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Education and Fragility Newsletter
December 2012
Knowledge Capsule
Did you know… Today, 90% of victims of conflicts are civilians. Half of them are children. Education is crucial for both the protection and the development of children affected by conflict. Apart from contributing to their development, educational activities provide girls and boys with psychosocial support and help create at least some sense of normality.
~EU Children of Peace
Sound Bite
"Peace cannot be kept by force. It can only be achieved by understanding."
~Albert Einstein

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Forward Bulletin
Dear INEE Members,
 
Welcome to the INEE Education and Fragility Monthly Newsletter for the month of December 2012.
 
In the spirit of the season, we would like to take this opportunity to thank you for your involvement in INEE and your interest in the Education and Fragility Newsletter and work. We wish you a joyous holiday season and we look forward to further strengthening the work on education in conflict-affected and fragile contexts with you next year. There is still much to be done to ensure that all children living in these contexts receive a safe, relevant and quality education, and our collective efforts can make a difference in their lives.
 
We invite you to look out for the January 2013 Education and Fragility Newsletter, as we will have a special thematic issue on conflict sensitive education, which will provide more insights on the topic, and practical tools and ideas to mainstream conflict-sensitivity in education policies and programmes.

Season’s greetings and best wishes for the New Year!

Sincerely, 
Maria Lucia Uribe Torres and Noëmi Gerber, INEE Secretariat,
on behalf of the INEE Working Group on Education and Fragility

  In this Newsletter  
Working Group Corner
In the spotlight
News
Work Bench
Coming Up
  Working Group Corner  
Working Group Updates
Minutes of bi-annual Working Group meeting held in New York, USA, 15-16 Oct

The minutes of the third bi-annual meeting of the INEE Working Group on Education and Fragility 2011-2013, which was held at UNICEF in New York, USA, from 15-16 October, are now available on the INEE website. The minutes include a summary of meeting outcomes, links to PowerPoint presentations and other resources, and a list of ways forward and next steps.

Click here to download the minutes.

Call for contributions: INEE Education and Fragility Newsletter on conflict sensitive education, January 2013
INEE Education and Fragility Newsletter

For the January 2013 issue of the INEE Education and Fragility Newsletter, we would like to produce a thematic newsletter on conflict sensitive education to create more awareness about this topic, provide resources, promote publications, amd activities and programmes undertaken by INEE members.

We welcome any contributions you may have on this theme. Contributions may take the following forms:
  • Articles, studies
  • Reports and other publications
  • Resources, tools
  • Events, courses
Please send your contributions to educationfragility@ineesite.org no later than Monday, 14th January. Do not hesitate to contact us should you have any questions, comments or suggestions. We look forward to receiving your contributions!
New Position: INEE Education and Fragility Intern

The Education and Fragility intern will work with the INEE Education and Fragility team, to provide support to the organisation of education and fragility events, and to assist in specific tasks related to the action plan of the INEE Working Group on Education and Fragility.
 
The fourth and last bi-annual meeting of the 2011-2013 Working Group will take place in the second week of April in Paris. This bi-annual meeting will be followed by a high-level event to launch the tools on conflict-sensitive education that have been developed by the Working Group and to engage in dialogue with different stakeholders on the need and importance of conflict-sensitive education. The intern will assist with the planning, implementation and follow-up of both events, among other tasks.

If you are passionate about education, peace building and conflict transformation and would like to develop your knowledge and skills in these areas, this is definitively the opportunity for you!
 
Application deadline: 13 January 2013

For more information, click here.
New Position: INEE Education and Fragility Communications Intern
 
The Education and Fragility communications intern will work with the INEE Education and Fragility team, to provide communications and knowledge management support to the INEE Working Group on Education and Fragility.
 
One of the activities of the communications intern will be to help rework the education and fragility webpages on the INEE website, which are currently under development. The overarching purpose of the reworking of these webpages is to develop a portal on issues of education, peace building, fragility and conflict that will play a leading role in these areas.
 
If you have skills in communications and web content management, are passionate about education, peace building and conflict transformation, and would like to develop your knowledge and skills in these areas, this is definitively the opportunity for you!
 
Application deadline: 13 January 2013

For more information, click here.
In the Spotlight
Interview with Mary Kangethe on the Kenyan Ministry of Education’s work on education and peace

Mary Kangethe is an Assistant Director of Education in the Ministry of Education Kenya. She is Coordinator of the Peace Education Programme in the Ministry. She is also an expert resource person for the INEE Working Group on Education and Fragility.
In this interview, Mary Kangethe explains the Ministry's work on education and peace through highlights from policy and practice. She shares lessons learned and recommendations for other countries, describes some challenges the Ministry faces in implementing its Peace Education Programme, and finally outlines some ways forward.

Peace Education
Since independence, the education sector in Kenya promotes nationalism, patriotism, national unity, social equality, responsibility, international consciousness and positive attitudes towards other nations. This is mainly operationalized through the national school curriculum.

Violent conflicts related to elections have sporadically occurred in Kenya since 1992. The experiences of the 2007/2008 post-election violence in Kenya prompted the initiation of a Peace Education Programme in learning institutions by the Ministry of Education in collaboration with UNICEF and UNHCR. With time other partners came on board including NPI-Africa, UNESCO, the Japan Center for Conflict Prevention (JCCP), and the Inter-Governmental Authority for Development (IGAD). ...

To read the full interview, click here.
  News  

ICQN workshop on "Fostering a community of practice in Africa to promote peace through education," 4-6 Dec
INEE-GIZ Pan-African Knowledge Hub

From 4th – 6th December 2012 Kenya hosted Ministers and officials from 12 African Ministries of Education – including Angola, Botswana, Cote d’Ivoire, Democratic Republic of Congo, Liberia, Mozambique, Somalia, South Sudan, Sudan, Tanzania and Uganda – to discuss how they can work more closely together to promote peace through education in Africa. His Honorable Minister Mutula Kilonzo of Kenya spoke on the final day of the workshop about the need for education for peace prior to the signing of a communique committing Kenya and other signatories to promoting peace through education.

To view this video, click here.

To learn more about the INEE-GIZ Pan-African Knowledge Hub, and the workshop of the Inter-Country Quality Node (ICQN) on Peace Education, click here.

  Work Bench  
Calls for contributions
Call for Papers: Voices from countries/areas in conflict or fragility
Thematic Group 10, WCCES 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 panel session of presentations, please contact the conveners for this thematic area before 5 January 2013 (extended deadline) by email.
  • To propose a paper presentation, please submit the abstract online before 14 January 2013. Only abstracts submitted online will be taken into consideration.
To read the full call for paper abstracts and to obtain the conveners’ contact details, click here.
For more information about WCCES, click here.
Call for Papers: 12th UKFIET International Conference on Education and Development
 
As the Education for All (EFA) and the Millennium Development Goal (MDG) 2015 milestones draw nearer, governments and the wider international community are working to define new development frameworks that address the realities of 2015 and beyond. Education is an important part of this debate.
 
The 2013 UKFIET Conference, to be held at the University of Oxford from 10-12 September 2013, is designed to contribute to this international process. Themed “education and development post 2015: Reflecting, reviewing, re-visioning,”  the 2013 UKFIET Conference will provide the opportunity for a broad international constituency to:
  • REFLECT upon the origins, evolution and effects of previous global education development movements;
  • REVIEW accomplishments and challenges arising from the 1990-2015 era, and;
  • RE-VISION education and development for the Post-2015 period.
“Addressing conflict and emergency” is one of the sub-themes within the thematic section entitled ‘re-visioning beyond 2015.’ Further information on this and other sub-themes will be available in January 2013 with the call for papers.
 
Submission of papers: 7 January – 1 March 2013
 
For more information, click here.
Call for Papers: The Role of Social Services in Peacebuilding
Journal of Peacebuilding and Development

The Journal of Peacebuilding and Development (JPD) is calling for papers for Volume 8 Number 3, which is to be published in December 2013. JPD is a tri-annual refereed journal providing a forum for the sharing of critical thinking and constructive action on issues at the intersections of conflict, development, and peace. This special issue will endeavor to capture and examine critical topics and questions on the role of social services in peacebuilding.
 
The provision of social services such as education, health and nutrition, and food security are central to notions of human security and development, and can provide a vehicle for building state legitimacy, promoting social cohesion, reconciliation and building trust; all of which are key peacebuilding objectives. In contrast, their inequitable or discriminatory delivery and access can fuel tensions, promote resentment and constitute a key driver of conflict. Despite the potential importance of social services in delivering key peacebuilding objectives they have largely remained marginal to the dominant peacebuilding model that prioritises security, democracy promotion and the creation of markets.
 
This special issue seeks to critically reflect on the potential contributions of social services to peacebuilding. This takes place at a time when the major peacebuilding stakeholders appear to be embracing the potential role of social services in peacebuilding and when the future of development assistance (post-2015) is being hotly debated.

Deadline for abstracts: 10 January 2013

For submission guidelines, click here.
For more information on the Journal of Peacebuilding and Development, click here.
Erasmus Mundus SALAM Scholarship for nationals from Iran, Iraq, Yemen 
SALAM
 
SALAM (Study Abroad and Learning Mobility) is a project established for promoting structured cooperation and European Higher Education for Iran, Iraq and Yemen. This project has been funded with support from the European Commission. Over 120 fully funded scholarships are available for students, researchers, academic and administrative staff to visit one of the European universities. Only nationals of Iran, Iraq or Yemen are eligible to apply for the scholarship within the Erasmus Mundus SALAM project.
 
Application deadline: 23 January 2013
 
To apply, click here.
To learn more about the programme, click 
here.
Publications and Reports
Protecting education in countries affected by conflict
Global Education Cluster

The Protecting Education in Countries Affected by Conflict Initiative focuses on providing guidance and resources to field practitioners on critical issues such as protecting education from attack, education for peace-building, monitoring and reporting of violations and rights and accountabilities. A project was undertaken by Save the Children on behalf of the Global Education Cluster, in partnership with Education Above All to develop  a series of booklets titled ‘Protecting Education in Countries Affected by Conflict’ which serves as a guidance to better inform and support ministries of education and education practitioners working in countries affected by conflict.
 
The series of eight booklets and accompanying curriculum resource is designed to provide:
  • An overview of the problem of conflict-related threats to education.
  • A range of responses that can be made by education clusters, and ministries, non-governmental organisations (NGOs) dealing with education, security, protection, psychosocial support and legal accountability issues.
  • A tool to be used with an accompanying set of workshop materials for use in training people in aspects of protecting education in conflict-affected countries.
The booklets are designed to be used alongside the INEE Minimum Standards for Education: Preparedness, Response, Recovery.

To access the booklets, click here.
For more information and to order hard copies of these booklets and accompanying materials, please contact the Education Cluster Unit at educationclusterunit@gmail.com.
Fragile States 2013: Resource flows and trends in a shifting world
OECD-DAC International Network on Conflict and Fragility

From Afghanistan to Zimbabwe, fragile states face common challenges: they host less than one-fifth of the world’s population yet are home to one-third of the world’s poor; they are more vulnerable to external and internal shocks—including armed violence—than other countries; and, in contrast to other developing countries who have managed significant progress towards the MDGs, not one of these countries has achieved a single Millennium Development Goal. They constitute most of the MDG deficit: fragile and conflict-affected and recovering states account for 77% of school-age children not enrolled in primary school, 61% of poverty, and 70% of infant mortality.

The last five years have been especially tumultuous for fragile states, encompassing the 2008 food, fuel and financial crisis and its economic aftermath, and the Arab Spring, which began in 2011. These events have influenced the international debate on the nature, relevance and implications of fragility. While situations of fragility clearly have common elements – including poverty, inequality and vulnerability – how can we make sense of the great diversity in their national income, endowment in natural resources or historical trajectories? How do we move towards a more substantive concept of fragility that goes beyond a primary focus on the quality of government policies and institutions to include a broader picture of the economy and society?

This report asks and answers 10 questions, grouped into three chapters. The first chapter takes stock of the evolution of fragility as a concept. The second chapter analyses financial flows to and within fragile states between 2000 and 2010, with a special focus on the period following the food, fuel and financial crisis (2008‑10). The third chapter points to trends and issues that are likely to shape fragility in the years to come.
 
To access the report, click here.
Education as an essential component of prevention of youth re-displacement
Marina Anselme & Barbara Zeus - Forced Migration Review

Given that education is seen as a factor that keeps refugees in camps or host communities rather than encouraging them to go back home, it is ironic that it is not systematically included as part of return. The experience of The Refugee Education Trust in Burundi is that access to education is not only a right but also essential to the sustainability of return for younger people and thus to preventing their re-displacement. Consistent access to appropriate education underpins social reintegration of young returnees and thus the prevention of displacement in the longer term. This article therefore argues that education should be a core part of repatriation plans.
 
To access this article, click here.
To access the full Forced Migration Review 41 (December 2012), click here.
Measuring good pooled funds in fragile states
Overseas Development Institute

Pooled funds are gaining in popularity in fragile states as a means to effective aid. The general principles of aid effectiveness, as described in the 2005 Paris Declaration on Aid Effectiveness, are no less relevant in fragile states, although they may be more challenging to put into practice.

Recently, the New Deal for Engagement in Fragile States, which came out of the Fourth High Level Forum on Aid Effectiveness in Busan, reiterates the fundamental principle that the way in which donors provide aid can shape the transition out of fragility for conflict-affected countries. Pooled funding is one financing mechanism that aims to harmonise aid flows and thereby reduce the transaction costs of aid for recipients, in line with Paris Declaration principles. As with other aid instruments, there is potential for pooled funds to be effective if utilised appropriately.

This paper introduces an experimental methodology for an index that captures the performance of pooled funds in fragile states across the Paris Declaration principles: ownership, alignment, harmonisation, delivery of results, and mutual accountability. This methodology was fully tested on three pooled funds in different countries to show it is possible to assess and compare pooled funds in a systematic way with results that strongly reflect general perceptions of effectiveness.
 
To access this paper, click here.
  Coming Up  

E-course: Economics of education for policymakers, part II
World Bank

When: 21 January – 1 March, 2013
Cost: USD 400

Application Deadline: 14 January 2013

This course follows up on Part I of this series and helps education professionals make better use of economic tools when making complex decisions to improve the quality, efficiency, equity and sustainability of education systems.This six-week course is composed of:
  • one module that reviews content from Part I;
  • four learning modules that cover more advanced economic concepts, such as economic evaluation, demand, supply and production; and
  • a final exercise that allows participants to apply all the concepts learned in the course.
  • The course uses a multimedia approach to present key concepts and provide opportunities to apply and discuss them. In addition to select reading materials, the modules use a combination of videos, interactive simulations, research exercises and/or case studies to broaden participants’ understanding of the topics.
For more information and to register, click here.
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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