During extreme situations people are highly focused within their sector – yet a child’s life is multidimensional not split between sectors, so it is particularly important to ensure clear linkages between sectors for the sake of the children who are often the innocent victims.
Training Module on Links Between Education and Other Sectors INEE
The INEE-Education Cluster Training Package contains a module on Links Between Education and Other Sectors, which includes PowerPoint presentations, a facilitator’s guide, supplementary materials, and handouts. At the end of the session, participants will be able to: (1) understand the links between education and other sectors in all emergency phases-from preparedness, response to recovery; and (2) gain a better understanding of the various sectors that work in acute emergencies and which ones to liaise with when establishing emergency education programmes.
Based around the INEE Minimum Standards, this module encourages participants to reflect on strategies to provide holistic support to children and young people, especially in emergencies, it is essential to work with various sectors.
Access the Training Module on Links Between Education and Other Sectors here.
Training Module on Human Rights and Accountability
INEE
The INEE-Education Cluster Training Package contains a module on Human Rights and Accountability, which includes PowerPoint presentations, a facilitator’s guide, supplementary materials, and handouts. At the end of the session, participants will be aware of: (1) human rights as tools and frameworks for education in emergencies work; (2) key duty-bearers, necessary actions and lines of accountability; (3) scope and limitations of human rights work; and (4) various education actors’ roles in assisting key mandated human rights actors.
Based around the INEE Minimum Standards, this module encourages participants to reflect on strategies to ensure education activities that promote human rights.
Access the Training Module on Human Rights and Accountability here.
International Day of Innocent Children Victims of Aggression – 4th June
UNICEF Achinto
On 19 August 1982, at its emergency special session on the question of Palestine, the General Assembly, “appalled at the great number of innocent Palestinian and Lebanese children victims of Israel’s acts of aggression”, decided to commemorate 4 June of each year as the International Day of Innocent Children Victims of Aggression (resolution ES-7/8).
The purpose of the day is to acknowledge the pain suffered by children throughout the world who are the victims of physical, mental and emotional abuse. This day affirms the UN’s commitment to protect the rights of children.
“On this solemn occasion, we need to recall the sacred duty, enshrined in the United Nations Declaration of the Rights of the Child, to ensure that all children, without any exception whatsoever, enjoy special protection.”
The purpose of the day is to acknowledge that many children throughout the world, regardless of whether they live in circumstances of war or peace, are victims of physical, mental and emotional abuse. It calls on individuals and organisations all over the world to be aware of the scale and impact of this abuse of children and to learn from or take part in campaigns to protect children’s rights.
Children who suffer injustice and poverty need to be protected and empowered by the adult world that creates these situations, not only through their direct actions but also indirectly, through global problems such as climate change and urbanisation.
Violence and abuse against children has a shockingly high occurrence worldwide. Research undertaken by the UN has found that 98% of children worldwide are not legally protected from corporal punishment in their homes and that in 2002, 150 million girls and 73 million boys under the age of 18 experienced some form of sexual violence. Many countries also face problems with violence against children in schools; for instance in many places there is no law prohibiting bullying or corporal punishment, which is considered by many teachers, parents and community members to be a normal way to discipline children.
UN Violence study
The United Nations Secretary-General’s Study on Violence against Children has been a global effort to paint a detailed picture of the nature, extent and causes of violence against children, and to propose clear recommendations for action to prevent and respond to it. This is the first time that an attempt has been made to document the reality of violence against children around the world, and to map out what is being done to stop it. Since 2003, many thousands of people have contributed to the study in consultations and working groups, through questionnaires and in other ways. Children and young people have been active at every level.
» Download the United Nations Secretary-General’s Report on Violence against Children (pdf) عربي | | English | فارسى | Français | Русский | Español The Secretary Generals’s report on violence against children is a landmark report and reminds us that much violence against children is unreported and hidden as children often have no voice.
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Children at risk
All children are potentially at risk of experiencing violence, however:
• Boys face a greater risk of physical violence than girls; girls face a greater risk of sexual violence, neglect and forced prostitution. In a major multi-country study, up to 21 per cent of women in some countries reported having been sexually abused before the age of 15.
• Children in low- and middle-income countries are more than twice as likely to die as a result of homicide than children in high-income countries, according to WHO. Boys aged 15-17 years and children aged 0-4 years are at greatest risk.
• Certain groups of children are particularly vulnerable, including children with disabilities, children belonging to minority groups, living on the streets, in conflict with the law, and those who are refugees or displaced from their homes.
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As an example of work in this areaChildHope is currently working in partnership with a Ugandan organisation, African Network for Prevention and Protection against Child Abuse and Neglect (ANPPCAN) to protect vulnerable children from abuse in their school.
This is Module 15 of the INEE education in emergencies harmonized training package. It contains a facilitator’s guide and PowerPoint slides for a basic 2-hour workshop, with suggested extension activities for longer workshops.
and from Save some case studies of Inclusive Education:
Impact on Education
Save the Children
This document contains articles from the a variety of Save the Children’s education programmes in Africa, including articles about: Somaliland, featuring a girl disabled by a landmine who continued her schooling through an alternative basic education programme; non-formal education in LRA-affected areas of northern Uganda; and displaced learners returning to education in Côte d’Ivoire.
And something more while we are talking about Inclusive Education…
Children of Armenia speak out…. About inclusive education and good teachers
World Vision
These 2 posters are a by-product of an evaluation of an inclusive education project carried out in Armenia. During the evaluation, school children offered very useful insights, and rather than these opinions being lost in a formal report that few people would read, they were also turned into posters for use within the schools and for wider advocacy among NGOs, parents, teachers and the government. They have been used to promote both IE and the concept of child voice/child participation. Again, could this be an idea for the Task Team to follow up – i.e. developing advocacy/awareness-raising outputs that specifically feature children’s perspectives on inclusion/exclusion in education in emergencies?
