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Education and Fragility Newsletter - SPECIAL EDITION
January 2013
Knowledge Capsule
Did you know… A country which has ten percentage points more of its youths in schools - say 55% instead of 45% - cuts its risk of conflict from 14% to around 10%. 
~Paul Collier (2006), Economic causes of civil conflict and its implications for policy
Sound Bite
"Education policies and programmes that only focus on technical solutions are not sufficient to address the challenges found in conflict-affected and fragile contexts. If attention to conflict is not integrated into education policy and programming, there is a risk that education investments will increase tensions. Education programmes and policies in conflict-affected and fragile contexts should be 'conflict sensitive'."

~INEE Guidance Note on Conflict Sensitive Education (coming soon!)

Mark your Calendars
April 8: "INEE Conflict-Sensitive Education: Why and How" (UNESCO, Paris)

April 8: "International Symposium on Education, Fragility and Conflict" (Sciences Po, Paris)

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Dear INEE members,

Welcome to a special edition of the Education and Fragility Newsletter. This edition is focused on conflict-sensitive education, one of the key priority areas of the INEE Working Group on Education and Fragility.

The purpose of this newsletter is to share with you knowledge and information on the need for and importance of education in conflict-affected and fragile contexts, as well as various perspectives on it. More than a newsletter, this issue aims to be an educational material for those interested to learn more about education and conflict and get concrete ideas on how conflict-sensitive education can be implemented.

This newsletter is composed of two sections: The Basics of conflict-sensitive education - summarising what it is, why it is important and needed, and how to implement it - and a Learn More section where we have put together a substantial series of resources, tools, information and lists of events that can help you deepen your understanding about the topic.

We hope you find it useful and encouraging to start or continue working on conflict-sensitive education in your organizations and countries. If you would like to get in touch with us, please email us at educationfragility@ineesite.org.

Sincerely, 
Maria Lucia Uribe Torres and Noëmi Gerber, INEE Secretariat,
on behalf of the INEE Working Group on Education and Fragility
  In this Newsletter  
The Basics: Understanding Conflict-sensitive Education

WHAT?
WHY?
HOW?
Learn More: Read!

Conflict sensitivity
Education and conflict
Protecting education in conflict
Conflict assessments
Specific themes
Learn More: Attend!

Related to INEE Working Group on Education and Fragility
Calls for Contributions
Other Events and Courses
Even More? Stay Tuned!!
  The Basics: Understanding Conflict-sensitive Education  
WHAT?



To learn more about the INEE Working on Education and Fragility and its work on conflict-sensitive education, watch a short powerpoint presentation here.
INEE "Conflict-sensitive Education" webpages
INEE Working Group on Education and Fragility

The "Conflict-sensitive Education" webpages on the INEE website aims to share information, engage people in dialogue, and promote key messages related to the importance of conflict-sensitive education.

Within the next weeks and months, these conflict-sensitive education webpages, as well as related Education and Fragility webpages on the INEE website, will be updated, to include an up-to-date list of relevant documents developed by the INEE Working Group on Education and Fragility, relevant key resources, a list of upcoming events on the subject, as well as multimedia items such as videos and prezis to share knowledge on, and deepen understanding about education in fragility, and specifically conflict-sensitive education.

Have a look today, and stay tuned for more!

WHY?
Today 1.5 billion people live in conflict-affected and fragile contexts and it is estimated that no fragile states will achieve a single Millennium Development Goal (MDG) by 2015 at the current rate of progress. Education in conflict-affected and fragile contexts remains an unfulfilled promise, with approximately 28 million children out of primary school, and a shortfall of 18 million primary school teachers.

Education plays a crucial role in supporting peace and state building processes; however, education policies and programmes that only focus on technical solutions are not sufficient to address the challenges found in conflict-affected and fragile contexts. If attention to conflict is not integrated into education policy and programming, there is a risk that education will contribute to the exacerbation of conflicts and can be manipulated to promote exclusion or perpetuate inequities.

For this reason,
it is crucial that all humanitarian, development, and educational programmes respond to the context and the dynamics of the conflict by being “conflict sensitive,” both minimizing negative impacts and maximizing positive impacts.

For more information, visit the INEE "Conflict-sensitive Education" webpage.
Research meets practice: Education and Fragility
GIZ

In this short video, Dr. Ulf Metzger (GIZ) and Prof. Alan Smith (University of Ulster) explain why it is important to prioritise education in fragile situations, as well as what makes education in fragile situations effective.

These interviews were conducted at a GIZ event entitled "Research meets practice: Education and Fragility," held in November. GIZ is a member of the INEE Working Group on Education and Fragility.

To view this video, click here.
For more information on GIZ's series of events entitled "Research meets practice," click here.
HOW?


INEE Report: Policy Dialogue Forum on education and peace in DRC
INEE Working Group on Education and Fragility


The INEE Working Group on Education and Fragility, in close collaboration with UNICEF DRC, ADEA and USAID, and under the leadership of the Congolese Ministry of Primary, Secondary and Professional Education, organised 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 which are conflict-sensitive and which can contribute to peace-building processes in the country. 

The report of the Policy Dialogue Forum is available in English and French and includes a summary of presentations related to the DRC conflict analysis, reflections on the links between education, fragility and conflict, and a list of recommended education policies, strategies and specific programs to address particular conflict drivers. A technical committee is being formed to develop a National Program on Education for Peace, which will prioritise the recommendations made and the education sector’s needs.
 
Download the Report in English here.
Download the Report in French here.

If you have any questions, please contact Maria Lucia Uribe, INEE Deputy Coordinator for Education and Fragility at marialucia@ineesite.org
.

INEE tools on conflict-sensitive education
INEE Working Group on Education and Fragility

The INEE Working Group on Education and Fragility has developed two tools to introduce conflict-sensitivity in education policies, programmes and investment. These are:
  • Diagnostic Programme Tool for Conflict-sensitive Education
  • Guiding Principles for Donors on Conflict-sensitive Education
The Diagnostic Programme Tool is for education programme staff and other stakeholders concerned with education in conflict-affected and fragile contexts. It can be used to promote conflict sensitive education at all stages of the programme cycle: assessment, design, implementation/management, monitoring and evaluation. The Guiding Principles are for donors concerned with education in conflict-affected contexts, and can be used to ensure that conflict sensitivity is incorporated into education proposals, policies and programmes.
Photo: Colombia, William Fernando Martínez

The tools are currently being piloted by Working Group member organisations, and will be formally launched at a one-day high-level meeting entitled "Conflict-sensitive Education: Why and How" in Paris in April 2013.

If you are interested in piloting the tools, please contact educationfragility@ineesite.org.
The tools are available in English and French.
INEE Guidance Note on Conflict Sensitive Education: Coming Soon!
INEE Working Group on Minimum Standards and Network Tools
 
The INEE Guidance Note on Conflict Sensitive Education aims to support and expand on the INEE Minimum Standards Handbook in order to provide (1) a reference tool for conflict sensitive education strategies and (2) resources for education practitioners and policy makers working in conflict-affected and fragile contexts. In 2010, many themes of conflict mitigation were mainstreamed into the INEE Minimum Standards Handbook. This Guidance Note provides more explicit guidance and shares strategies to promote conflict sensitive education in both humanitarian and development contexts.
Gaza Strip, 2009, UNICEF

This Guidance Note may also be of use to donors and those working outside the education sector: child protection, health, water and sanitation, disaster risk reduction, peacebuilding, early childhood development, and livelihoods.

The Guidance Note will be available soon on the INEE website. For further information contact minimumstandards@ineesite.org
GIZ and INEE study on conflict in education sector plans in Sub-Saharan Africa: Coming Soon!
INEE-GIZ Pan-African Knowledge Hub
 
The INEE-GIZ Pan-African Knowledge Hub will seek to build evidence about whether and how conflict is addressed in education sector plans by undertaking a review of education sector plans and, as appropriate, other sector documents (i.e. policies and operational plans) for a select group of Sub-Saharan African countries. The study on education sector plans will fill a gap in the evidence regarding how countries solidify their commitments to using their education sectors for conflict mitigation and peacebuilding by incorporating this commitment into policy and planning processes and documents.

Currently no review exists as to which countries have incorporated analysis and response to conflict drivers into their education policies, plans and programmes. The study will thereby attempt to address questions about a) whether conflict is integrated and b) how and to what extent (e.g. in sector analysis, strategies and programmes, monitoring). Among the countries to be reviewed are Côte d'Ivoire, Democratic Republic of Congo, Liberia, Sierra Leone, Somalia and South Sudan. The report of the study's findings will be complete by mid-May of this year.

For more information, contact Kerstin Tebbe at kerstin@ineesite.org.
Online Training Course on Conflict Sensitive Approaches
Nirina Kiplagat, UN Interagency Framework Team for Preventive Action

Nirina Kiplagat is a Programme Specialist in the United Nations Interagency Framework Team for Preventive Action, a framework of UN agencies, programmes, funds and departments to catalyze integrated initiatives for early preventive action. The UN Interagency Framework Team for Preventive Action is a member of the INEE Working Group on Education and Fragility.
 
In 2001, the first comprehensive report of the Secretary-General on the Prevention of Armed Conflict stated that “One of the principal aims of preventive action should be to address the deep-rooted socio-economic, cultural, environmental, institutional and other structural causes that often underlie the immediate political symptoms of conflicts. An effective preventive strategy requires a comprehensive approach that encompasses both short-term and long-term political, diplomatic, humanitarian, human rights, developmental, institutional and other measures taken by the international community, in cooperation with national and regional actors.”

To read the full blog, click here.

For more information on the UN Interagency Framework Team for Preventive Action, visit this website or contact framework.team@undp.org
  Learn More: Read!  
Conflict sensitivity

Conflict-sensitive education policy: A preliminary review
Education Above All

This discussion paper, which was written by Morten Sigsgaard, published by Education Above All (EAA) and prepared in consultation with the INEE Working Group on Education and Fragility, focuses on conflict-sensitivity in relation to national education policy and planning in conflict-affected and fragile states. It reviews core issues of conflict-sensitive access, content and protection, while also stressing that conflict-sensitivity should be a cross-cutting issue in all education policy development and planning in at-risk settings.

This discussion paper is available here.
Integrating conflict and disaster risk reduction into education sector planning
UNESCO International Institute for Educational Planning (IIEP), and UNICEF WCARO

Over 40% of the world’s out-of-school children live in conflict-affected countries, and in this decade an estimated 175 million children every year are likely to be affected by natural disasters. Sector planning processes therefore should take into account predictable, recurrent emergencies as well as sudden onset disasters or conflicts. Yet few countries have included conflict or disaster risk reduction (C/DRR) into their national education planning processes. Even when C/DRR strategies have been identified, it is often difficult to build consensus on who will implement them and how they will be funded. Therefore there is a clear need for practical guidance on how to include, adopt and implement C/DRR measures as part of sector planning and implementation.

Developed by UNESCO IIEP and UNICEF’s West and Central Africa Regional Office (WCARO), on behalf of the Global Education Cluster, these Guidance Notes support ministry of education officials to integrate C/DRR into their planning processes.

To access the Guidance Notes, click here.
How to guide to conflict sensitivity
Conflict Sensitivity Consortium

This 'how to' guide draws upon the Conflict Sensitivity Consortium's experience to illustrate real examples of applying conflict sensitivity. It aims to provide practical advice suitable for anyone aiming to improve conflict sensitivity, whether in the field of development, humanitarian aid or peacebuilding work. It aims to provide practical, user-friendly information for people who are focusing at project or organisation-wide level, whether aiming for best practice or just starting out on the journey towards conflict sensitivity. The Guide contains a number of sub-themes exploring ‘the what’, ‘the why’ and particularly ‘the how’ of conflict sensitivity.

To access this 'how to' guide, click here.

For other key readings on conflict sensitivity, click here.

A peacebuilding tool for a conflict-sensitive approach to development: A pilot initiative in Nepal

Asian Development Bank


This paper introduces an analytical peacebuilding tool used by the Asian Development Bank (ADB) in Nepal during 2010-2011, and outlines lessons learned. The peacebuilding tool was developed jointly by ADB, DFID and the World Bank, and consists of a series of questions designed to enhance project planning and implementation in fragile situations by identifying potential social conflict and opportunities for building peace and social cohesion. Specifically, the questions relate to the post-conflict environment, formal decision-making and implementation structures, informal peacebuilding structures, and social, socioeconomic, geographic and security issues.

 

To access the paper, click here.

Education and Conflict

Breaking the cycle of crisis: Learning from Save the Children's delivery of education in conflict-affected and fragile states

Save the Children


From 2005 Save the Children began to dramatically scale up its education delivery in more than 20 CAFS. This was accompanied by a global campaign, Rewrite the Future, which ran until 2010. Rewrite the Future aimed to make the case for increased education financing for CAFS, demonstrating that large-scale education interventions could be delivered in these complex settings. Rewrite the Future succeeded in getting 1.6 million children into school from 2005 to 2010, and improved the quality of education for 10.6 million children. Breaking the Cycle of Crisis focuses on the second part of that achievement – what can be learned in terms of delivering good-quality education in CAFS.

This report presents expert synthesis of and reflections on four research- based evaluations of Save the Children's Rewrite the Future work in Afghanistan, Angola, Nepal and South Sudan. It is intended as a policy resource for agencies interested in public service delivery in conflict-affected fragile states (CAFS) - governments, donors and NGOs.
 

To access the report, click here.

The role of education in peacebuilding: A synthesis report for findings from Lebanon, Nepal, and Sierra Leone
UNICEF

This research was commissioned by UNICEF as part of the Education and Emergencies and Post-Crisis Transition (EEPCT) programme – a partnership between UNICEF, the Government of the Netherlands and the European Commission that ran from 2006 to 2010. The research sought to understand the role of education in peacebuilding in postconflict states. It includes a programme literature and research review on the role of education in peacebuilding, as well as three country case studies on UNICEF’s education work in Lebanon, Nepal and Sierra Leone.

To access the report, click here.
To access a two-page summary of the report, click here.
Education for conflict prevention and peacebuilding: Meeting the global challenges of the 21st century
UNESCO International Institute for Educational Planning (IIEP)

This IIEP Occasional Paper describes a range of conflict prevention initiatives and examines the role of policy-makers, youth, women, and the media in maintaining and restoring peace as part of a holistic vision of education. The paper argues that educational planning must go beyond traditional mechanisms and take into consideration the unpredictable nature of our times, be flexible and rapid in implementation and responsive to local needs.

Training and research in sustainable development; and skills for peaceful relations, good governance, the prevention of conflict and peacebuilding are among the priorities elaborated in the paper. In addition, specific recommendations are highlighted such as: capacity development for conflict prevention within the education sector and other ministries, analysing the root causes of conflict and the role that education can play in mitigating tensions.
 
Click here to access the paper.
Educating Children in Conflict Zones: Research, Policy, and Practice for Systemic Change - A Tribute to Jackie Kirk
Karen Mundy and Sarah Dryden-Peterson (Editors)

Inspired by the work of the late Dr. Jacqueline Kirk, this book takes a penetrating look at the challenges of delivering quality education to the approximately 39 million out-of-school children around the world who live in situations affected by violent conflict. With chapters by leading researchers on education in war and other conflict zones, the volume provides a comprehensive and critical overview of the links between conflict and children's access to education, as well as a review of the policies and approaches taken by those offering international assistance in this area.

Empirical case studies drawn from diverse contexts - Afghanistan, Sierra Leone, Rwanda, and Uganda (among others) - offer readers a deeper understanding of the educational needs of these children and the practical challenges to meeting these needs. This collection includes several pieces of Jackie's writings.

To order this publication, click here.
Protecting Education in Conflict

Protecting education in countries affected by conflict
Global Education Cluster
 
The Education Cluster acts as a facilitator and coordinator in the planning and delivering of education in emergencies arising from natural hazards and conflict.  Its role is one of bringing partners together in crises to try and ensure a coherent and cooperative approach to the provision of education in disaster and conflict affected countries, and encouraging the adoption of the INEE Minimum Standards as the underlying framework on which activities are planned and implemented.
South Sudan, Lene Leonhardsen

However whilst there has been considerable literature and lessons learned in planning and responding to natural hazards, there is a lack of practical guidance in how to deal with the many challenges in education programming in chronic crises where education itself can become a target, and where education can also be a contributor to the underlying causes of the conflict.
 
In light of this gap the Education cluster with support from Education Above All instigated a project focussed on developing a series of booklets covering all aspects of protecting education in countries affected by conflict.  Within the contents of this series there are a number of clear and practical activities that can be used to help ensure that education is more conflict sensitive.  A link to the full set of materials (including workshop aids) is provided below, but of note there are individual booklets covering Community-based Protection and Prevention, Education for Child Protection and Psychosocial Support and Education for Building Peace.  In addition there is a Curriculum Resource for introducing Humanitarian Education to Primary and Junior Secondary School Learners.

The booklets are built on real examples from successful initiatives around the world and were put-together through in-depth consultations with both protection and education actors.

To access the booklets, click here.
Lessons in war: Military use of schools and other education institutions during conflict
Global Coalition to Protect Education from Attack


The use of schools and other education institutions for military purposes by armed forces and non-state armed groups during wartime endangers students and their education around the world, said the Global Coalition to Protect Education from Attack in a study released today.  The 77-page study, “Lessons In War: Military Use of Schools and Other Education Institutions during Conflict”, examines the use of schools and other education institutions for military purposes by government armed forces and opposition or pro-government armed groups during times of armed conflict or insecurity.

Click here to view the full report.
Classrooms in the crosshairs: Military use of schools in Yemen’s capital
Human Rights Watch

This 46-page report details the occupation of schools by government security forces, militias, and opposition armed groups, risking the lives and education of tens of thousands of students. Forces on both sides used schools as barracks, bases, surveillance posts, and firing positions. Combatants also stored weapons and ammunition, detained prisoners, and in some cases tortured or otherwise abused detainees on school grounds or in school buildings.

To download publication, click here.
Protecting education in insecurity and armed conflict: An international law handbook
Education Above All

This Handbook examines the intersection of international human rights, humanitarian, and criminal law as it relates to violations of the right to education and associated rights during insecurity and armed conflict. It focuses on the international legal protection of students, education staff and education facilities and offers recommendations as to how this protection can, and should, be strengthened.  In so doing, the Handbook also introduces international and regional legal mechanisms that can be used to obtain relevant and appropriate reparation. The Handbook includes extensive appendices containing compilations of, with links to, relevant international and regional law, cases and other resources. It is accompanied by a separate, concise summary written specifically for non-legal audiences.

To access the Handbook, click here.
To access the summary of the Handbook, click here.
Conflict Assessments

Conducting a conflict assessment: A framework for strategy and program development
U.S. Agency for International Development (USAID)

In order to be effective, interventions in conflict-affected and fragile states must not address just the symptoms of conflict - refugee flows, famine, and ethnic riots - but instead focus interventions on the causes of violence and conflict using development, transition and humanitarian assistance programming. The Conflict Assessment Framework is designed as a tool to do just that: providee a framework that assists USAID Missions and other interventions to map out destabilizing patterns and trends, both long and short term, leading to recommendations about possible points of intervention using our assistance resources.

To access this conflict assessment framework, click here.
Conducting conflict assessments: Guidance Notes
Department for International Development (DFID)

The vast majority of serious armed conflicts today are not between states but are internal or regional in nature. This makes conflict analyses complicated, but all the more crucial for any intervention in a country experiencing conflict. How best to proceed?
These Guidance Notes explain the principles and methodology of conducting effective strategic conflict analyses (SCAs). DFID's SCAs have three key aims: to map out causes and trends in a conflict; analysis of international responses to it; and development of future policy options.

To access these Guidance Notes, click here.
Specific Themes

REFUGEES
Sports in Focus: The power of sport for refugees (Olympics issue)
UNHCR

UNHCR has been using sports activities since 1994, when a partnership came about between the UN refugee agency and the International Olympic Committee. This UNCHR “Sports in Focus” Newsletter explores the power of sports for refugees.

Sport is an effective way of addressing the challenges that conflict situations raise: For refugee children sport can play a particularly important and healing role, helping to address health as well as social and developmental needs. Sports programmes can help counteract psychosocial problems and environmental and health issues as well as stress and loneliness. They contribute to physical fitness, mental well-being and social integration by providing a safe forum in which a child can develop physically, emotionally and mentally. Sport motivates refugee children to attend camp schools, or in situations where formal education is limited or unavailable, sport can act as a vehicle for learning. This is extremely important for refugee girls. Even children with disabilities, when provided the proper facilities, can excel at sports, raising their self-esteem.
 
To access this Newsletter, click here.
To read more about UNHCR refugee sport programmes, click here.
TEACHERS
Building effective teacher salary systems in fragile and conflict-affected states

CfBT Education Trust and Brookings Center for Universal Education

An effective and efficient teacher salary system is one of the most important elements of a high quality education system in any country. The lack of effective teacher salary systems both denies young people their rights to an education and also hinders the ‘peace dividend’ that usually comes with quickly restoring equitable access to education in fragile and conflict-affected states. Governments must determine how much teachers are paid and establish a system to increase compensation based on experience and performance. Managing these systems can be especially difficult in FCAS where the government often has limited capacity and resources to ensure that these mechanisms are in place and are functioning properly.

Understandably, external donor assistance is frequently sought for teacher pay problems. However, if a teacher salary system is not effective, any existing or additional funds that are given to pay teachers, either from national governments or external donors, are likely not to reach teachers. Hence, this report argues that policymakers need to have a dual focus – not only on increasing national and international resources for teacher salaries, but also on supporting teacher salary systems and the individual parts within them to ensure that resources reach their intended destination.

Click here to view the full report.
CURRICULUM
Education for global citizenship
Education Above All

Unfortunately, school curricula often contribute to the tensions underlying civil conflict. Citizenship education aims to prepare students to play an active and positive role in their dealings with school, family, society and globally. The book gives examples of initiatives to build competencies for local, national and global citizenship, including respect for diversity – a critical need in many post-conflict countries and fragile states.

This book addresses the challenge of designing education programmes that can help students develop the skills, concepts, attitudes and values to become responsible global citizens. Case studies of current programmes reflect various components of global citizenship including education for “local and global citizenship”, “responsible citizenship”, peace, human rights, humanitarian norms and related themes, undertaken even in low-resource settings and in education systems affected by conflict and fragility.

To access this publication, click here.
POST-2015 AGENDA
Commonwealth Ministers' recommendations for the post-2015 education agenda
Commonwealth Secretariat

Commonwealth Ministers of Education established a Working Group to make recommendations for the post-2015 development framework for education. The Working Group met in London on 12-13 December 2012. Among the ministers’ final recommendations was that education in emergencies should be a cross-cutting theme across all education goals, so that “Conflict and disaster risk reduction [is] integrated into national education sector plans.” The recommendations were presented to a representative of David Cameron, the co-chair of the UN High Level Panel of Eminent Persons on the Post-2015 Development Agenda.

This summary provides more details on the Ministers’ recommendations. The rationale for the recommendations can be found in this Background Paper, while this Issues Paper identifies education priority areas in the Commonwealth, including education in emergencies.
  Learn More: Attend!  
Related to INEE Working Group on Education and Fragility
Conflict-sensitive Education: Why and How
INEE Working Group on Education and Fragility

When: 8 April 2013
Where: UNESCO, Paris, France
 
The INEE Working Group on Education and Fragility is organising a high-level event entitled “Conflict-Sensitive Education – Why and How?to bring together diverse stakeholders in order to explore how to strengthen or develop conflict-sensitive approaches in education policies and programmes.
 
Kabul, Afghanistan, 2007, UNAMA
The event aims to:
  1. Engage in dialogue with a range of stakeholders including Ministers of Education, bi-lateral organizations, the private sector, UN agencies and civil society on the need and importance of utilizing conflict-sensitive approaches to education;
  2. Share current experiences and initiatives to support conflict-sensitive education in these contexts; and
  3. Launch the INEE tools developed by the WGEF to introduce conflict-sensitivity in education policies, programmes and investment, and review of other agencies’ strategies and materials concerning the integration of conflict sensitivity into education systems.
The programme of the event will follow shortly on the event website.

For more information on this event, click here.
International symposium on education, fragility and conflict
Paris School of International Affairs (PSIA) at Sciences Po, and INEE Working Group on Education and Fragility

When: 8 April, 2013
Where: Paris School of International Affairs (PSIA) at Sciences Po, Paris, France


On April 8, 2013, the Paris School of International Affairs (PSIA) at Sciences Po in Paris, France, is hosting an international symposium on Education, Fragility & Conflict, supported by a grant from the University of Newcastle Australia and co-hosted by the InterAgency Network for Education in Emergencies (INEE) Working Group on Education and Fragility.

The symposium aims to create and sustain strong bonds between the academic community and the practitioner community within international aid, through Paulo Freire’s notion of praxis, which involves reflecting critically and acting meaningfully on the world in order to change it. It will be an intimate space for exchange and discussion, including about 40 participants.

For more information, email fragilitysymposium@gmail.com
Panel at CIES: Conflict sensitive approaches to education in fragile and conflict-affected environments
INEE Working Group on Education and Fragility

When: 10-15 March 2013
Where: 
New Orleans, USA
Conference: Comparative and International Education Society (CIES) Annual Conference

This panel by INEE, USAID and UNICEF aims to present current efforts to develop frameworks and tools to promote conflict-sensitive education in conflict-affected and fragile contexts. It will address the underlying paradigms to introduce quality education that is not conflict-blind and helps preventing violence and supporting peace-building processes.

The panel will provide an overview of the importance of conflict-sensitive education to ensure that children and youth around the world have access to quality, safe and relevant education and learning opportunities. It will also address the challenges that conflict-affected and fragile contexts face and the need to plan, program, manage and assess education interventions using a conflict sensitivity lens.

For more information about this panel, click here.
For more information about the CIES Annual Conference, click here.
Symposium at UKFIET Conference: Conflict sensitive approaches to education in fragile and conflict-affected environments
INEE Working Group on Education and Fragility

When: 10-12 September 2013
Where: University of Oxford, UK
Conference:
12th UKFIET International Conference on Education and Development

This symposium will be composed of four presentations and a discussion focused on the importance and need of conflict-sensitive education Post 2015 and on emerging strategies and approaches to meeting the educational needs of children and young people conflict-affected and fragile contexts.

The Dutch Ministry of Foreign Affairs' presentation will focus on the need for conflict-sensitive education, the policy of the Netherlands in this regard and the experiences and challenges supporting and implementing education in conflict-affected and fragile contexts. The Global Partnership for Education (GPE) will present on GPE engagement in countries facing fragile contexts, and strategies to support the development of education sector plans in countries in emergencies, early recovery and reconstruction. USAID will present its conflict-sensitive education checklist, which aims to provide a framework for analyzing education programming in conflict-affected contexts.

UNICEF's presentation will focus on its four-year innovative Peacebuilding, Education and Advocacy Programme, and will discuss conflict analysis tools and approaches as well as a programme design process that aims to ensure conflict sensitivity of education interventions as well as their contribution to the peacebuilding goals. Finally, INEE's presentation aims to fill the existing gap on clear frameworks and tools to support the introduction of conflict-sensitive education planning and programming by presenting its two tools on conflict-sensitive education that can support organizations working in fragile and conflict affected contexts, as well as presenting the INEE Guidance Note on conflict-sensitive education.
 
For more information on the UKFIET Conference 2013, click here.
Calls for Contributions
Call for Papers and Panel Sessions: Voices from countries/areas in conflict or fragility
WCCES 2013, Thematic Group 10

When: 24-28 June 2013
Where: Buenos Aires, Argentina


Extended deadline for abstracts: 15 February 2013

The XV World Council of Comparative Education Societies (WCCES) will be held from 24-28 June 2013 in Buenos Aires, Argentina.
 
Thematic Group 10 on Voices from countries/areas in conflict or fragility is currently inviting proposals for panel sessions or (individual/joint) paper presentations. This group welcomes voices, new thinking and research focusing on education‘s complex and evolving role to conflict.
 
In particular the group invites papers which explore this evolution through new theoretical lenses, innovative methodological approaches, empirically rich case studies, or from geographic spaces and scales that remain under-explored. Academics, practitioners, and policymakers from states labelled as conflict affected and fragile are especially encouraged to submit to this group.

To propose a paper abstract or panel session of presentations, please submit the abstract online before 15 February 2013 (extended deadline). Only abstracts submitted online will be taken into consideration.

To read the full call for paper and panel session abstracts and to obtain the conveners’ contact details, click here.
For more information about WCCES, click here.
Call for Papers: Children and youth affected by armed conflict: Where to go from here?
Centre for Children in Vulnerable Situations (CCVS) and War Child

When: 25-27 September
Where: Kampala, Uganda

Deadline for papers: 15 February 2013

Following a successful conference in 2009, a new international conference on the theme of rehabilitation and reintegration processes forchildren and youth affected by war and armed conflict will be held in Kampala, Uganda from 25-27 September 2013. This conference aims to reflect on ‘the way forward’ as much evidence already exists but important gaps in knowledge and in information sharing still remain. Key questions are how to bridge the gaps between different perspectives (psychosocial approaches, transitional justice, humanitarian aid, global public health and child protection) and different phases (emergency relief, development aid, international cooperation) regarding the needs of war‐affected youths and their contexts.

At this conference, multidisciplinary views will be emphasised including input from the fields of clinical psychology, social work, transitional justice, human rights, pedagogical sciences, education, global public health, as well as from the field of international advocacy. In addition, efforts will be made to formulate a set of recommendations for policy makers, practitioners and researchers at the end of the conference, in order to make an impact at the policy level, regarding the rehabilitation and reintegration processes of children affected by armed conflict.

Papers are welcomed on all issues related to the overall theme of the conference.

For more details on the event, click here.
To read the call for papers, click here.
Other Events and Courses

Public lecture: Youth, Education and Conflict
University of Sussex

When: 31 January, 14:00-16:00
Where: University of Sussex, UK

The Centre for International Education (CIE), the Centre for Innovation and Research in Childhood and Youth (CIRCY) and the Security and Social Justice Research Theme are organising a public lecture and a doctoral workshop on the theme of ‘Youth, Education and Conflict’ led by Dr Marc Sommers, an internationally renowned youth expert and anthropologist.

Spotlighting failed masculinity, urban desperation, and forceful governance, Marc Sommers will talk about his new book, which tells the dramatic story of young Rwandans who are “stuck,” striving against near-impossible odds to become adults. Stuck: Rwandan Youth and the Struggle for Adulthood tells the story of an ambitious, controlling government trying to govern an exceptionally young and poor population in a densely populated and rapidly urbanizing country. Dr. Sommers’ pioneering book sheds new light on the struggle to come of age and suggests new pathways toward the attainment of security, development, and coexistence in Africa and beyond.

For more information on the event, click here.

E-learning course: Children in war and armed conflict
Human Rights Education Associates (HREA)

When: 27 February - 9 April 2013 (new dates)

Armed conflicts around the world continue to expose many millions of children to inexcusable forms of violence, including abduction, rape, mutilation, forced displacement and sexual exploitation. In some contexts, children often taken on active roles in conflict, forced to participate either to carry weapons as combatants or to assume auxiliary roles. The breakdown of social protection that occurs during every armed conflict leaves all children vulnerable. Many children are threatened with separation from their families, orphaning, disability and serious, long-term psychosocial consequences; girls are especially at risk of unwanted pregnancy.

This certificate course examines the effect of armed conflict on children in the 21st century. It looks at the various ways in which children are involved in conflicts and the substantial impact that they can have on children's mental and physical well-being. The course highlights concrete actions that can be taken to contribute to the full implementation of children's rights in conflict and post-conflict contexts, including through the application of humanitarian law; and the increasing ways in which perpetrators can be held to account.

For more information, and to register, click here.

Side event at the 57th session of the Commission on the Status of Women: Eliminating and preventing of violence against girls
UNICEF

When: 7 March 2013, 13.00-15.00
Where: UNICEF House, New York, USA

Violence is an everyday reality for millions of girls worldwide. Girls face violence and discrimination due both to their sex and age. Violence against girls occurs in every setting – in the home, schools, care and justice systems, workplaces and communities –, in different forms and throughout the life cycle.

UNICEF will be organizing a side event during the 57th session of the Commission on the Status of Women in support of the priority theme – prevention and elimination of all forms of violence against women and girls. In line with UNICEF’s mandate, the event will specifically focus on the protection of girls against violence, from a life cycle approach, not only taking into account the specific vulnerabilities of girls of different age groups but also the benefits of early intervention and opportunities for girls.

The event will begin with a brief introduction to the overall theme of the discussions. This will be followed by an interactive dialogue among experts in the format of a television news/interview programme, facilitated by a moderator. The floor will then be open for a Q&A session, as time permits.

For more information on this side event please contact Mita Gupta at mgupta@unicef.org
For more information on the Commission on the Status of Women please click here
.
Conference: Voices from Fragile States
University of York and Columbia University

When: 15-16 April 2013
Where: New York, USA

The Voices from Fragile States initiative brings together policy makers and academics from fragile and conflict-affected countries to develop action plans on fragility and education, with the aim to develop jointly a stronger voice to speak about fragility and education as it applies to their countries. The specific aims of the initiative are threefold:
  • Enable best practice to be identified and shared, clarifying future policy directions and resulting in stronger country-led plans for development.
  • Provide a platform for country representatives to highlight issues to donors and UN agencies and promote stronger South-North dialogue.
  • Highlight the positive impacts of support for education initiatives in fragile countries to donors.
Focusing particularly on fragility and education policy, these experts will develop country position papers, which will be presented and developed into action plans at a two-day conference in New York on 15-16 April 2013. This conference will bring together a broad coalition of policy makers and academics from fragile states and countries emerging from violence in Africa, Asia, and South America, with representatives from the international donor community, UN agencies, and participants from educational and academic institutions.

For more information, click here.
  Even More? Stay Tuned!!  
The "Conflict-sensitive Education" webpages on the INEE website will be updated within the next weeks and months to share even more key resources and events, and will also feature multimedia items, and ways to engage and discuss.

So, have a look today, and stay tuned for more!



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.
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