a plan which - with proper funding - could put hundreds of thousands of Syrian refugee children into school in a matter of weeks and months

To listen to the podcast, please click here.
Call for Contributions
International Conference on Conflict Resolution Education
George Mason University, and partners

Date: 11-16 June 2014
Venue: George Mason University, Fairfax (VA), USA
Registration cost: $65 (not including accommodation)

Deadline for proposals: 15 November 2013

George Mason University's Undergraduate Program in Conflict Analysis and Resolution is partnering with schools, colleges, universities and governmental and non-governmental organizations around the globe to host the next International Conference on Conflict Resolution Education (CRE), entitled "Developing and Implementing Culturally Inclusive Conflict Resolution Education Policies and Practices in K-12 and Higher Education."

The conference is intended for local and international policy makers, practitioners, researchers, educators, college and university faculty, staff, and students. This year's conference focuses on culturally inclusive CRE related policies and practices that are being applied at a local level, such as within individual schools, colleges , or universities, and at a more macro level, within countries.

Priority will be given to presentation and workshop proposals that share implementation of culturally inclusive Conflict Resolution Education at a local and/or global level in policies/standards/legislation and macro-level capacity building in states, regions, or countries.  Proposals should include how the policy or practice is culturally tailored to the demographics of the region in which it is being applied and what form of evaluation is being used in order to show effectiveness of the policy or practice.

For more information, and to submit a proposal, please click here.
  Coming Up  
Conference
4th International Conference on Language and Education: Multilingual Education for All – Policies, Practices and Processes

Date: 6-8 November 2013
Venue: Imperial Queen’s Park Hotel, Bangkok, Thailand

Registration deadline: 31 October 2013

Cost (international participant): US$260

Expansion of access to mother tongue-based multilingual education (MLE) increasingly has been recognized as part of the Education for All (EFA) process, particularly in Asia and the Pacific. Several countries in the region are institutionalizing multilingual education in their education systems through early childhood, primary, and adult education and learning. However, despite the growing trend of providing multilingual education, many countries are experiencing challenges in implementing and expanding MLE programs.
 
The conference brings together different MLE partners to increase understanding of the importance of expanding access to effective MLE and strengthen momentum for MLE in the Asia-Pacific region. The conference will facilitate the exchange of effective practices and experiences, link MLE theory to practice and foster policy dialogue. The conference will serve as a platform for forward-looking debate and the shaping of effective education policies and programs for the post-2015 agenda.
 
The conference will include a keynote speech by Dr. Fernand de Varennes on Language and education: A global, human rights perspective and a special session on Language and peacebuilding by Dr. Joseph Lo. Bianco.
 
For more information, please click here.
Courses
Peace and Conflict Impact Assessment: Conflict Sensitive Programming in Fragile States
Global Operational Peace Support

Date: 20 Nov 2013 - 19 Feb 2014
Venue: Online
 
Cost: OECD: €1,100
           Non-OECD: €900

"Conflict-Sensitive Programming" is a specialized 10-week online module aimed at improving the skills for engaging in fragile communities. It will assist in preparing participants to conduct Peace and Conflict Impact Assessments, as well as to identify and design conflict-sensitive programs. This course will move learners from a theoretical understanding of the issues to practical applications of tools and “operational readiness”.

This course is intended for those who program in fragile states, and who wish to ensure that the impact of their engagement will, as a minimum ‘do no harm’, and as an optimum, have a positive effect on the conflict dynamics of the community in which the project is taking place, even though the project itself is not directed at dealing with the root causes of conflict.

For more information and to enrol, please click here.
Managing Programs in Fragile and Conflict-Affected Situations
KOFF (Centre for Peacebuilding)

Date: 27-29 November 2013
Location: Bern, Switzerland

Registration deadline: 6 November 2013


Working in highly dynamic contexts which are affected by criminal or political violence and which suffer from weak state-society relations poses a number of specific challenges for humanitarian, development, peacebuilding, and security organizations. Several guidelines/principles have been developed to support local and international actors in facing these challenges. The ‘New Deal for Engagement in Fragile States’ forms an emerging consensus on how external actors should design and implement their programs and projects. Furthermore, a thorough integration of conflict sensitivity in all strategic and operational aspects is key when working in fragile contexts.

This course explores the implications of working in fragile situations for analysis, strategy building, and project implementation. Questions of ‘what’ to do in these contexts in order to minimize the impact of fragility and ‘how’ to do this will be addressed. The training equips participants with practical tools to identify options and measures to foster positive impacts on the conflict context and mitigate potential negative side effects. Participants will understand the implications of working in fragile situations throughout the project management cycle and they will learn how to apply conflict sensitivity in practice.

For 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, 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 © 2013 Inter-Agency Network for Education in Emergencies (INEE), All rights reserved.
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