inee bi-weekly bulletin, 20 june 2016s3.amazonaws.com/inee-assets/resources/inee_bi-weekly...higher...

8/15/2016 INEE Bi-Weekly Bulletin, 20 June 2016

http://us5.campaign-archive2.com/?u=fef0506b371181f31cc3ba467&id=fc13bedc64 1/8

In this Bulletin Join Us

ForwardBulletin

Quick Links

INEE Toolkit

INEE MinimumStandards

MemberDatabase

Jobs

FAQs

Donate ToINEE

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.

Subscribe Share Past Issues Translate



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




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




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




‘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.




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




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




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

All rights reserved. If you reprint, copy, archive, or repost this message, please retain this disclaimer. Quotationsor extracts should include attribution to the original sources.

You are receiving this message because you subscribed to an INEE email list.

Update your email subscriptions OR Unsubscribe <<Email address>> from ALL INEE email lists

InterAgency Network for Education in Emergencies (INEE)122 E. 42nd St., New York, NY 10168

www.ineesite.org


inee bi-weekly bulletin, 20 june 2016s3.amazonaws.com/inee-assets/resources/inee_bi-weekly...higher...

Documents