Education and Fragility Newsletter
March 2013
When: 8 April 2013
Where: UNESCO, Paris, France

International Symposium on Education, Fragility and Conflict
When: 8-9 April 2013
Where: Sciences Po/UNESCO, Paris, France

Roundtable Discussion: Health and Education in Conflict-Affected and Fragile Contexts
When: 13 May 2013
Where: USIP, Washington, DC, USA

Knowledge Capsule
Did you know… Education activities made up just 0.9 percent of global received humanitarian funding in 2012. Last year within the emergency appeals in Mali, Chad and Mauritania, emergency education was funded at 6.4 percent, 14.5 percent and 0 percent respectively.
~IRIN News

Sound Bite
"Being in school makes children feel safe and protected and leaves parents hopeful about their children’s future."
~Youssouf Abdel-Jelil, UNICEF Syria, on why education is a top priority for Syrian parents and children

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Dear INEE Members,

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

This newsletter contains information and resources of interest and relevance to those working in education in fragile and conflict-affected contexts, as well as updates on programs by INEE member agencies and activities of the INEE Working Group on Education and Fragility

We encourage you to share with us any education and fragility resources and information for inclusion in our upcoming Newsletters and the INEE website. Please forward your suggestions with related attachments and web links to

INEE Education and Fragility Secretariat,
on behalf of the INEE Working Group on Education and Fragility
  In this Newsletter  
Working Group Corner In the spotlight:
  • BlogThe Impact of Higher Education in Refugee Situations: UNHCR Celebrates 20 Years of Scholarships for Refugees
  • Letter to the UN Special Envoy Romano Prodi on the Crisis in the Sahel, signed by INEE Director Lori Heninger
Work Bench
  • Report: A Girl's Right to Learn without Fear: Working to End Gender-based Violence at School
  • ReportDevelopment Effectiveness Review 2012: Fragile States and Conflict-Affected Countries
  • ReportUNHCR’s Engagement with Displaced Youth
  • Report: Childhood under Fire: The Impact of Two Years of Conflict in Syria
  • Opinion PiecePost-2015: Take-away Messages for Fragile States and Education
  • ArticleContracting out Health Services in Fragile States: Challenges and Lessons Learned
  • Book: Improving Learning in Uganda Volume I
  • BookPeace Shining through the Sails. Experiences of International Cooperation and Research for Co-existence among Cultures, Rights and Human Development
  • Call for ApplicationsBridging the Gap: Gender and Conflict Theory, Research and Practice
  • Call for Applications: 2013 WISE Awards
  • Call for ProposalsUSIP Horn of Africa Priority Grant Competition
Coming Up
  • Course: Advanced Course on Conflict, Crisis and Transitions
  • Course: Evaluating Peacebuilding Projects
  • CourseTeachers for Peace: An Immersion Experience in Thought and Action
  • Conference: InterAction Forum 2013: Engage, Learn, Build
  Working Group Corner  

Conflict Sensitive Education -- Why and How?

When: 8 April 2013
Where: UNESCO, Paris, France

UNESCO-IIEP and INEE through its Working Group on Education and Fragility are co-organizing a High-Level Symposium entitledConflict-Sensitive Education – Why and How? to be held on 8 April 2013 at UNESCO’s Headquarters in Paris.

The Symposium will bring together some 100 to 150 high-level participants representing ministries of education and other government bodies, intergovernmental and non-governmental organizations, UN agencies, bilateral development organizations, the private sector, civil society organizations, as well as leading national and international agencies promoting education in emergency and fragile contexts.

Participants include Ms. Carol Bellamy, Chair of the Global Partnership for Education, Mr. Tanq Qian, Assistant Director General of UNESCO, the Ministers of Education from the Democratic Republic of Congo, Chad, Liberia Uganda and Mali, the Deputy Ministers of Education of Yemen and Sierra Leone and the Director General of Planning of the Ministry of Education of Afghanistan. 

Representatives from the Ministry of International Development of Norway, Ministry for Development Cooperation of Denmark, Dutch Ministry of Foreign Affairs, the Belgian Ministry for Development Cooperation, Swiss Agency for Development and Cooperation, German Agency for International Cooperation, Spanish Agency for International Development and Cooperation, Canadian International Development Agency, United States Agency for International Cooperation, UNICEF, UNHCR, Permanent Delegations to UNESCO and OECD, and other international organizations have confirmed their participation. 

The Symposium will see the launch of the INEE harmonized approach and tools to introduce conflict-sensitivity in education policies, programmes and investment. The participants are expected to endorse a Common Framework for prioritizing conflict-sensitive education in crisis-affected countries, and for the further mobilization of all key stakeholders around concerted actions to help these countries achieve Education for All targets and the MDGs.  

This Common Framework is also expected to support conflict-affected countries applying for funding to the Global Partnership for Education to ensure that their education plans are not conflict-blind.  

The symposium will be followed by a cocktail and a concert by Peter Yarrow of Peter, Paul and Mary for children affected by violence around the world.

For more information about the event, please click here
To learn more about the background of the event, please click here.

The International Symposium on Education, Fragility and Conflict

When: 8-9 April, 2013
Where: Sciences Po & UNESCO, Paris, France

The International Symposium on Education, Fragility and Conflict is a joint initiative of the University of Newcastle Australia, the Paris School of International Affairs (PSIA) at Sciences Po, and the INEE Working Group on Education and Fragility, and is supported by a grant from the University of Newcastle Australia.

The symposium will bring together academic research and practice in the area of education, fragility, and conflict, and will provide a platform for reciprocal learning, the exchange of ideas and knowledge-building in this crucial subfield of educational development.

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.

Symposium events will take place on the morning of Monday, April 8, 2013 at Sciences Po University, Paris, and on the morning of Tuesday, April 9, 2013 at UNESCO, Paris.

Attendance at the symposium is by invitation only.

For more information about the conference, please contact:

Dr Stephanie Bengtsson
Lecturer in Education
University of Newcastle Australia
4th Biannual Meeting of INEE Working Group on Education and Fragility

When: 9-10 April 2013
Where: UNESCO, Paris, France

The fourth and final biannual meeting of the INEE Working Group on Education and Fragility will take place on 9-10 April 2013, at UNESCO Headquarters in Paris, France. The objectives of this meeting are fourfold: 1) To review and discuss current and future achievements of the Working Group; 2) To reflect on where the field of education and fragility is heading, particularly in a post-2015 world, and the contribution of the Working Group to it; 3) To define the next steps in the implementation of the Working Group's recently-developed Advocacy Strategy; and 4) to discuss the future of the Working Group beyond September 2013, when its mandate ends.

Working Group members will discuss achievements in relation to the various ongoing activities of the Working Group. Half a day will be dedicated to a Learning Forum, which is also the second half of the International Symposium on Education, Fragility and Conflict.  This session aims to involve Working Group members in critical reflection about issues related to education, conflict and fragility with researchers, and to identify potential links with current work and future initiatives of the Working Group.

The minutes of the meeting will be shared in a future issue of this Newsletter.
Roundtable Discussion on Health and Education in Conflict-Affected and Fragile Contexts: Bridging the Development Gap and Enhancing Collaborations

When: 13 May 2013
Where: United States Institute of Peace (USIP), Washington DC, USA

The INEE Working Group on Education and Fragility, in collaboration with the United States Institute of Peace (USIP), is organising this roundtable discussion on health and education in conflict-affected and fragile contexts on 13 May 2013.

The role that education plays in conflict-affected and fragile contexts, including in state and peace building processes, is well documented. Similarly, there is a substantial body of evidence on the health sector’s role in conflict-affected and fragile contexts. Yet, beyond the experiences of two distinct sectors, how can the education and health sectors collaboratively address the challenges posed by conflict-affected and fragile contexts in the post-2015 world?

How can they work together to strengthen state- and peace building processes in these contexts? And how can they collaborate to effectively influence donors to prioritise funding to both sectors individually, as well as combined health and education projects and programmes, in conflict-affected and fragile contexts?

The objective of this roundtable discussion is to identify the gaps in current collaboration, and the possible types of collaboration between the health and education sectors around state and peace building in conflict-affected and fragile contexts in the post-2015 world.

It is expected that the roundtable discussion will be attended by 25-40 experts and practitioners from both the health and education sectors (by invitation only), and that by the end of the roundtable discussion, a document will be produced which will serve to identify possible collaborative efforts, and which may also be used as a background document to inform policy discussions on the post-2015 agenda.

For more information and to view the concept note of this event, please click here.

If you have information concerning projects in which the education and health sectors collaborate, please contact, as this will be useful for the research done in preparation for the roundtable discussion.
In the Spotlight

The Impact of Higher Education in Refugee Situations: UNHCR Celebrates 20 Years of Scholarships for Refugees
UNHCR (written by Corinna Frey)
Photo: A former DAFI student now a primary teacher in Kenya (UNHCR, 2011)
UNHCR is a member of the INEE Working Group on Education and Fragility. Corinna Frey worked as an intern for the DAFI Programme in UNHCR’s Education Unit in late 2012.

“As a refugee, to attend university was something that I did not even dream of.” Mapendano Nabulizi, a Congolese refugee who studied in Tanzania, says.

There are several reasons why refugees like Mapendano Nabulizi sometimes do not even dream about going to university. Being forcibly displaced from their home countries often implies a disruption of their education. The possibility of continuing education in a refugee context can be limited and inconsistent, particularly for girls and at secondary level. On a global scale, only 36% of refugee children are enrolled in secondary school.          

And even if schools are accessible, adverse conditions related to forced displacement (e.g. lack of school materials and professionally qualified teachers, language issues, discrimination), decrease the likelihood of achieving a general qualification for university entrance.

Having fled their country due to persecution or conflict, many refugees also lack the necessary financial resources to pursue a higher education.

To read the entire blog post, please click here.
For more information about the DAFI programme, click here.

To view the “Seeds of Hope” exhibition, which shows how investment in higher education has changed the lives of thousands of refugees, click here.

Letter to UN Special Envoy Romano Prodi, on the Crisis in the Sahel
Signed by INEE Director Lori Heninger
INEE Director Lori Heninger
This letter signed by INEE Director Lori Heninger appeals to the UN Special Envoy for the Sahel, Romano Prodi, to emphasize the key role that education can play in building the resilience of vulnerable children and communities in the Sahel, and to address how to incorporate education into current national and regional strategies for this region. Specifically, this means:
  • Promoting education as an essential vehicle to deliver resilience messaging and programming by both aid agencies and governments in the Sahel;
  • Ensuring strategies to improve resilience in the Sahel are informed by education experts together with agriculture, nutrition, and DRR experts to ensure that education's vital role in building resilience of children and communities is considered in forthcoming discussions and factored in to regional strategies; and
  • Ensuring that education is incorporated into all future humanitarian needs assessments and is fully funded in drought-affected regions of the Sahel.
To read the entire letter, please click here.

INEE Guidance Note on Conflict Sensitive Education
INEE Working Group on Minimum Standards and Network Tools
INEE Guidance Note on Conflict-Sensitive Education
The INEE Working Group on Minimum Standards and Network Tools is pleased to share the new Guidance Note on Conflict Sensitive Education! The Guidance Note offers strategies for developing and implementing conflict sensitive education programs and policies through all types and phases of conflict. Building upon the INEE Minimum Standards, the Guidance Note is a useful tool for practitioners, policy-makers and researchers working in conflict-affected and fragile contexts.

Inside, Section I introduces key concepts related to conflict sensitive education. Section II offers strategies to implement conflict sensitive education programs and policies. Section III features the Conflict Sensitive Education Quick Reference Tool; conflict analysis activities and tools; case studies from Sierra Leone, South Sudan and Colombia; and references.

For more information and additional tools and resources on conflict sensitive education, visit the INEE Toolkit and INEE website.

Join the Conversation on Teacher Professional Development in Crisis
INEE Discussion Forum

The Teacher Professional Development in Crisis Series is a three-month online special forum that brings together international experts, practitioners, and teachers to address what we see as the overall poor quality of professional development provided to so many teachers across the globe. The forum aims to build an online community and movement around research, ideas, and strategies so that teachers everywhere get the professional development that is truly high-quality -- not simply cheap or convenient.

Week 5's discussion, led by Dr. Heidi Biseth (Save the Children Norway), is entitled "Quality Education in Emergencies – is it possible?"Everyone agrees that quality education must be provided with children, especially during emergencies. However, there is no consensus on what does quality education means, what it entails, and how to make it happen. Dr. Biseth enumerates different definitions of quality, from measuring quality through different learning indicators to quality as a policy issue or as a constructed value. She also explains Save the Children's framework for understanding quality education.

There are two new discussions this week:

  1. When there are no teachers… by Silje Sjøvaag Skeie of the Norwegian Refugee Council, and
  2. Who teaches the teachers? Teacher education and sustainable solutions by Education Consultant Deborah Haines.

Join the Conversation! To see the overview of the Discussion Series and participate in any of the discussion topics, click here.

  Work Bench  
Reports and Articles

A Girl's Right to Learn without Fear: Working to end Gender-based Violence at School
Plan International USA

A major barrier to the achievement of quality education is the existence of gender-based violence in and around schools. Quality education must include learning relevant to the needs, rights and aspirations of girls - and this learning must be delivered in safe school environments that are free from gender bias and promote gender equality.

Between 500 million and 1.5 billion children experience violence every year, many within schools. School-related gender-based violence (SRGBV) is correlated with lower academic achievement and economic security, as well as greater long-term health risks. SRGBV is a global phenomenon, which is also very prevalent in schools in conflict-affected and fragile contexts.

This report outlines eight key principles for framing effective government action against SRGBV. In adopting and applying these principles, governments can bring a strong national focus to tackling gender-based violence in schools.

To read the full report, please click here.
Development Effectiveness Review 2012: Fragile States and Conflict-affected Countries
African Development Bank 

State fragility is a major constraint on Africa’s development. Four out of every five fragile states around the world are found in Africa. Around a third of African states, home to over 200 million people, can be classed as fragile. Historically, fragile states have received less aid, relative to their needs and absorptive capacity, than most developing countries. Some of them - the so-called ‘aid orphans’ - have suffered from serious, long-term neglect.

In recent years, the African Development Bank has enhanced its capacity to help fragile states - especially those emerging from periods of conflict and political crisis - consolidate peace, stabilise their economies and lay the foundations for sustainable poverty reduction and long- term growth. In 2008, the AfDB adopted a new Strategy for Enhanced Engagement in Fragile States and created a Fragile States Facility to implement it. This evaluation of the Bank's operations related to this strategy sheds useful light on the challenges involved in implementing the Strategy and offers valuable recommendations on how to overcome them.

This review begins by looking at trends in conflict and fragility in Africa, and at the overall development performance of Africa’s fragile states as a group. It then outlines how the Bank contributes to development in fragile states, including how it contributes to the education and health sectors (p. 24), and how well the Bank manages its operations in fragile states. Finally, the review examines how efficient it is as an organisation in supporting fragile states.

To read the full report, please click here.
UNHCR’s Engagement with Displaced Youth

UNHCR aims to be a fully age, gender and diversity inclusive organisation within the next four years. Yet the 2011 global analysis of UNHCR’s accountability frameworks for Age, Gender and Diversity (AGD) revealed that only 14% of its managers worldwide reported full achievement of targeted actions for adolescents. This stands as one of the top four gaps in implementing the AGD policy.

This review explores UNHCR’s engagement with displaced youth, refugees and IDPs, by analysing the agency’s mandate in relation to youth through its policies, guidelines and strategies, institutional infrastructure, approaches to identifying and responding to the needs of displaced youth, current funding, programmes and monitoring and evaluation processes.

The review also describes UNHCR's education programs, as well as vocational education and training programs for youth (p. 48-51).

To read the full report, please click here.
Childhood under Fire: The Impact of Two Years of Conflict in Syria
Save the Children UK

In this report, Save the Children estimates that nearly 2 million children are in need of assistance in Syria. A larger humanitarian action response is absolutely essential, but the organization also recognizes that without peace, there will only be more death, and more destruction for children in Syria.

Children have been displaced, recruited by armed groups and forces, used as human shields and have little to access to health care. Attacks on hospitals and schools have also been reported. 2,000 schools in Syria have been damaged during the conflict, and many are closed because they have become temporary shelters for displaced people. 

Experience in other conflict settings has taught that the longer children are out of school, the less likely they are to ever go back, which threatens their own futures and the future of the country. For this reason, Save the Children is calling on the international community to take urgent action to address some of these challenges so that children and their families can receive the assistance they so desperately need.

To read the full report, please click here.
Post-2015: Take-away Messages for Fragile States and Education 
Elin Martinez, Save the Children UK

This article argues that a good quality education ranks as a top priority in Post 2015 surveys and discussions, and access to quality education is also highly demanded by children, parents and communities in crisis-affected settings.

This article therefore argues that education should also be made a top priority by decision makers, such as the members of G7+ countries, a group of 18 like-minded fragile states taking development decisions into their own hands. G7+ countries, as well as donors supporting fragile states in the achievement of their goals, recently met  in Dili, Timor-Leste, to discuss and adopt a common post-2015 agenda for fragile states. The Dili consensus on post-2015 notes a major focus on inclusive economic growth, peacebuilding and statebuilding, climate change and environmental management. 

This article concludes that education is the crucial link between the top priorities of fragile states, and recommends that the G7+ agenda towards 2015 needs to include education that is focused on securing equal access to good learning foundations for all children.

To read the complete opinion piece, please click here.
Contracting out Health Services in Fragile States: Challenges and Lessons Learned 
Dr. Ahmed A. Khalil, University of Medical Science and Technology, Sudan

Governments engage with the private sector in several ways, one of which is through contractual agreements to provide services to the population on the governments’ behalf (the process of ‘contracting out’). The importance, feasibility and effectiveness of this contracting process in the health sector is disputed, particularly in states where the government is unable to adequately deliver fundamental services.

This manuscript reviews the literature on contracting between governments and the private sector and analyses the basic principles and technical aspects of contracting, using experiences of countries worldwide. While there are stories of success with contracting for healthcare services in fragile states, this depends largely on individual properties of the countries in question, including levels of government backing and support, familiarity with engaging private providers and monitoring and evaluation schemes. Keeping this in mind is essential in benefiting the populations, governments and contractors in question.

To read the complete article, please click here.

Improving Learning In Uganda Volume I
Innocent Najjumba; Charles Bunjo; David Kyaddondo; Cyprian Misinde - World Bank

This is one of the first analyses in Africa to examine how parents and communities have taken up the challenge of feeding their children during the school day. It carries important messages for countries throughout Africa and beyond that are seeking to develop sustainable, community-led school feeding programs.

92 percent of rural children in Uganda are attending school without breakfast and more than 70 percent of them go through a school day without lunch. Children who are hungry and/or unhealthy cannot learn, and are at greater risk of not attending and not completing school.

The book underscores the potential for Uganda to unleash the power of a legislated partnership with parents by removing some of the barriers that currently prevent parents from playing an active role in feeding their children at school. 

The book also recognizes that school feeding not only addresses educational needs, but also has the potential to provide a productive safety net by targeting the extremely poor and those vulnerable to exclusion. The emerging role for government to support parental efforts with complementary programs such as de-worming and other school health initiatives is also articulated.

To read the book online, please click here.
To purchase a hard copy of the book, please click here.
Peace Shining through the Sails. Experiences of International Cooperation and Research for Co-existence among Cultures, Rights and Human Development
Silvia Guetta (Editor)

This book moves from the awareness that peace is a deep need of all human beings and education to peaceful co-existence a priority. The first part addresses the culture of peace education and a pilot-project experience with Israeli and Palestinian youth.

In its second part, this book looks into the issues and complexities of approaching human and children’s rights, inter-culturalism, and human development in conflict and marginalized areas based on contributions from experts and their field research in several countries, including: Sri Lanka, Nicaragua, Macedonia, Mexico, Palestine, Israel, Brazil, Guatemala, Ecuador, Cuba, and Mozambique. 

The English e-version of this book is now available here.

The Italian version of the book can be purchased here.
For more information regarding the book, please email:,
Call for Applications

Bridging the Gap: Gender and Conflict Theory, Research and Practice
Center for the Study of Gender and Conflict, George Mason University School for Conflict Analysis and Resolution

When: 11-13 April 2013
Where: Arlington, Virginia, USA

Deadline for submission of abstracts: 30 March 2013

The Center for the Study of Gender and Conflict (CGC) at the School for Conflict Analysis and Resolution, George Mason University, will hold its inaugural Annual Conference, Bridging the Gap: Gender and Conflict Theory, Research and Practice, on April 11-13, 2013. The conference will foster spirited dialogue on the application of gender and feminist theory to the practice and research methods of conflict analysis and resolution. 

Over the past decade, gender has emerged as a core global issue for the conflict analysis and resolution field. Since the United Nations Security Council adopted Resolution 1325 in 2000, virtually all major international organizations engaged in conflict prevention and resolution incorporate gender into their projects and a slate of international conventions, laws and networks exists to promote attention to gender issues as key dimensions of conflict.

And yet, practices of conflict resolution have lagged behind the theorizing when it comes to recognizing that gender is not just about paying attention to women’s needs and potential, but deepening understanding of how cultural and historical frameworks of masculinity and femininity play an important role.

For more information about the conference and how to submit abstracts, click here.
2013 WISE Awards
World Innovation for Summit Education (WISE)

Application Deadline: 31 March 2013

Each year, the WISE Awards recognize six successful innovative projects that are addressing global educational challenges. WISE brings to light these educational models for their positive contribution within a community or society and their potential for scalability.

Project holders from any region, educational sector or level may submit applications which demonstrate the quality and impact of their activities in accordance with the criteria. This includes projects that provide access to quality education, create new opportunities for lifelong learning or develop innovative educational technologies and approaches.

Each winning project receives international recognition and a prize of US$20,000. Winning projects will also be showcased at the 2013 WISE Summit in Doha, Qatar on 29-31 October 2013.

For more information, please click here.
USIP Horn of Africa Priority Grant Competition
United States Institute of Peace (USIP)

Application Deadline: 2 April 2013

USIP’s Horn of Africa Priority Grant Competition will seek to support non-profit organizations and universities that are working on peacebuilding and conflict resolution projects in the Horn of Africa. For 2013, USIP is seeking to fund projects in Somalia, South Sudan, and Sudan. Priority will be given to local (Somali, South Sudanese, and Sudanese) organizations, but other organizations with a strong history of work in the region may also apply. In future years, USIP may elect to fund projects on a different set of countries in the region.

To learn about eligibility and how to apply, please download and carefully review the 2013 Call for Proposals.

For more information, please click here.
  Coming Up  

Advanced Course on Conflict, Crisis and Transitions
Overseas Development Institute

When: 16-23 July 2013
Where: University of York, York
, UK

Application deadline: 31 March 2013

The past decade has seen a surge in attention to supporting countries affected by and recovering from conflict. A parallel growth has also occurred in the number of professionals working in the fields of humanitarian, development and post-conflict recovery policymaking and practice. They are faced with a myriad of challenges associated with contexts transitioning from conflict to peace, yet rarely have the opportunity to reflect upon the critical concepts, practical challenges and policy dilemmas involved in supporting effective transitions.

The Advanced Course on Conflict, Crisis and Transitions aims to facilitate learning and guided reflection on these crucial issues. The course brings together midcareer and senior professionals in York for one week each summer. Course participants will engage in a participatory learning process that combines lectures with small group discussions and exercises, with the possibility of publishing an analytical piece.

If you are interested in attending the course, please complete the application form and submit it to

To learn more about the programme, please click here.
To download the application form, please click for the Word or PDF version.
Evaluating Peacebuilding Projects

When: 1-3 May 2013
Where: Bern, Switzerland

Application deadline: 10 April 2013

This course on results-oriented evaluation of peacebuilding projects will provide an overview of how concepts of change can be applied to the full project cycle, and how decisions in the design stage influence the evaluability of a peacebuilding intervention. It will present key decisions for evaluation preparation and guidance for developing effective evaluation Terms of Reference. Training participants will increase their knowledge of quality standards and principles in evaluation and they will understand how different evaluation approaches affect both processes and results. Furthermore, they will learn how to make maximum use of evaluations to foster learning and accountability. 

For more information and to apply, please click here.
Teachers for Peace: An Immersion Experience in Thought and Action
International School for Jain Studies

When: 15 July - 8 August 2013
Where: India - Delhi, Jaipur, Aligarh & Jalgaon

Application deadline: 15 April 2013

This course is for educators who directly interact and work with children. The goal of this program is to serve as a foundation for creative curriculum enhancement by incorporating practical applications of ahimsa. Practiced most famously by Mahatma Gandhi, ahimsa (nonviolence) is a practical and inspiring way of life that is also a powerful tool for responding to conflict and creating meaningful change.

Participants will be immersed in the lifestyle of ahimsa for the duration of the program. They will also receive an introductory course on ahimsa, take field trips and site visits, interact with educators and schools that have adapted the ahimsa in their classrooms, and study the practice of ahimsa in other fields, such as health, conflict resolutions, economics, and race relations. Discussions will be lead by practitioners of non-violence, fellow educators, and scholars in India.  

For more information and to apply, please click here.

InterAction Forum 2013: Engage, Learn, Build

When: 29 April - 1 May 2013
Where: Arlington, Virginia, USA

Co-chaired by the presidents of the Aga Khan Foundation and Plan International USA, the annual InterAction Forum serves as a venue for leaders and innovators of NGOs, governments, philanthropy, corporations and civil society to come together and forge common solutions that focus on their work to improve the lives of the world’s poor and marginalized and that move us toward a world that works for all.

Sessions include: workshops on Post 2015 Millennium Development Goals; understanding innovation, resilience, and learning effective advocacy;  including youth in decision making roles; peacebuilding and development in fragile and conflict-afflicted states; mainstreaming youth programming across key sectors; humanitarian standards, lessons learned and best practices. 

For more information and to register, please click here.
The Inter-Agency Network for Education in Emergencies (INEE) is an open global network of practitioners, students, teachers, staff from UN agencies, non-governmental organizations, donos, governments and universities who work together to ensure all persons the right to quality, relevant and safe educational opportunities. INEE is a vibrant and dynamic inter-agency forum that fosters collaborative resource development and knowledge sharing and informs policy through consensus-driven advocacy. INEE also has a website with a wide range of resources for those working on education in emergencies, chronic crises and early recovery
Copyright © 2013 Inter-Agency Network for Education in Emergencies (INEE), All rights reserved. If you re-print, copy, archive or re-post this message please retain this disclaimer. Quotations or extracts should include attribution to the original sources.

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