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Conduct an education and conflict analysis or assessment to review:
• The broad conflict status or risk of conflict and the historical links between education and conflict
• How conflict affects education
• How education might contribute to conflict
• How education can mitigate the conflict dynamics
• Details matter: what, why, who, by whom, when, where and how
2. Do no harm
As a vibrant community of practice, the Inter-Agency Network for Education in Emergencies (INEE) serves its members through its core functions of community-building, convening, knowledge management, amplifying and advocating, facilitating and learning, and providing members with the resources and support they need to carry out their work.
A New Resource for Youth Programming in Emergency settings
Why & Who:
By Dr. Negin Dahya, University of Washington Information School
By Heather Donald and Sandra Steiger, graduates of the inaugural Higher Education in Emergencies course, and refugee education advocates based in Toronto and Geneva respectively.
“For nowhere in the world has sustained development been attained without a well-functioning system of education, without universal and sound primary education, without an effective higher education sector, without equality of educational opportunity.”
ISSUES AND CONTENTS
The journal will be published online twice a year; each issue will feature 4-6 peer-reviewed articles written by researchers and practitioners in the field of EiE. The three sections of the journal are:
Education must be prioritized in times of crisis
New York, 2 June 2015 - Education is highly valued by children, youth, and adults living in crisis situations, yet it remains an underfunded and de-prioritized aspect of humanitarian response.
¿Por qué la Educación en Situaciones de Emergencia?
La educación es fundamental para todos los niños, pero es especialmente urgente para las decenas de millones de niños y niñas afectados por situaciones de emergencia, ya sea causados por el hombre o por desastres naturales. Sin embargo, para millones de niños y niñas afectados por desastres y crisis, el derecho a la educación sigue siendo una promesa incumplida:
An interview with Ken Rhodes, Deputy Director for Strategy and Development FHI 360°
INEE members participated in a survey in February 2014 to set the groundwork for the year-long Global Consultation process. The survey included questions on:
Esta Guía sobre el VIH en la Educación en Situaciones de Emergencia proporciona información para profesionales de la educación que ofrecen, gestionan o apoyan servicios de educación en situaciones de emergencia. Proporciona orientación para la integración del VIH, la salud sexual y reproductiva en las respuestas de educación formal y no formal para adolescentes de 10 a 19 años de edad.
Coordination and collaboration between education and other humanitarian sectors is essential to ensure an effective response that addresses the rights and needs of all learners. This document highlights the relationships between the INEE Minimum Standards for Education: Preparedness, Response, Recovery and the Sphere Minimum Standards in Humanitarian Response in order to provide a cohesive outline of an integrated, multi-sectoral response.
2012 brought disruptions in education around the world: a major earthquake in Iran, Typhoon Bopha in the Philippines, the ongoing conflict and displacement in and around Syria, a war in Mali, famine in the wider Sahel and Hurricane Sandy bringing destruction to the Caribbean and the northeast United States, are only a few examples. INEE tools, resources, information and networking were much-needed in 2012, and the INEE membership and Secretariat rose to the challenges these disruptions to education caused.
INEE Guidance Note on Conflict Sensitive Education offers strategies for developing and implementing conflict sensitive education programmes and policies. 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.
The strategies and resources in the Guidance Note are meant to provoke thought rather than indicate prescriptive measures; adaptation to each unique context is necessary.
The focus of the assessment was to understand awareness of the INEE Minimum Standards (MS), how they are being used, and how they are institutionalized in plans and policies1. In particular, the assessment aimed to measure the value added of the INEE Minimum Standards Handbook to date as a tool for:
Program planning and response