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Basic and Girls Education Bulletin Welcome to the November issue of CARE-USA November 2006 Basic and Girls Education Bulletin, a monthly brief covering issue related to the education sector. Previous Issues: Month CARE CO Themes This month’s issue is: Jan: ECD Feb: C-Tajikistan Resources on 1) Co-authored by CARE-Haiti Youth Sophie Perez, Education and civil society March GCE coordinator. Care-Haiti Teachers April C-Afghanistan Gender Equity 2) Focuses on resources on Education in Emergencies May C-Child Labor Child Labor Programs Featured Quotes June C-Somalia Pastoral “ While education does not cause wars, nor Communities end them, every education system has the July Girls Education potential either to exacerbate or to mitigate the conditions that contribute to violent Aug. C- Quality of primary conflicts” Madagascar education Peter Buckland, Forced Migration Review July Sept C- India Child labor 2006 Oct. C-Peru and Bi-Lingual Education saves lives; education sustains life. Cambodia Education Thus, education is an essential element of This Issue: response efforts to conflicts or crises. Nov. C- Haiti Education in Emergencies Susan Nicolai and Carl Triplehorn, 2003 Upcoming Issues: Dec. HIV/Aids We welcome your suggestions, comments, ideas and encourage you to submit any education related th events happening in your country. Please submit articles by the 15 of each month We would love to hear back from you: Please respond by sending email to Kumkum Kashiparekh, Organizational Learning and Knowledge Manager, Basic and Girls’ Education Unit, CARE USA, Atlanta How did you find this bulletin useful to your work? 1) Very Useful 2) Useful 3) Not useful Did you know that? Haiti is the poorest nation in the world outside Africa. Over half of its 8 million inhabitants living below the poverty line. During the period of political instability and the culmination of months of increasing disorder and violence which led to the ousting of ex-President Jean-Bertrand Aristide in February 2004, schools were particularly targeted and most of them were temporarily closed. Children have been the first victims of these last years of constant violence, political instability and insecurity. For those who have access to education, most of the school years have been interrupted. Growing insecurity and kidnappings put the children at risk when they go to school. Many teachers have left the country and have been replaced by unqualified people, resulting in a significant degradation of the quality of education. For the most vulnerable children (street children, children in domestic services, orphans), their living conditions have dramatically worsened and, in Port au Prince and Gonaives, many have been enrolled in armed gangs. Key Statistics GDP per capita of US$ 450 (2005, World Bank Atlas methodology); Ranks 153rd out of 177 countries on the human development index; 78 % of the population live below $2 a day, while 54 % in extreme poverty (less than a US$ 1/day); Life expectancy is 52 years; Infant mortality rate is 76 out of 1,000 Nearly half the population is illiterate (approx. 47%); Highest incidence of HIV/AIDS outside of Sub-Saharan Africa (5.6 %) 97 % deforestation. Source: CARE-Haiti In this issue BGE UPDATE 1. BGE Unit and PCTFI M&E Sub-Cohort 1 meet in Mali, November 12-16, 2006 2. Geeta Menon provide support to CARE-South Sudan team 3. Updated: Basic and Girls’ Education Unit: Overview for Country Offices 4. Welcome Max Spencer to the BGE Unit 5. Shekeira Bryan, Program Assistant for the Patsy Collins Trust Fund, will be departing CARE ANNOUNCEMENTS 1. Global Action Week 2007 –April 23rd - 29th 2007 The Big Chain Re-Action- Education is a Human Right 2. UNESCO announces theme for 2008 GMR: Reaching the Unreached and Online consultation (4 - 22 December 2006 ) for the 2008 EFA Global Monitoring Report 3. Training on the INEE Minimum Standards in Haiti, on January 23-24-25, 2007 4. USAID’s FY07 Annual Program Statement for the Global Development Alliance 5. Seeking Nominations for Presenters on Active-Learning, Student-Centered Pedagogies COUNTRY OFFICE UPDATE 1. Yawo Douvon is appointed ACD for DRC 2. Rouzena Zuazo and her team members -, Oscar Ayala, Samuel Rosales, Saúl Arias, Valeria Mamani, Juan Urbano, Ruth Echalar, Jose Luis Valda, Ramiro Guaman, Rubén Arteaga were the recipients of the Gold care reward for teamwork. PUBLICATIONS 1. DATA: The DATA Report 2006 Education FEATURED HIGHLIGHTS-CARE Haiti 1. CARE-Haiti Education Program Profile 2. CARE-Haiti Education Projects 3. CARE-Haiti Dynamic Education Team EDUCATION RESOURCES on Education in Emergencies 1. Resources on Education in Emergencies on The Inter-Agency Network for Education in Emergencies (INEE) website 2. Suggested reading by Dr. Marc Sommers a) Children, Education and War: Reaching Education For All (EFA) Objectives in Countries Affected by Conflict b) Education in Emergencies: Critical Questions and Challenges c) Islands of education: schooling, civil war and the Southern Sudanese (1983-2004) d) Co-ordinating Education During Emergencies and Reconstruction: Challenges and Responsibilities. e) Parallel Worlds: Rebuilding the Education System in Kosovo: A Case Study (with Peter Buckland). f) Youth: Care & Protection of Children in Emergencies: A Field Guide. g) The Education Imperative: Supporting Education in Emergencies. h) Crossing Lines: "Magnets" and Mobility among Southern Sudanese. i) The Youth Reintegration Training and Education for Peace (YRTEP) Program: Final Evaluation of the Office of Transition Initiatives’ Program in Sierra Leone (with Art Hansen, Julie Nenon, and Joy Wolf). j) Young, Male and Pentecostal: Urban Refugees in Dar es Salaam. 3. Education in Fragile States: Capturing Lessons and Identifying Good Practice by Dr Pauline Rose, Centre for International Education, University of Sussex and Dr Martin Greeley Institute of Development Studies, Sussex 4. Guidebook for planning education in emergencies and reconstruction IIEP, 2006 5. Reshaping the Future Education and Postconflict Reconstruction, A World Bank Publication Additional Web Resources Forced Migration Review (FMR) The International Institute for Educational Planning (IIEP) Journal of Refugee Studies ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ BGE UPDATE BGE Unit and PCTFI M&E Sub-Cohort 1 meet in Mali, November 12-16 BGE team facilitated an M&E meeting in Mali for PCTFI sub-cohort countries, as during the PCTFI workshop held in Honduras, participants had strongly articulated a need for technical assistance from BGE on research and design. The objectives of the Mali meeting were: 1) Strengthen cohort one sharing and learning processes around M&E activities, especially as they relate to baseline development, situation analysis, methods for tracking indicators, and empowerment across contexts and cultures. 2) Assess progress to date on common indicators and data collection triangulation. 3) Create an M&E learning agenda for cohort one and determine how M&E will be addressed in the next workshop (Cambodia May 2007). The meeting covered updates on where each of the COs are at in terms of their project, a review of techniques in conducting a situational analysis (particularly around empowerment), as well as opportunities for learning and exchange of ideas around participatory M&E, as well as triangulation of data. Based on the evaluations participants expressed that this meeting was an opportunity for clarification and sharing of tools, frameworks and concepts of empowerment and triangulation. Geeta Menon traveled to Nairobi, supporting the CARE- South Sudan team on their proposal development for DFID and USAID. The DFID RFA has been around strengthening of Basic Services in South Sudan post the Peace Agreement. The USAID proposal was for extending the current program for Girls’ Scholarships Updated: Basic and Girls’ Education Unit: Overview for Country Offices The Basic and Girls’ Education unit is pleased to announce an updated Overview for Country Offices, which can be found on CARE’s portal. The intent of the document is to provide an overview of the technical depth and expertise that the CARE USA Basic and Girls’ Education (BGE) unit has to offer under three themes that are increasingly common to CARE’s work — girls’ education, education in emergencies and crisis settings, and child labor and education. This piece also gives an overview of the sector strategy and highlights some of BGE’s policy and advocacy work. Welcome Max Spencer to the BGE Unit The BGE Unit is pleased to announce Max Spencer as our newest Intern. He will be supporting John Trew’s portfolio in Child Labor and Education, as well as various projects managed by Kumkum Kashiparekh. Max comes to us from Georgia State University where he is pursuing a B.A. in African American Studies as a McNair Scholar. He also serves as program coordinator for True Resolutions, Inc, coordinating curricula and special events for African American youth. In addition, he served as a teen peer educator for AIDGRWINNET providing HIV/AIDS prevention education, as well as a facilitator for the Trinity House Drug Rehabilitation Center. Shekeira Bryan, Program Assistant for the Patsy Collins Trust Fund, will be departing BGE unit in December. Shekeira will be leaving to pursue her Masters degree in International Development at the University of Denver’s Graduate School of International Studies in Denver, Colorado. She will begin her studies during their Winter Quarter which begins in early January. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ANNOUNCEMENTS Join Up For Education Rights Now! Global Action Week 2007 April 23- 29th Start planning now: English | French | Arabic | Spanish The Global Action Week Advisory Group recommends the theme for the 2007 campaign: Education As a Human Right A basic education is a right inherent to being human, each child's birthright and thus constitutes an end in itself. However, education is also a means to an end: it is required to ensure all people can live in a dignified manner and participate effectively in society. The Education For All Goals, that were reaffirmed at the Dakar World Education Forum in 2000, were unusual in recognizing the right to education: … all children, young people and adults have the human right to benefit from an education that will meet their basic learning needs…Ensuring that by 2015 all children…have access to and complete free and compulsory primary education of good quality' . Next year, 2007, is a crucial year as it is the mid-point towards the EFA goals. Time is running out to achieve these. It is an important moment for demanding more urgent action towards achieving education rights. Rather than being a distant ideal these rights need to be converted into a reality now – and the EFA goals gives us a deadline. As in the past years we encourage country offices to continue participating in this campaign and BGE unit will keep you posted in these efforts. Kumkum Kashiparekh UNESCO announces theme for 2008 GMR: Reaching the Unreached and Online consultation (4 - 22 December 2006 ) for the 2008 EFA Global Monitoring Report The 2008 EFA Global Monitoring Report (en Français| en Español ) will be the key global stocktaking report assessing progress towards the achievement of the six EFA goals. It will be a general and not a themed report. The GMR is inviting participation for an on line discussion. The purpose of the online discussion is to review what governments (national and local), in partnership with the international community and civil society, are doing to reach the un-reached children, youth and adults with good quality education. The consultation includes both formal and non-formal education. Gender analysis is central to the discussion. We look forward to contributions which highlight successful policies and programmes and examine key challenges that countries face. The consultation will provide useful material for the 2008 EFA Global Monitoring Report. The online consultation will take place from December 4-22. Moderator: Dr Mariela Buonomo, Research Officer, EFA Global Monitoring Report Training on the INEE Minimum Standards in Haiti A two and a half days training on the INEE Minimum Standards will be organized in Haiti on January 23-24-25, 2007. It will be co-organized by Save the Children and CRS and co-facilitated by two trainers from Save the Children DC and the INEE Secretariat. The training will gather 25 participants from Save the Children Haiti, CRS Haiti and MoE. Participation to this training will be somewhat limited because it is linked to Save’s presentation of its Global Challenge Country Plan for Haiti (2007-2009). For more information please contact: Jennifer Hofmann Jennifer.Hofmann@theirc.org USAID’s FY07 Annual Program Statement for the Global Development Alliance This is an initiative which involves the development of alliances in which public and private sectors and NGOs contribute cash, expertise and/or technology for a specific program that are in turn used to leverage USAID funding. Sectors covered under this APS include agriculture, anti- corruption/governance/civil society strengthening, avian influenza, conflict/ relief and humanitarian assistance, disaster assistance, food security, economic growth and trade capacity building, education, environment/energy, health, information technology, malaria, and urban programs. There are a few things to keep in mind when you read this APS. The GDS is a funding mechanism which relies on 1) the bidder to bring in some funding to the project; 2) the mission to enthusiastically endorse the project by coming up with matching funds for the project. Therefore it is important to not only find a source of funding from within or outside of CARE but also to work with the mission and get their commitment for the project by having them commit to matching funds out of their own pot. Once this happens, the mission will encourage the bidder to write a full proposal and then send the full proposal and their endorsement to DC. This process is outlined within the APS and therefore, it is best if you refer to the APS for further details. Sarah Bouchie Seeking Nominations for Presenters on Active-Learning, Student- Centered Pedagogies As part of the EQUIP1 Leader Award, EQUIP is organizing a forum on: Active-Learning, Student-Centered Pedagogies: How Appropriate and How Feasible for Schooling in “Developing” Countries? The forum will be held on Friday, 12 January 2007, from 1:30-4 pm at the American Institutes of Research in Washington, DC. We are inviting your nominations for people with research and/or project experience who could make a brief presentation (i.e., 10 minutes) summarizing what they and others know about the issues identified in the following listed below. We are looking for key individuals (including yourself, others in your organization, or others who could be in DC) whose research and/or project experience would enable them, with relatively little preparation, to inform and provoke discussion about active-learning, student-centered pedagogies. After the brief presentations, time will be devoted to attendees’ small-group or seminar discussion about the issues. BGE unit encourages CO that really has some evidence to bear on this topic, and would like to showcase their projects to participate. BGE may help in the expenses to travel and be present in DC. Please contact Sarah Bouchie COUNTRY OFFICE UPDATE We are pleased to announce the appointment of Yawo Douvon as the ACD for DRC. Yawo has had extensive experience in the education field having worked in Togo and most recently in Burundi as Education Sector Coordinator. Please join us in extending our congratulations to Yawo. Rouzena Zuazo and her team members -, Oscar Ayala, Samuel Rosales, Saúl Arias, Valeria Mamani, Juan Urbano, Ruth Echalar, Jose Luis Valda, Ramiro Guaman, Rubén Arteaga were the recipients of the Gold care reward for teamwork. The reward was presented to Rouzena and her team in recognition of their outstanding collaboration that significantly improved the quality of education in Potosi and Llallagua They promoted awareness of the dangers of child labor to parents, teachers and authorities and advocated on their behalf with mining cooperatives. They worked together towards a common goal and directed individual accomplishments toward organizational objectives, and their actions were noticed! Rouzena developed her team in the PETIM program to be leaders, to work as a team and to strive and achieve excellence. We are honored to recognize the whole team for their many actions that reflected effective teamwork PUBLICATIONS DATA: The DATA Report 2006 Education The Africa advocacy group DATA released a new report on primary education in sub-Saharan Africa highlighting what the G8 must do to fulfill its commitment to helping Africa achieve universal primary education by 2015. An additional 50 million children will need to be enrolled in primary school in Africa in the next five years, the report finds. But development assistance to primary education in Africa has fallen far short of the challenge. DATA estimates that delivering on the G8’s 2005 commitment to ensure every African child has access to and completes a full course of primary schooling by 2015 will require that total funding increases to approximately $5b per year by 2010. FEATURED HIGHLIGHTS: CARE-Haiti Education Program Profile CARE began working in Haiti in 1954, providing relief assistance to people affected by Hurricane Hazel. Today CARE work in Haiti reflects an integrated approach to programming and implements activities in some of the most vulnerable regions including The Northwest and Artibonite Departments. The region is also characterized by low educational levels, poorly trained teachers, high numbers of over-age children in classes, and dropout. In 2000, only 3% of teachers had formal training and less than 30% of students completed primary school with a primary school diploma – the Certificat d'Etudes Primaires. In this unsettled social, economic and political climate, changes are slow. Nevertheless, interventions for an improved education system and activities at the grass-root level promoting an active and participative citizenship are critical for rebuilding a new society and assuring long term development in Haiti. CARE-Haiti Education Projects and Civil society 1. Increasing the Quality of Education (component of a DAP funded by USAID, 2001-2007/ complementary private funds) CARE-HAITI has been implementing an Education Program in the Northwest and Artibonite Departments of Haiti for the last eight years. The program aims at supporting schools in improving the quality of education for the students, provides hot meals and promotes the involvement of parents and the wider community in the daily life of the school. Key to the Education Program has been the development of groups within the schools, which are now commonly called ADPEP (Association des Directeurs, Professeurs. Elèves et Parents). These groups of school directors, teachers, students and parents were initially formed to improve the management of the school canteens, but have been progressively developed into fledgling civil society organizations which tackle much broader issues linked to the quality of life in the school and the quality of education provided to the students. In some schools, in order to help them improve the quality and relevance of education, the ADPEPs also promoted the creation of other school-based groups such as the Quality Circles which are structures of mutual assistance and support between teachers working at the same grade level. An external evaluation of this community participation process and of the ADPEPs took place in 2001. The main conclusions of this study indicated that the ADPEPs had promoted noticeable improvements in the physical and sanitary environment of the schools, as well as quality of life in the schools. Furthermore, evidence suggested that participation in the association was in itself educational, in that participants had learned to exchange ideas, share differences and seek compromise to achieve progress for the common good of the group. Participation was seen as an active learning of democratic modes of functioning, which is larger than the strict limits of the school, and the academic results of the children. During the first two years of the project, through intensive training, in-class observations, awareness-raising campaigns and capacity-building activities, significant progress was noticed among the teaching teams and the community participants But the main success of the project has undoubtedly been its capacity to create a new dynamic around education within the communities. This is reflected in the number of special occasions organized to celebrate education with the support of the wider community and through evidence of increasing parental presence in the every-day-life of the schools. KEY PROGRESS Made o 100% of the teachers using the official curriculum o 100% of the school directors fulfilling their administrative responsibilities. o 100% of the parents associations with internal laws. 2. Psychosocial interventions in emergency and for vulnerable children (Emergency intervention in Gonaives in 2004 funded by CIDA/ Psychosocial project funded by DFID and complementary private funds) For Haitians, 2004 was a year of crisis that began with the ouster of a president and intensified with the arrival of Hurricane Jeanne in September. CARE emergency relief aid began fewer than 48 hours after Hurricane Jeanne withdrew from northern Haiti and lasted roughly until June 2005. About 80% of the schools were destroyed. But, CARE supported the Ministry of Education in its efforts of coordination with local NGOs and actors, and a majority of school opened again in November to welcome the children. Thanks to a project funded by the local Canadian cooperation, about 11, 000 school kits were distributed and the project started an innovative psychosocial support project for more than 5,000 children with the partnership of Clowns without Borders: ‘’Never again a child without a smile’’. 3. Psychosocial support to children in domestic services: There is a long and widespread practice of child domestic service in Haiti. It is based upon the cultural premise that children are considered as workers and contributors to the family’s economy, as expressed in the Creole proverb ’’Pitit se richès’’ - children represent wealth. The most common manifestation of this is the situation of the ‘’Restavèk’’ translated literally from the Creole as ‘’Stay with’’. The restavèk is a child in domestic service who lives with and works for another family, normally placed there by poor parents from rural areas who cannot provide for their needs and are forced to place their children with wealthier urban families. Due to the scarcity of rural schools, there is no alternative to this work for many children in rural Haiti. There is an implicit understanding that this “placement” should entail a minimal level of wellbeing for the child, who in return for their domestic work will be fed, sheltered, clothed and educated. But the reality for many is hard work, no schooling and abuse. The exact number of children in domestic service in Haiti is unknown, although recent studies estimate that there could be as many as 400,000. All the studies confirm the appalling conditions which are the norm for most of these children; their heavy work load, their exposure to physical and emotional abuse, regular beatings and sexual abuse and the associated psychological and emotional trauma. These children are deprived of the most basic economic and civil rights: the right to a family, to education, to health care, their rights to be children who can rest and play. In 2005, thanks to a previous DFID granted project, CARE-Haiti investigated further the factors which define and characterize the problems of children in domestic service, started to raise awareness in host communities in order to challenge the practice and to look at practical suggestions which can give real alternatives. The study took place in Gonaives and Gros Morne where the most progressive ADPEPs could be found to discuss this very sensitive cultural issue. The project facilitated the creation of a community network (local authorities, police, families, parents’associations) to support the children and offer them better conditions of living. Through the reinforcement of a local youth club, the project provided psychosocial activities to approximately 350 children. The psychosocial support, based on recreative and cultural activities, focused on themes like self-esteem, tolerance, conflict resolution and sexual education. The project also worked with local artisans and vocational schools to provide vocational training to the oldest children. 4. A pilot initiative of Youth Parliament (US State Department, 2005-2006) In May 2005, CARE-HAITI received a funding from the State Department to support community-based civil society organizations in the Northwest and Artibonite departments who are engaging in knowledge-building on civic education, citizen’s rights and local government engagement. 13738 community members benefited from training on democracy and good governance, intensive awareness-raising campaigns on the registration process, on active citizenship and on women’s participation in democracy took place, 10 small community projects funded and a pilot initiative of youth parliament was launched. In March 2006, in the commune of Bassin Bleu, the students of five schools elected 96 students’ representatives (53 boys and 44 girls) who became the 96 first child deputies in Haiti. The creation of the parliament followed the same electoral process as described in the Haitian Constitution for the national Parliament. Some students were candidates and prepared their electoral campaign, while others worked on the electoral law, and on the logistics of the process (elaboration of the electoral cards, etc). The president of the youth parliament is a 12-year girl. The Parliament was inaugurated in April. During the ceremony, the children took an oath and started to work. Their objective is to improve the conditions of life for the children of Bassin Bleu, with a particular focus on the most vulnerable children. They are currently working on the project of a law against corporal punishment. The document will then be sent to the National Parliament. CARE-Haiti Dynamic Education Team Sophie PEREZ, Sector Coordinator: firstname.lastname@example.org Wilner Termilus, Education PM: email@example.com Jean J Francoeur, Civil Society PM: firstname.lastname@example.org ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ RESOURCES RELATED TO Education in Emergencies The Inter-Agency Network for Education in Emergencies (INEE) The Inter-Agency Network for Education in Emergencies (INEE) is a global, open network of non-governmental organizations, UN agencies, donors, practitioners, researchers and individuals from affected populations working together within a humanitarian and development framework to ensure the right to education in emergencies and post-crisis reconstruction. One of INEE’s key goals is to ensure and encourage the documentation, cataloguing and dissemination of all relevant materials on education in emergencies, including field resources, evaluations and baseline data. INEE’s website, and in particular the Resources page, are regularly updated with new good practices guides, training resources, advocacy tools and expert reports, and thus provide a comprehensive resource for practioners, academics, policymakers, donors, and governments. In addition, the INEE listserv allows members to exchange information and new resources and tools on education in emergencies and early reconstruction SUGGESTED READINGS by Dr. Marc Sommers Dr. Marc Sommers, a recipient of the 2003 Margaret Mead Award, has worked on issues ranging from humanitarian coordination and civilian- military relations to the impact of war on children and youths. A research fellow at Boston University's African Studies Center, Sommers received his Ph.D. in anthropology from Boston University in 1994. Since 1995, he has been a research fellow at the Boston University’s African Studies Center, a Youth at Risk Specialist for CARE USA, and an international consultant on humanitarian and postwar concerns, for a wide range of agencies, including Oxfam America, UNESCO, the UN Office of Humanitarian Affairs, the U.S. Department of Defense, and the Women's Commission for Refugee Women and Children. His research has been supported by the Ford, Guggenheim, Mellon, and Rotary foundations. a. Children, Education and War: Reaching Education For All (EFA) Objectives in Countries Affected by Conflict "How can countries affected by conflict arrive at EFA objectives? an emergency education expert answered : "The short answer is: "They can't. " Far more could be done to support education in countries suffering from conflict. The most logical starting point lies in supporting emergency education where it exists and dramatically expanding access to education where it doesn't. Yet, most primary-school-age children in war-affected areas are not in school and have no realistic hope of enrolling in one. In addition, education for and efforts to engage with youths, remain limited. b. Education in Emergencies: Critical Questions and Challenges Time and again, communities devise some sort of schooling for their children as soon as the disruptions of warfare or other or other humanitarian disasters begin to subside. This initial education response can begin quickly but usually provides only rudimentary educational instruction and structure. National and especially international agencies may arrive soon after this to support and dramatically expand such efforts. During the transitioning of the provision of education by communities to national and international agencies, significant challenges confront communities, agencies, and governments. Ten important challenges, and a selected list of resources for beginning to address them, are provided in this document. c. Islands of education: schooling, civil war and the Southern Sudanese (1983-2004) War, isolation and instability have dominated southern Sudan since 1955…..These events have left Southern Sudanese as one of the most undereducated populations in the world. The overwhelming majority of southern Sudanese and youth have had little access to education of any kind. Schooling has largely consisted of island-like entities surrounded by oceans of educational emptiness. This is the first study to analyze and describe the harrowing educational reality that Southern Sudanese people have faced during the 21 years of civil war. d. Co-ordinating Education During Emergencies and Reconstruction: Challenges and Responsibilities. Paris: International Institute for Educational Planning, UNESCO. In this book, the co-ordination, or lack of co-ordination, of education during both emergencies and the early reconstruction period is examined. What constitutes effective and poor co-ordination is also analyzed, with suggestions for enhancing co-ordination of education in emergency and post-conflict settings. This includes the need to recognize that co-ordinate education systems are unlikely to be achieved unless education authorities are willing to decline aid that does not help fulfill the objectives of their agreed and announced plans e. Parallel Worlds: Rebuilding the Education System in Kosovo: A Case Study (with Peter Buckland). Paris: International Institute for Educational Planning, UNESCO, and Washington, DC: The World Bank. A case study, the objective being able to identify lessons that might be learned from the planning and management of education in Kosovo from June 1999 until the present, focusing on social and political issues f. Youth: Care & Protection of Children in Emergencies: A Field Guide. Washington, DC: Children in Crisis Unit, Save the Children. Years of experience have shown that youth tend to fall between the cracks during emergencies: while refugee children may be underserved in many crises, adolescents and youth are often forgotten completely. ’Youth‘covers both adolescents (with rights under the CRC) as well as young adults, crossing convenient categories and too easily ignored. These young people — who are no longer children requiring full protection from their families, and yet are not recognized as adults with full social responsibility — are an important part of any refugee population and key to social rehabilitation. Communities may see young people as a threat to their own security, while humanitarian agencies too easily dismiss adolescents and young adults as too difficult to approach. Save the Children is committed to ensuring that youth do indeed have a voice in their own future, and providing them with the skills they need to realize their own hopes and dream. This Field Guide to Youth Programs in Emergencies provides lessons learned in this area to date, and is a complement to more specific guides in this series such as Child Soldiers and Education. g. The Education Imperative: Supporting Education in Emergencies. Washington, DC: Academy for Educational Development, and New York: Women's Commission for Refugee Women and Children. The Education Imperative, 2003, documents how much has been done since 1995 to bolster international capacity and coordination to provide quality education programs as part of a humanitarian response. At the same time, it illustrates that more children than ever have not been reached. The intention of this document is also to We intend this publication to deepen the world’s commitment to education in emergencies and to stimulate dialogue on how best to proceed. h. Crossing Lines: "Magnets" and Mobility among Southern Sudanese. Washington, DC: Basic Education and Policy Support (BEPS) Activity and Creative Associates International. A final report of two assessment trips, examining the impact and broader implications of a new teacher training center in the Kakuma refugee camps, Kenya. i. Youth Reintegration and Education for Peace Program (YRTEP).Final Evaluation of the Office of Transition Initiatives’ Program in Sierra Leone: (with Art Hansen, Julie Nenon, and Joy Wolf). Marc Sommers and Cynthia Prather, eds. Washington, DC: Basic Education and Policy Support (BEPS) Activity, Creative Associates International. The purpose of the evaluation was to assess whether OTI had achieved its country program goals of positively affecting the Sierra Leone peace process and supporting reconciliation and reintegration. Particular attention was paid to two activities: the Diamond Management Program (DMP); and the Youth Reintegration and Education for Peace Program (YRTEP). The focus was on OTI’s experience following the Lome Peace Accord, which was signed in July 1999. j. Young, Male and Pentecostal: Urban Refugees in Dar es Salaam, Tanzania." Journal of Refugee Studies 14(4): 347-370. African youth in cities, often overlooked by national governments, civil society members and international actors, comprise one of the keys to lasting peace in post-war Africa. This paper connects African refugees to two demographic trends that are reshaping the continent: urbanization and Pentecostalism. Drawing on research on refugees, urban migration and religion in Africa, the author argues that young, male refugee youth are surfacing as prominent contributors to dramatic change across Africa. The case of Burundi refugees in Dar es Salaam is used both to illuminate these issues and to consider the impact of fear, sub-ethnic rivalry and genocidal violence on refugee youth, the mechanics of hiding, state opposition to urban migration and urban youth culture. The author concludes that understanding and recognizing the dynamic role of refugee and other alienated, mobile urban youth as catalysts for transformation is an essential step in the development of peaceful, civil, and truly inclusive post-war African societies Education in Fragile States: Capturing Lessons and Identifying Good Practice by Dr Pauline Rose, Centre for International Education, University of Sussex and Dr Martin Greeley Institute of Development Studies, Sussex This paper examines development assistance in the four environments: a) Deterioration (Conflict/risk of conflict; Declining capacity and/or will) b) Arrested development (Lack of will; Moderate or high capacity) c) c) Post-conflict transition (Risk of conflict; Low capacity; High or low will) d) Early recovery (May be post-conflict or not; High will but low capacity), can enhance access to quality basic education for the poor and vulnerable, at the same time improving governance and thereby mitigating the risks of fragility, and increasing the effectiveness of future aid. Guidebook for planning education in emergencies and reconstruction IIEP, 2006 The Guidebook for planning education in emergencies and reconstruction is addressed primarily to staff of ministries of education, including national, provincial and district level planners and managers, in countries affected by conflict or natural disasters, or hosting refugees from a neighboring state. This is the first time that detailed guidance on education in emergencies and reconstruction has been prepared specifically from this perspective. The Guidebook focuses to a considerable extent on ensuring access to quality schooling at primary and secondary levels during emergencies. However, attention is also paid to early childhood development, vocational education, post-primary and higher education and Nonformal education. Reshaping the Future Education and Postconflict Reconstruction, A World Bank Publication The relationship between education systems and conflict presents policymakers with a conundrum. Schools are almost always complicit in conflict. They reproduce the skills, values, attitudes, and social relations of dominant groups in society; accordingly, they are usually a contributory factor in conflict. Simultaneously reconstructing and reforming education is increasingly viewed as a critical element in the strategy to reduce the risk of conflict or relapse into conflict. The central message of this paper, therefore, is that conflict presents not only challenges for reconstruction but also significant opportunities for reform of education systems. The challenge of simultaneous reform and reconstruction at a time of constrained human, financial, and institutional resources and considerable urgency calls for particular attention to priorities and sequencing of interventions. Short-term immediate responses need to be conceptualized within a framework that provides for more substantial systemic reform as the new political vision emerges and system capacity is built. Additional WEB RESOURCES Forced Migration Review (FMR) the leading practical journal on refugee and displacement issues is the in-house journal of the Refugee Studies Centre, Queen Elizabeth House, University of Oxford. FMR is distributed to relief and development NGOs, human rights agencies, Red Cross/Crescent offices, UNHCR, OCHA, UNDP, UNICEF and other UN agencies, bilateral donors, refugee camps, research institutes, foreign and interior ministries and university, national and public libraries. It is published in English, Arabic, Spanish and French. FMR provides a practice-oriented forum for debate on issues facing refugees and internally displaced people in order to improve policy and practice and to involve refugees and IDPs in programme design and implementation. FMR: provides space for the voices of displaced people to be heard publishes concise jargon-free articles by practitioners, researchers and displaced people which share information, experience and policy recommendations is disseminated globally: FMR is distributed without charge to over 11,000 organizations’ and individuals in 177 countries. provides full-text online versions of articles in all language editions encourages networking and information exchange in the field of forced migration by providing news of publications, Internet resources and conferences promotes wider public knowledge of, and respect for, the UN Refugee Convention and the Guiding Principles on Internal Displacement The International Institute for Educational Planning (IIEP) -- was created by UNESCO in 1963 in Paris, France. One of the focus areas is Education in emergencies and reconstruction and special programmes have recently been launched to assist governments confronted with emergency situations. Other essential elements of IIEP programmes are networking activities and communication of results and ideas - mainly through publications Journal of Refugee Studies Journal of Refugee Studies provides a forum for exploration of the complex problems of forced migration and national, regional and international responses. The Journal covers all categories of forcibly displaced people. Contributions that develop theoretical understandings of forced migration, or advance knowledge of concepts, policies and practice are welcomed from both academics and practitioners. Journal of Refugee Studies is a multidisciplinary peer-reviewed journal, and is published in association with the Refugee Studies Centre, University of Oxford. **************************************************************************************************************** You are receiving this email because you have indicated interest in basic education issues. 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