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Education and Fragility Newsletter
November/December 2013
Knowledge Capsule

Did you know… In countries in sub-Saharan Africa, the risk of conflict in the areas with the highest education inequality is almost double that of the areas that have the lowest education inequality.

~Education Transforms Lives
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“Our biggest challenge is to reach the most marginalized children and those living in fragile and conflict-affected countries. The Global Partnership is on the front line on this issue, because 85 percent of all out-of-school children in GPE developing countries live in fragile and conflict-affected countries,” -
Alice Albright, Chief Executive Officer of the Global Partnership for Education


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Dear INEE Members,

Welcome to a joint edition of the INEE Education and Fragility Monthly Newsletter for the month of November and December 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.

With great warmth, we wish you the happiest of festive seasons. 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.

We look forward to further strengthening the work on education in conflict-affected and fragile contexts with you in the coming 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 would like to wish you a joyous holiday season, and a most wonderful New Year.

Sincerely,
INEE Education and Fragility Secretariat,
on behalf of the INEE Working Group on Education and Fragility
  In this Newsletter  
Working Group Corner Conflict Sensitive Education Corner Spreading the Word on CSE: News Work Bench Coming Up
  Working Group Corner  

Minutes of the Working Group on Education and Fragility Biannual Meeting
INEE Working Group on Education and Fragility

The biannual Working Group on Education and Fragility meeting was held from 30 September to 1 October 2013 in Washington DC, hosted by United States Institute of Peace (USIP) and Save the Children US.
 

The highlights of the meeting included:
  • The latest research results and ongoing study process in the area of education and fragility were shared.
  • The Working Group identified focus areas for its 1-year extension to September 2014: conflict-sensitive education, resilience, and emerging issues (including the Syria crisis, and work with middle-income countries).
To read the full minutes, 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.

Hard Copies of INEE Materials Available
INEE


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.  You can now pre-order hard copies of the Conflict Sensitive Education Pack in English and French!
 
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 materials@ineesite.org.
 
Spreading the Word on CSE
Seminar on Education and Conflict: the Past, Present and Future Role of Norway’s Engagement – INEE Conflict Sensitive Education Pack presented
 
Norad, Save the Children Norway and the Norwegian Refugee Council (NRC) organized a seminar titled “Education and Conflict: the Past, Present and Future Role of Norway’s Engagement” on 30 October 2013. The forum was officially opened by Ms. Villa Kulild, Director General of Norad and she highlighted in her remarks that humanitarian aid to education has fallen to 1.4% in 2012 and only 26 % of education funding requests were covered.
 
The first session focused on analysis of Norway’s support to education in fragile situations, including its role as a global leader in promoting education in emergency, conflict or fragile situations and also as one of the very few donors who has included education in its humanitarian policy. Prof. Alan Smith and Christine Smith Ellison from University of Ulster presented a report on Norway’s contribution in the area of education and fragility, with the aim of informing future practices and positioning, followed by a panel discussion with Jan Egeland, Secretary General of NRC and Tove Wang, Director General of Save the Children.

The second session discussed Conflict Sensitive Education and how it can be implemented and promoted by different actors. From the Working Group on Education and Fragility, Suzanne Grant Lewis, Deputy Director of IIEP, presented IIEP's conflict-sensitive approach to education sector planning. INEE’s Coordinator for Education and Fragility, Naoko Arakawa, presented the Conflict Sensitive Education Pack. The event was a clear demonstration of Norway’s leading role as a major advocate for upholding the right to education for children living in conflict-affected situations. 


Details of the event are available here.

Photo Credit: Norwegian Refugee Council/Beate Simarud
  News  

UNICEF Peacebuilding, Education and Advocacy (PBEA) Programme Updates 
UNICEF

The four-year Peacebuilding, Education and Advocacy (PBEA) Programme – a partnership among UNICEF, the Government of the Netherlands, national governments and other key partners – is an innovative, cross-sectoral programme aimed at bolstering policies and practices around education for peacebuilding. It focuses on strengthening resilience, social cohesion and human security in conflict-affected contexts, including countries at risk of or recovering from conflict. The PBEA programme currently operates in 14 countries: Burundi, Chad, Côte d’Ivoire, Democratic Republic of the Congo, Ethiopia, Liberia, Myanmar, Pakistan, Sierra Leone, Somalia, South Sudan, State of Palestine, Uganda and Yemen.

In October, UNICEF met with the Government of the Netherlands to review programme results in 2012 as well as discuss opportunities and challenges moving forward. On 21 October, the Ministry of Foreign Affairs and UNICEF hosted the Peacebuilding and Education Symposium to explore the contribution of education to security and rule of law in post-conflict states. On 23 October, the IS Academie on Education and International Development hosted The Practice of Peacebuilding and Education, where UNICEF staff presented their experiences on the ground in implementing the PBEA programme.

To know more about the PBEA, please click here.
 
University of Florence Event on Children and Education in Syria

The University of Florence in cooperation with Consonanze Association and the Municipality and Province of Florence organized a public event to discuss children and education in Syria on November 7th. Professor Silvia Guetta, a member of the INEE Working Group on Education and Fragility presented about situation of Syrian children and the importance of education. For further information, please contact Professor Guetta at guetta@unifi.it.

To read the report, please click here.
  Work Bench  
Reports
Result for Learning Report 2013: Facing the Challenges of Data, Financing and Fragility

Global Partnership for Education

Education aid to the poorest countries in the world is in sharp decline, threatening to derail progress made over the past decade, says a new report by the Global Partnership for Education (GPE). The report, entitled Results for Learning 2013: Facing the Challenges of Data, Financing and Fragility was officially launched at an event hosted by the Center for Universal Education at the Brookings Institution.
 

According to the report, the average primary school completion rate in GPE developing countries rose from 58 percent in 2000 to 75 percent in 2011. The share of out-of-school children declined from 39 percent to 24 percent over the same period. However, the report highlights risks that threaten the progress on global education, including the alarming decrease in external financing for education and the challenges in reaching children in fragile and conflict-affected countries. Another major issue is the lack of data on financing for education and learning outcomes, which is a clear obstacle to setting goals and measuring progress.

”The report shows that we are not on target to reaching universal primary education by 2015,” said Alice Albright, Chief Executive Officer of the Global Partnership for Education. “We are facing a learning crisis in developing countries, and this crisis is aggravated by a sharp decline in international education financing. We need to focus on this crisis if we want to avoid that millions of children are left behind,” she added.

To read the report, please click here.

The Smartest Investment: A Framework for Business Engagement in Education

A Joint Initiative by UNESCO, UNICEF, the UN Global Compact and the UN Special Envoy for Global Education

The Framework makes the case for putting education at the centre of business investment. The guide is an essential resource for companies to understand the business benefits of advancing education goals and provides guidance for how to align business with education priorities through a three-part process for engagement:

1.  Make a strong business case internally about why the company should engage in education. For example, identifying business ‘drivers’ or benefits such as growth, cost-reduction, or profitability, are all part of making a case for long-term investment in education. Business drivers include: 
       a)    Fostering innovation in education
       b)    Addressing operational risks
       c)    Improving brand leadership and enhancing corporate reputation
       d)    Boosting employee morale and retention
       e)    Developing capacity of future employees 
2.  Identify activities that improve education while benefiting business. Activities should address real education challenges in the context of local needs. 
3.  Apply best practices in order to ensure responsible social engagement. The guide offers best practices and examples of activities that are sustainable, scalable, and aligned with government priorities.

To read the report, please click here.
Resources
Key Advocacy Messages of the INEE-RET Round Table: Youth Education 2015 and Beyond – Setting Priorities
RET and INEE

This 15 October, 23 experts from 16 organisations, engaged in youth education 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 fragile contexts 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: youth-roundtable@theRET.org
Conference Report
UKFIET 2013 Conference Papers Now Available Online
UKFIET 

In September, nearly 550 participants from more than 60 countries gathered in Oxford for the 12th UKFIET International Conference on Education and Development to discuss and debate Education and Development Post-2015.  In this conference, UNESCO-IIEP and INEE hold a symposium entitled “Rebuilding resilience in a changing world: Conflict and crisis sensitive approaches to planning and programming for education systems”. 

At the time of submission, authors were offered the option to make their papers available in an open access format following the conference. These papers are now available to view and download from a new section of the UKFIET Community of Practice.  We hope that this repository will help to sustain the important dialogue begun at the conference.

To read these papers, please click here.
Web Resource
EiE Annotated Bibliographies 
INEE

As the leading network of practitioners and policy makers in the field of education in crisis-affected contexts, INEE is often called upon by a wide range of stakeholders to support researchers and advise on how to respond to research gaps. In response, INEE has created four annotated bibliographies covering the following topics:

·  INEE Minimum Standards
·  Teacher Professional Development
·  Education for Youth Affected by Crisis
·  Early Childhood Care and Development in Emergencies

The use of these annotated bibliographies can help strengthen ones knowledge, understanding and ability to work with the Minimum Standards and key-thematic issues in Education in Emergencies. Each annotated bibliography provides a scope of the literature and can be used to further identify research gaps in the field of education in crisis-affected contexts. 
Call for Contributions
Take the Survey: Mapping the Education Response to the Syrian Crisis
INEE

In response to member demand, the INEE Working Group on Minimum Standards and Network Tools is contributing to mapping the education response to the Syrian crisis. Help us get a clear picture of the situation and education services offered in Syria, as well as in Turkey, Jordan, Lebanon, Northern Iraq/Kurdistan and Egypt, by filling out a simple online survey.

This survey is an attempt to contribute to an understanding of the full range of educational work carried out in response to the Syrian crisis since the beginning of the conflict, including all education activities related to INEE Minimum Standards domains of access and learning environmentteaching and learningteachers and other education personnel, and education policy.

Thank you in advance for your contributions to this effort.  Please complete the survey by December 22, 2013. Survey results will be synthesized in a report and shared through the INEE website and listserv.

To view and complete the online survey, please click here. Send additional reports, data and information to Ryan Burbach at ryan@ineesite.org.
  Coming Up  
Launch
Launch of the EFA Global Monitoring Report 2013/4 - Teaching and learning: Achieving quality for all


Date: 29 January, 2014
Venue: Africa Hall in UNECA, Addis Ababa, Ethiopia

The 2013/4 Education for All Global Monitoring Report shows that a lack of attention to education quality and a failure to reach the marginalized have contributed to a learning crisis that needs urgent attention. Worldwide, 250 million children - many of them from disadvantaged backgrounds - are not learning the basics. Teaching and learning: Achieving quality for all describes how policy-makers can support and sustain a quality education system for all children, regardless of background, by providing the best teachers. The Report also documents global progress in achieving Education for All goals and provides lessons for setting a new education agenda post-2015. In addition, the Report identifies that insufficient financing is hindering advances in education.

 

Please contact: Salma Zulfiqar in the EFA Global Monitoring Report Team for more details on the GMR 2013/4 launch on s.zulfiqar@unesco.org. Please note that space is limited.
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.
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