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8/15/2016 INEE Bi-Weekly Bulletin, 20 June 2016
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EiE in numbers:Refugee childrenglobally are five timesless likely to attendschool than otherchildren TRFN
20 June 2016
Highlights Education Cannot Wait Case for Investment
New Global Education Cluster Coordinators
Calls to Action Call for Papers: JEiE Special Issue on Education and Peacebuilding
Events Webcast: ReImagining Higher Education in Emergencies
Webinar: Adolescent Girls and Safer Livelihoods
Webcast on Protecting Education from Attack
Faces of Peace: Final Learning for Peace Programme
Resources Comparative Assessment of INEE MS Contextualization Processes
The Fierce Urgency of Now: Right to Education During Crises
Monitoring, Reporting and Responding to Attacks on Education
Webcast on Accelerated Education
Opinions Displaced Persons & Education: Challenges for Development & Policy
The Sunset of the LMTF
Gang violence in El Salvador's school: An education emergency
INEE News Roundup
Highlights
Education Cannot Waitwww.educationcannotwait.org
Having trouble viewing this message? Click to read the online version.
BiWeekly Bulletin
We are pleased to share with you the INEE BiWeekly Bulletin, which highlights recent information,opportunities, and resources in the field of education in emergencies.
We encourage you to share with us any relevant content for inclusion in future bulletins and on the INEEwebsite. Please forward your suggestions with attachments and web links to [email protected]. Past editions of the INEE BiWeekly Bulletin are available on the INEE website.
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Introducing Education Cannot Wait a new globalfund to transform the delivery of education inemergencies.
THE CHALLENGE75 million schoolaged children and youth are indesperate need of educational support, either in dangerof, or already missing out on their education.Communities highlight the importance of educationduring times of crises, yet education appeals receiveless than 2% of humanitarian funding. The right toeducation is most at risk during emergencies but it isalso the exact time when it is needed the most.
THE RESPONSEEducation Cannot Wait joins up governments,humanitarian actors, and development efforts to deliver a more collaborative and rapid response to theeducational needs of children and youth affected by crises. The fund aims to reach all crisisaffectedchildren and youth with safe, free and quality education by 2030.
Click here to read the full investment case for education in emergencies.
Visit www.educationcannotwait.org for more information.
New Global Education Cluster CoordinatorsUNICEF and Save The Children
We are pleased to announce the appointment of Maria AgneseGiordano and Tyler Arnot as Global Education ClusterCoordinators for UNICEF and Save the Children respectively. Maria Agnese joins us from the Office of the OCHA AssistantSecretaryGeneral and Deputy Emergency ReliefCoordinator, where she focused on evaluations and strategicplanning, and led and coordinated a number of interagency
initiatives under the auspices of the IASC to assess humanitarian system performance in Level 3emergencies. Before joining OCHA, Maria Agnese worked in the UNICEF Evaluation Office oneducation in emergencies. Maria Agnese holds a Masters of International Education and Developmentfrom the University of Sussex, United Kingdom and a graduate degree in Languages and Literature fromthe University of Rome “La Sapienza”. She will start in her new role as Global Education ClusterCoordinator on 13 June. Tyler began his career with Save the Children US in 2007, going on to work in Malawi, Sudan, SouthSudan and Bhutan in international programme management, communication and grant management.After receiving a Masters of Education from Harvard University with a focus on education in emergencieshe went on to serve as Education Cluster Coordinator in Somalia. Tyler then joined the Global EducationCluster Rapid Response Team with Save the Children UK and later with NRC/UNICEF, deploying tosupport clusters in South Sudan, Liberia, Ukraine, Nigeria and Yemen. Save the Children is finalisingTyler’s official start date in his new role with the Global Education Cluster, most likely at the start of July.
In the interim, please do continue to be in contact with Caroline Keenan ([email protected])and Annelies Ollieuz ([email protected]) on Global Education Clusterrelated issues, copying TylerArnot ([email protected]) for information.
Calls to Action
Call for Papers: JEiE Special Issue on Education and PeacebuildingJournal on Education in Emergencies (JEiE) The Journal on Education in Emergencies (JEiE) is planning a special issue on peacebuilding,scheduled for publication in the spring of 2017. For this issue, JEiE calls for papers that focus on issuesrelated to education and peacebuilding in emergency settings, broadly conceived. We welcome boththeoretical and empirical research articles that address topics surrounding education and its relationship
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to peace and/or conflict, education for peacebuilding, peace education,and education for conflict mitigation and reduction. We also seek fieldnotes submissions that present innovative tools or approaches related toeducation and peacebuilding, or observations or commentary on researchwork. All manuscripts are subject to a doubleblind peer review process andmust have a 200word abstract. Research articles should be 9,000 wordsor fewer, and field notes submissions should be 4,000 words or fewer.Format and references should follow the Chicago Manual of Style, 16thedition.To be considered for the special issue on education and peacebuilding,you must submit your manuscript by September 1, 2016. Regularsubmissions are ongoing. For detailed information, instructions, and to submit your article, pleasevisit the JEiE website: www.ineesite.org/en/journal.
Events
Webcast: ReImagining Higher Education in Emergencies
InZone / University of Geneva and the UNHCR
Higher Education in Emergencies Summer School Opening Lecture to belive streamed
Date: 21 June 2016Time: 19:30 21:00 CEST
Please join InZone, UNHCR, and the participants of the Geneva SummerSchools Higher Education in Emergencies course for our opening lecture,which will be delivered by Olivier Delarue, CEO of the Global HumanitarianLab and Founding Director of the Global Humanitarian Lab. A reception will follow. Please RSVP at http://inzone.unige.ch/GSS2016. We look forward toseeing you there!
Live stream (as of 19:15 on 21 June 2016)
Webinar: Adolescent Girls and Safer Liverlihoods: Getting it Right from the Start
Women's Refugee Commission
Date: Wednesday, 22 June 2016,Time: 9:30am 10:45am ESTRSVP: https://attendee.gotowebinar.com/register/7993066179631404802
Although many humanitarians now know the importance of refugee girls, the next step is learning todesign programs that increase their safety, instead of overlooking or endangering them. This webinar willdemonstrate how two field tools can be combined to guide safe livelihoods programming for adolescentgirls. It draws from multiple field tests of the I’m Here Approach for Adolescent Girls and the CLARA:Cohort Livelihoods and Risk Analysis Guidance and Tool, including a recent combined pilot with Oxfamin South Sudan.
RSVP here.
Webcast on Protecting Education from Attack
USAID ECCN and GCPEA
Date: 30 June 2016Time: 9:3010:30am EST
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RSVP for Access: https://www.surveymonkey.com/r/G9F33MH Location: Virtual WebexWebsite: http://eccnetwork.net/events/webcastprotectingeducationfromattack
USAID ECCN is pleased to announce a webcastfeaturing the work of the Global Coalition to ProtectEducation from Attack (GCPEA). GCPEA is an interagency coalition of the United Nations and nongovernmental organizations focused on protectingschools, universities, their students and staff, fromtargeted attacks during armed conflict. The webcast willinclude an introduction to the issue of attacks oneducation and present guidance for protecting educationfrom attack within the framework of the Safe SchoolsDeclaration. Join us on June 30 from 9:3010:30 amEastern Time for this webcast.
Please RSVP for this webcast by June 29.
Faces of Peace: Final Learning for Peace Programme UNICEF
Date: Thursday, 30 June 2016,Time: 5.00pm to 7.30pmLocation: Danny Kaye, UNICEF House, 3 United Nations PlazaNew York, NY 10017
UNICEF cordially invites you to join us for Faces of Peace: Final Learningfor Peace Programme, a highlevel event at UNICEF House, bringingtogether donors, partners, academia, policy makers and civil society, toshare achievements and lessons from the Learning for Peaceprogramme and examine ways forward.
Join the Conversation on Twitter: #LearningforPeace
Download printable invitation
CLICK HERE TO RSVP NOW (SEATING IS LIMITED)
Resources
A Comparative Assessment of Bangladesh and Sri Lanka's ContextualizationProcess of the INEE Minimum StandardsPriya Parikh, Tanim bin Awwal
Understanding the Context: A Comparative Assessment of Bangladeshand Sri Lanka’s Contextualization Process of the INEE MinimumStandards
The purpose of this paper is to 1) identify the processes ofcontextualization within the two countries of Sri Lanka and Bangladesh,which are prone to natural disasters 2) identify the gaps and lessonslearned from the application of the Contextualized Standards, 3) identifythe gaps of the contextualization process in comparison to the process inBangladesh, and 4) suggest recommendations on how to improve futurecontextualization processes in countries. Click here to read the full paper from our website
The Fierce Urgency of Now: Delivering Children's Right to Education During CrisesGlobal Campaign for Education UK
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‘The fierce urgency of now’ sets out what the UK should do toplay that role, both alone and in collaboration with others to help
secure the right to education for the millions of children, who
because of humanitarian crisis, are currently denied it. The case
for closing the education gap around the world is both urgent and
compelling. Ensuring that every child has the opportunity to enjoy
a good quality education is a basic human right but it is also an
economic and social imperative.
Education reduces poverty, boosts economic growth and increases
income. It increases a person’s chances of having a healthy life,
reduces maternal deaths, and combats diseases such as HIV and
AIDS. Education can promote gender equality and reduces child
marriage.
Education is one of the most important investments a country can make in its people and its future.
When crises hit the case for education is amplified. Continuing to provide educational services to
children during crises can help mitigate the impacts of the emergency, provide a platform to secure other
benefits for children and their communities and help accelerate the return to normal.
Click to read this resource.
Monitoring, Reporting and Responding to Attacks on Education Report andAnnotated Reference Guide Global Education Cluster & UNICEF
We are pleased to share with you the mapping
report The Role of the Education Cluster inMonitoring, Reporting and Responding to Attacks onEducation Mapping of Perspectives andPractices and the Annotated Reference Guide whichcomplements the mapping and contains a selection of
recent global resources relevant to the Education
Cluster's work in monitoring, reporting and responding to
attacks on education.
Attacks on education and the military use of schools are
a major challenge to education provision in conflict
affected countries. In recent years, Education Clusters
and Education in Emergencies Working Groups (EiE WG) have been increasingly engaged in
monitoring, reporting and responding to attacks on education and the military use of schools and using
this as a basis for advocacy, prevention and response consistent with the cluster mandate of ensuring a
timely and effective education response.
The Global Education Cluster and UNICEF Education, in close cooperation with the Global Child
Protection Working Group (CPWG), commissioned a consultancy to map global practices and
perspectives in relation to the Education Cluster's role in monitoring, reporting and responding to attacks
on education, and to develop fieldbased guidance for Education Cluster/EiE WG coordination teams.
Consultations took place from December 2015 to January 2016, with incountry teams, MRM specialists,
and global experts and advocates in related fields.
Click to download and read these resources.
Webcast on Accelerated EducationUSAID ECCN
USAID ECCN, in partnership with the InterAgency Accelerated Education Working Group (AEWG),
hosted a webcast on June 9 featuring a first preview of the AEWG’s Accelerated Education pocket guide,
featuring 10 key principles of Accelerated Education. Presenters covered the development, importance
and potential application of the Accelerated Education pocket guide and an overview of the 10 principles
to guide development and implementation of Accelerated Education programming.
If you missed the webcast you can view the recording, access resources and participate in an ongoing
discussion on the USAID ECCN website.
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Opinions
Refugees, Displaced Person and Education: New Challenges for Development andPolicy NORRAG News
NORRAG and NORRAG News have always followed critically the progressof world declarations and global goals since the World Conference inJomtien (See NN7 & NN8). And it is noteworthy that refugees and thosedisplaced by war already figured in Article 3 of the Jomtien’s WorldDeclaration on Education for All in 1990 – under the commitment toremoving educational disparities.
Equally in the influential OECDDAC report (1996) Shaping the 21stCentury – which led to the Millennium Development Goals, one of the three key motives for promoting ‘development’ underlines the obvious conclusion that ‘increased human security reduces pressures formigration and the accompanying social and environmental stresses’. Not surprisingly, under theSustainable Development Goal 10 on reducing inequality, there is a key target (10.7) on migration:‘Facilitate orderly, safe, regular and responsible migration and mobility of people, including through theimplementation of planned and wellmanaged migration policies’. Equally, in the Report of the SecretaryGeneral for the World Humanitarian Summit, the refugee crisis is linked to education, since half ofrefugee population are children, and half of these are missing out on primary education (UN, 2016: 21).
Our decision also to link this migrant focus to education was primarily because the provision of educationis clearly critical to the reduction of inequality as well as to the promotion of mobility. These are veryexplicitly connected in the case of global educational migration, and are a key factor in what is termedeconomic migration. But the articles in this issue illustrate the crucial importance of education in forcedor involuntary migration – not as a motive to migrate but as a vital way to cope with the new status ofboth internal and external displacement.
Click to read the full NORRAG news here
Select articles:
Towards a View of Education as Development AND Humanitarian Aid Refugees and Education in the 20th Century Staying in School: A Challenging Reality for Syrian Refugee Children in Jordan
The Sunset of the LMTFLearning Metrics Task Force
Recognizing the critical need for better data to improveeducation quality and measure learning, the Center for UniversalEducation (CUE) at Brookings and the UNESCO Institute forStatistics (UIS) convened a highlevel task force in 2012 todefine a small set of learning outcomes that could be tracked inevery country. Thus the Learning Metrics Task Force (LMTF)began.
The LMTF has now formally sunset and we are currently workingon our final communications. UIS and CUE have cowritten two blogs on the history of the LMTF that we
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have published on the Brookings website. Both blogs are available online now.
Click to read Part 1 and Part 2.
Gang violence in El Salvador’s schools: An education emergency
Brenda Haiplik, Senior Education Advisor Emergencies, UNICEF
In January 2016, I went on mission to El Salvador, the smallest and most densely populated country in
Central America, to explore the escalating issue of gang violence in schools. This is an issue that does
not usually receive much attention at the global level, particularly in the world of EiE where continuous
natural disasters and large scale conflicts seem to take all of our collective energy.
My visit to El Salvador was very short, but the two and a half days I spent there were perhaps my most
challenging days of 2016 so far. The heartbreaking stories shared by brave school community members
made it very clear that the chronic emergency of gang violence in schools in El Salvador, and across
Central America, cannot remain "hidden" any longer.
Click to read the full blog post.
EiE News Roundup
Read these and more articles every day in the INEE Newsfeed.
Children's education is too important to be a casualty of war Thompson Reuters Foundation News, 20 June 2016
With wars and persecution driving more than 20 million people worldwide – half of
them children – to seek protection in other countries, many are struggling to
access basic services. This includes healthcare and education, and the important
daytoday needs of food and shelter. While education is the single most
important tool we can equip children with, it is often one of the first casualties of
conflicts and emergencies.
Click to read more
Burkina Faso: at the crossroads of education planning and monitoring education effortsGlobal Partnership for Education, 13 June 2016
Last month, 70 representatives of Burkina Faso’s education sector partners met for four days in
Koudougou, a city 1hour drive west of Ouagadougou, the capital. The reason: the joint annual sector
review, convened by Jean Martin Coulibaly, the Burkinabè Minister of National Education and Literacy
(MENA). According to all participants, the joint sector review is the most important annual event for
planning and monitoring the sector. For some participants, the joint review is a unique opportunity to take
part in the policy dialogue and share the reality of the challenges and successes of implementing the
sector plan on the ground.
Click to read more
Ethiopia: Education Instrumental in Developing Social Cohesion, Community Resilience MinistryThe Ethiopian Herald, 2 June 2016
Education is a powerful contributor towards building peace as it creates a crucial link between
humanitarian and long term developments. Ensuring equitable access to education is key to addressing
the root causes of conflict and instability in Africa. Ethiopia's Ministry of Education, UNICEF, Association
for the Development of Education in Africa (ADEA) and InterCountry Quality Node (ICQN) on Peace
Education jointly organized a threeday PanAfrican Symposium on Education, Resilience and Social
Cohesion here at UNECA Conference Centre.
Click to read more
1,000 refugees learn coding to support Middle East economyAME Info, 30 May 2016
More than 1,000 refugees residing in Egypt, Jordan, Lebanon and Turkey will be receiving
coding training for one week, as a newly launched initiative aims to support them so they can become
active contributors to these countries’ economies. According to the International Monetary Fund (IMF),
refugees can increase countries’ GDP by one per cent over the span of five years.
Click to read more
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The InterAgency Network for Education in Emergencies (INEE) is an open global network of practitioners,students, teachers, staff from UN agencies, nongovernmental organizations, donors, governments, anduniversities who work together to ensure all persons the right to quality, relevant and safe educational
opportunities. INEE is a vibrant and dynamic interagency forum that fosters collaborative resource developmentand knowledge sharing and informs policy through consensusdriven advocacy.
www.ineesite.org
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