WORLD HUMAN RIGHTS DAY -Non-discrimination – December 10th 2009

Do we agree on ‘DAYS’ ? One answer ,of course, is  to say if it  is that important, every day should be human rights day. And so it should. As human rights are so important for everyone,rich,poor,old,young,white,black…then everyone has a stake on whether it is important or not.

Anyway at least the day raises a little more  awareness leading to  action for the following year.

As usual INEE provides some good resources for educators around the globe and here is a sample. Go their website for more

Peter Hyll-Larsen from the Right to Education Project housed by ActionAid and the INEE Minimum Standards Update Focal Point for Rights as a cross cutting issue, has written a blog post to mark this thematic focus of World Human Rights Day –  Non-discrimination in education in emergencies: the fundamental challenge.

TOOL: Education in Emergencies – Including Everyone: INEE’s Pocket Guide to Inclusive Education

This is a quick reference guide to help practitioners make sure that education in emergencies is accessible and inclusive for everyone, particularly those who have been traditionally excluded from education. Addressing the immediate educational needs of a diverse range of learners during emergencies is often seen as challenging, especially during the acute phase. Questions about what inclusive education looks like in practice, and how it translates into emergency settings, are common. There is often a misunderstanding that greater stability is needed before efforts to reach excluded groups can move forward. However, there are actions that everyone involved in an emergency education response can take, from the start, to include more people in learning. This guide looks at how to make education in emergencies more accessible for everyone, particularly those often excluded from education.

The Pocket Guide is for anyone working to provide, manage or support education services in emergencies, and offers practical actions that stakeholders in education in an emergency can take to improve inclusion. The booklet provides three types of information:

  1. Advice on practical ways to make each stage of an emergency response moreinclusive
  2. Ideas for addressing resistance or lack of awareness of inclusive approaches among other stakeholders
  3. A selection of key resources and materials that offer more detailed ideas on making emergency education responses more inclusive of marginalized groups

Click here to download Education in Emergencies: Including Everyone, the INEE pocket guide to inclusive education.

You can also order hard copies of the Pocket Guide in English here.

You can pre-order French, Arabic and Spanish copies by emailing

WEBPAGE: The Right to Education Resource Webpage on Education and Discrimination

A collection of Human Rights documents on education and discrimination, including highlights from relevant international conventions and General Comments from the Council on Economic, Social and Cultural Rights and the Committee on the Rights of the Child.  Click here.

TRAINING MANUAL and TOOLKIT: Non-Discrimination in Emergencies

(Save the Children)

This training manual and toolkit builds on the experiences of Save the Children’s work in emergencies across the world and is applicable to man-made or natural emergencies. It draws on the experiences gained in the 2004 tsunami response and this is reflected in many of the examples used. The publication aims to provide easy-to-use training materials and tools for highlighting discrimination with partners, communities and children in all emergency contexts. The manual has three functions:

  • a manual for trainers who may be new to work on non-discrimination in emergencies, offering tips on designing training for diverse audiences;
  • to provide exercises to raise awareness and increase knowledge about discrimination in emergencies;
  • a toolkit of easy-to-use checklists and handouts for reference

To access this training manual and toolkit, please click here.

THEMATIC GUIDE: INEE Minimum Standards Toolkit Thematic Guide on Human Rights

(Inter-Agency Network for Education in Emergencies)

This Thematic Guide draws together the most practical and concrete tools and resources relating to Human and Child Rights to help education practitioners and policymakers meet the INEE Minimum Standards. Click here to download this collation.

RESEARCH: Education in Emergencies in South Asia – Reducing the Risks Facing Vulnerable Children

(Centre for International Education and research, University of Birmingham and UNICEF ROSA)

This research study documents the range of vulnerabilities in the South Asia and some of the programming strategies to address these groups. There are also 8 country studies. The underlying principle of the research is that of non-exclusion, but also then enhancing capability for the future. The premise is that by creating and building on ‘good’ schools or learning spaces, founded on the rights of the child, the vulnerable will be more likely to have their concerns addressed.

For access to the complete study, please click here.

TRAINING MATERIALS: Making a Difference -Promoting Diversity and Tackling Discrimination

(Save the Children)

These materials have been prepared for Save the Children UK to help programme staff analyse how discrimination impacts on the lives of children, in order to plan effective programming responses. We hope the materials will be used widely by colleagues in organisations wishing to explore issues of diversity and discrimination.

The workshop activities are divided into four categories:

  • Awareness: for use with participants who have a limited awareness of diversity and discrimination issues; or who have a detailed knowledge of one issue of difference, but no experience of integrating other issues of difference into their work.
  • Assessment and analysis: for participants who already have an initial awareness of diversity and discrimination issues, but who lack, confidence or ideas for how to get started in applying the theory to practical planning, implementation and review. Some of these activities can also be adapted for use with partners and stakeholders as part of baseline research in planning and review processes, not just as staff training activities.
  • Action: provides frameworks to help participants implement actions to promote diversity and non-discrimination.
  • Gathering and verifying information: provides ideas for different ways of collecting and checking the information that participants will draw on when analyzing the current situation and developing plans for intervention.

To download these training materials, click here.


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