Bi-Weekly Bulletin

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Dear INEE members, 

Please find below the latest INEE Bi-weekly Bulletin, containing information and resources related to education in emergencies, chronic crises, and early reconstruction. We hope that you find this bulletin interesting and useful.

We encourage you to share with us any relevant resources and information for inclusion in future bulletins and on the INEE website. Please forward your suggestions with attachments and web links to
INEE Secretariat
  In this Bulletin  
15 January 2014
Call for Action Events INEE Minimum Standards and Tools  Trainings and Capacity Development Opinions EiE News Roundup
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EiE in numbers: 
Despite the extraordinary challenges of operating in the midst of conflict, UNICEF-supported school clubs in the Syrian Arab Republic have reached close to 290,000 children with remedial education and recreation activities. UNICEF
  Calls for Action  
Call for Volunteers: 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 January 24, 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
Call for Contributions: EiE Terminology Bank Development

At the request of the EiE community, the INEE Working Group on Minimum Standards is developing an Education in Emergencies (EiE) Terminology Bank through a collaborative, consensus-driven process. The Bank will consist of the key terms and their definitions as agreed upon in the development process. With this initiative, we seek to facilitate the correct and coherent usage of EiE terminology.
We need your help! Volunteers will be asked to review the list of key terms and definitions to ensure that the list is both comprehensive and accurate.  This collaborative process will ensure that the terms and definitions are accurate and complete. For more information on this initiative, please click here.
If you would like to participate, please click this link where you may download the feedback form (which includes the complete terms and definitions list) and instructions that will be used for reviewing and revising the complete list of EiE terms and definitions.
Please send an email to: by January 20th, 2014 to let us know that you will be participating. 
The deadline for returning feedback on the EiE Terminology Bank is February 10th, 2014. If you have any questions, please contact
Call for Volunteers: Global Mapping of EiE University Courses

The 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, INEE has 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.
To complete the 15-minute survey, please click here. The survey will be accessible until February 10, 2014.

For more information on the survey, please click here. If you have any further questions or comments regarding the survey, please email
Call For Applications: Fellowships for Threatened Scholars
Institute of International Education

IIE’s Scholar Rescue Fund (SRF) provides fellowships for established professors, researchers and public intellectuals whose lives or careers are threatened in their home countries. The fellowships, which last up to one academic year, support temporary academic positions at universities, colleges and research centers in safe locations anywhere in the world where SRF fellows can continue their work unharmed, pending improved conditions in their home countries. SRF fellows are eligible to apply for a second and final year of fellowship support.

For more information and to apply, please click here.

Invitation: INEE Student Meeting at CIES 2014

INEE is hosting a breakfast meeting for students, March 12, 2014 at the Annual Conference of the Comparative and International Education Society (CIES) in Toronto, Canada for students interested in education in emergencies and related issues. This meeting is an informal opportunity for master’s and PhD students to network, discuss shared interests, and to share perspectives on the type of support that INEE may be able to provide to better support their research, learning and career needs.
Please address any questions and RSVP to Ryan Burbach with the name of your university and the program you’re currently enrolled in/affiliated with,, by February 10, 2014.  Meeting details will be shared with those who RSVP.
For more information on CIES, visit the conference website here.

  INEE Minimum Standards and Tools  
Hardcopies of INEE Materials Available

INEE is pleased to provide hard copies of a variety of practical, field-friendly tools and resources to guide educationalists, humanitarian workers and government officials working in the field of education in emergencies through to recovery. Tools are available free of charge, until funds are exhausted, in a variety of languages, including English, Spanish, Arabic, French and Portuguese. 
Please keep in mind, that for urgent mailings we will request a shipping fee. If you a training or other event coming up, please request the resources well in advance.

To order hardcopies of INEE materials online, click here. Please address any questions to

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.
  Training and Capacity Development  
EiE Training Module on Gender Responsive Education

The INEE-Education Cluster Training Package contains a module on Gender Responsive Education which combines training materials from the INEE Minimum Standards, IIEP and the Front Line Responders trainingpackages. In this module you can find a PowerPoint Presentation, a Facilitators Guide and exercises, as well as guidance on adapting the training materials.

The module’s learning objectives include (1) explain what is meant by gender-responsive education, (2) reflect on needs and challenges and identify best practices of gender-responsive education, (3) practice the ADAPT and ACT Collectively Framework to mainstream gender into education in emergencies and (4) develop gender-responsive strategies that support the INEE Minimum Standards for Education.

To download the complete Gender Responsive Education training module, click here. To view and download the INEE Pocket Guide to Gender in 5 languages, please click here. For additional resources on gender, please click here.
"The Right to Education" E-Learning Course
HREA and Right to Education Project

Dates: 29 January-11 March 2014
Location: E-Learning Course

This short certificate course offered by Human Rights Education Associates (HREA) and the Right to Education Project provides human rights, development and education advocates with concepts, skills, and tools to deepen their knowledge and strategise their work on the right to education. The course will look at the theoretical foundations of the right to education, how to apply them in order to identify stakeholders, obligations and violations, and what strategies may be used to promote and realise the right. The course will apply a human rights advocacy methodology whereby participants learn to work at the level of: substance (being aware of the content and meaning of the right in order to identify violations); structure (identifying duty-bearers and using legal instruments so to encourage accountability); society (identifying actions and behavioural/value changes in order to enhance participation of rights-holders). 

For further information and to apply online, please click here.
Syria Crisis: Education Interrupted
UNHCR, UNICEF, Save the Children and World Vision

The conflict in Syria is entering its fourth year. Every day the crisis is prolonged, the pain endured by innocent  families grows – leaving deep scars that are likely to disfigure the Middle East and beyond for years to come. 

This paper focuses on the havoc being wreaked on these children’s hopes of an education – and the likely consequences for the region’s future. It outlines the long-term impact of the collapse in school enrolment inside Syria, the transformation of schools from safe spaces to places of danger, and the heavy burden that more than a  million young refugees is placing on school systems in neighbouring countries. 

The paper argues that even among the many challenges facing Syria’s children, ensuring their continued access to learning is an essential platform for protection, social stabilization and economic recovery, and one the world cannot ignore.  Four key recommendations to be undertaken by regional governments and their international partners to safeguard Syrian children’s fundamental right to quality education are presented.

To read the full report, please click here.

Proposed Elements for Consideration in the Post-2015 Framework for
Disaster Risk Reduction

UN SRSG for Disaster Risk Reduction

The SRSG’s ‘Proposed Elements’ draws on consultations of all stakeholders that began in early 2012, including online, local, national, regional and global events. Further guidance came from countries’ reports through the UNISDR HFA Monitor, the findings of the biennial UN Global Assessment Reports on Disaster Risk Reduction of 2009, 2011 and 2013, relevant deliberations of the United Nations General Assembly, as well as a growing literature and practice on disaster risk and resilience.

The SRSG’s proposed elements aim to provide guidance and support for the preparation and deliberations of upcoming Regional Platforms and meetings for disaster risk reduction upon which the future framework will be built. 

To read the full report, please click here.

Education and Skills Post-2015: What Evidence, Whose Perspectives?

What is the evidence-base and justification for particular post-2015 education and skills goals or targets being recommended? Who is recommending them? This working paper critically examines the major (more recent) research-based material making the case for education and skills goals. It also inquires whether this material being generated around post-2015 in the field of education is raising any new questions about the relationship of education to development.

To read the working paper, please click here.
Key Advocacy Messages of the INEE-RET Round Table: Youth Education2015 and Beyond – Setting Priorities

This October, 23 experts from 16 organisations, engaged in youtheducation such as UNESCO, the Global Education Cluster, UNHCR, INEE or the Youth Advocacy Group of the Education First Initiative, convened in RET’s offices in Geneva sharing a common concern: will youth education in fragile contexts be taken into account in the Post-2015 Agenda.

The MDGs and the Education For All Goals established at the turn of the millennium have shaped and driven the global education agenda for nearly 15 years. The resources of the international community have been allocated in accordance and on the ground this has shaped priorities. Youth education in fragile situations was not among the priorities and has therefore not received the attention it deserves.

In 2015 a new set of development goals are to be defined: the Post-2015 goals. As this deadline is approaching fast it is essential to provide the final push to ensure youth education in fragilecontexts is taken into account. Failing this, the plight of countless vulnerable young people may once again be set aside.

INEE and RET thus organised the Round Table driven by the necessity to improve advocacy on this issue. For any form of advocacy to be efficient, it is essential to agree on a common set of priorities. Defining these key advocacy messages was therefore the explicit goal of this event.

The quality of the discussions allowed the main priorities to emerge among all the insights and preoccupations put forward by participants. During the month following the Round Table, a consultation process with the participants resulted in three short messages designed to be clear and concise tools for future advocacy. They have been formulated using the 3 P’s (Plan, Prioritise and Protect) of the Education Cannot Wait Campaign in order to build on existing efforts.
To access this advocacy paper, please click here.

To ask any questions, please contact:
Dare to Prepare: Taking Risk Seriously

In moving towards the post-2015 Development Agenda, and with evidence pointing towards a world in which disasters are even more frequent than today, the centrality of ‘risk’ is becoming an essential component of all development and humanitarian work. Emergency preparedness has the potential to be truly transformative, a means to reshape the way the aid system approaches crisis. Investment in preparedness seeks to reduce the cost of response over the long term and the ever increasing burden on the humanitarian system – a burden that stretches it beyond its means and, in some cases, its mandate.

The report’s key messages are:

  • Financing for emergency preparedness is largely nonexistent. Where it does exist, it is complicated, fragmented and piecemeal, especially the international contribution, with an array of separate institutions, mechanisms and approaches determining which parts of the ‘emergency preparedness continuum’ are funded, and in what ways. Financing across the continuum needs to be coordinated.
  • Findings support further investment in emergency preparedness activities, as the benefits far outweigh the costs in terms of reduced caseloads, unit costs of response and disaster losses.
  • Incremental changes to current mechanisms will leave gaps. This report recommends that while there are advantages to enhancing existing financing mechanisms, simply bolstering the existing system is not sufficient, and at the very least a global solution must be considered.
To read the full report, please click here.
The Right to Learn: Community Participation in Improving Learning
Save the Children

The Millennium Development Goals (MDGs) and the Education for All (EFA) goals have been the catalyst for progress in ensuring access to education. Since governments first endorsed these goals in 2000, around 45 million children1 who previously did not have access to education have enrolled in primary school and gender parity in primary education has improved significantly. With 2015 deadlines fast approaching, the world must now assess the considerable work that remains to be done and negotiate an ambitious yet achievable successor framework. 

In their report, Save the Children makes the following recommendations:
  1. UN Member States should advance an ambitious equitable learning goal in the post-2015 agenda that provides a framework for national level targets and minimum standards for learning against which governments and education providers can be held to account.  
  2. As the Open Working Group begins drafting a post-2015 goal framework and intergovernmental negotiations progress, UN Member States should ensure citizen voices from the Global South – especially civil society – inform the process.
  3. Member States should ensure that any post-2015 framework is accompanied by a stand-alone goal to advance open, accountable and inclusive governance.
  4. UN Member States should ensure that a post-2015 learning goal is accompanied by strengthened national and local accountability frameworks through which education provision and learning outcomes can be monitored by parents and communities.
To read the full report, please click here.
Blog: A Tacloban Christmas
Amy Rhoades, IOM 

"There aren't any plains in the town of Tacloban except those left in the wake of Typhoon Yolanda. But there are many angels, especially this holiday season. Over a month after the super typhoon hit, stories continue to unfold each day of people who risked their lives to save another, others who took in complete strangers, first responders who worked tirelessly day and night bringing life-saving aid during those critical early hours. The stories are endless."

To read the full blog, please click here.
  EiE News Roundup  

Read these and many more new articles every day in the INEE website News section.


Kids around the world value education, survey finds
Toronto Star
13 January 2014 - Adults are often asked what they think of their lawmakers, how they spend their free time and even whether they like cream and sugar in their coffee. But how often are kids asked what they think?
Click to read the full article

Global champions and $1 billion investment needed to prevent a lost generation of Syrian children

7 January 2014 - UNICEF, UNHCR, Save the Children, World Vision and other partners today called for governments, aid agencies and members of the public to become champions for the children of Syria and support the “No Lost Generation” strategy, which aims
Click to read the full article

Quatre ans après le séisme, l’avenir paraît s’éclaircir pour beaucoup d’Haïtiens

Banque mondiale

6 January 2014 - Bernadette Luc, une mère de 30 ans à Haïti, ose rêver de nouveau. Depuis le tremblement de terre désastreux de 2010, ses espoirs d’être propriétaire d’un foyer, élever sa famille et ouvrir un salon
Click to read the full article

Kyrgyzstan: Uzbeks Dropping Out of School at Alarming Rate

2 January 2014 - The hardships of the recent past are taking a toll on ethnic Uzbeks in southern Kyrgyzstan. Anecdotal evidence indicates Kyrgyz Uzbeks’ educational aspirations are shriveling.
Click to read the full article
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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