Climate Change – Global Education Strategy?

DFID has produced its latest Global Education Strategy ‘Learning for All”. As a British Government strategy paper it is clear,concise, full of data,evidence and case studies that indicate that the strategy could actually be implemented -unless there is a change in government!

What does the Strategy say?

The UK remains committed to the Millennium Development Goals (MDGs) for Education as well as to the broader Education For All (EFA) goals.

It has a clear vision: Quality, Basic Education For All and this strategy outlines three strategic priorities that will help us to realise this vision:

  • access to a basic cycle of primary and lower secondary education, particularly in fragile and conflict affected states
  • quality of teaching and learning, particularly for basic literacy and numeracy
  • skills so that young people benefit from opportunities, jobs and growth

You can also download the strategy and the following information leaflets:

What is also  surprising is that the strategy includes references to climate change.

Addressing 21st century challenges

Investing in education will be central to addressing 21st century challenges, including global competitiveness, climate change, conflict and insecurity. This is a two-way relationship. While measures are needed to counter the negative impact of economic recession, climate change and conflict on education, education must offer its own ways of combating and responding to the wider economic, environmental and social threats. If it fails to do so, educational gains will be lost, and education will quickly lose its relevance.

Deteriorating livelihoods affect school attendance. Research in Côte d’Ivore shows that in regions experiencing greater than usual weather variability, school enrolment rates declined by 20%.

The extended range of vector borne dseases such as malaria will impact on school attendance. In Kenya, malaria accounts for the annual loss of 11% of school days for primary students and 4.3% for secondary. Malaria also deprives students of their teachers.Girls spend extra tme to collect clean water and fuel and to care for siblings and the sick. Gender equity n school and female student performance both suffer.

Environment and security impacts can interrelate. People exposed to drought and civil strife in Zimbabwe during early childhood suffered from a height loss of 3.4 centimetres, close to one less year of schooling, and a near six-month delay in starting school. The estimated effect on  lifetime earnngs was 14%.

The World Bank is developing its on global education strategy so perhaps the effects of climate change will find a place on its agenda, now that DFID has shown the way.


Escuela Nueva -adapting the model for displaced young people

What is Escuela Nueva?

Initiated in 1975 in rural Colombia, Escuela Nueva – “New School” in Spanish – is a learning model set up in response to problems of education, incomplete schooling, high dropout rates, high repetition, weak school-community relationships, low teacher morale, ineffective teacher training and the lack of children’s learning materials. Since then, it has been adapted to urban and migrant populations and adopted by 16 countries, reaching over 5 million children.

Escuela Nueva provides a cost-effective, replicable and scalable solution to improve quality basic education in low-income schools. Through its child-centred and collaborative learning approach, it transforms the traditional classroom and promotes entrepreneurial skills: learning to learn, lead processes, team work, decision-making.
Bottom-up, it impacts the entire education system by involving all stakeholders; top-down, through influencing education policy.

Students learn in small groups using interactive, reusable learning guides, designed to promote dialogue, critical thinking and application of knowledge to family and community. Learning guides allow students to advance at their own pace. Children use learning corners with local materials, a small classroom library and are organised in school governments with committees and instruments promoting participation. This has proved an excellent way of handling diversity in age, grade, gender and culture. Teacher training is experiential and teachers modify their role from transmitters of facts to facilitators and advisers of children. They support each other and promote positive attitudinal change through professional development centres or microcentres and local networks.

Learning Circles are an adaptation specifically targetting those young people who have been displaced from their homes though conflict.

World People’s Conference on Climate Change

TckTckTck is reporting on the World People’s Conference on Climate Change

Cochabamba, Bolivia is the site of the first World People’s Conference on Climate Change and the Rights of Mother Earth. Conceived by Bolivian President, Evo Morales following the unsatisfying results of the COP15 conference in Copenhagen, the meeting will bring together representatives from non-government organizations, environmental groups and public citizens to develop new ideas for resolving the global climate crisis.

TckTckTck has partnered with the talented videographers and ecocasters at the OneClimate Channel to bring you full streaming coverage of the conference from April 20-22.

You can watch the stream from One Climate live on the website right now.

Earth Day 2010

Earth Day 2010 – 40 years on.

We can be swamped with special ‘days’ leaving us  thinking -is it just for the day that we need to be aware? It is more about heightened awareness..a new jolt to motivate the flagging spirits and reminding us we are not alone.

Forty years after the first Earth Day, the world is in greater peril than ever. While climate change is the greatest challenge of our time, it also presents the greatest opportunity – an unprecedented opportunity to build a healthy, prosperous, clean energy economy now and for the future.

Earth Day 2010 can be a turning point to advance climate policy, energy efficiency, renewable energy and green jobs. Earth Day Network is galvanizing millions who make personal commitments to sustainability. Earth Day 2010 is a pivotal opportunity for individuals, corporations and governments to join together and create a global green economy. Join the more than one billion people in 190 countries that are taking action for Earth Day.

Environmental awareness is never enough without environmental action along with it. Many of us are still taking small environmental steps…but they can grow and build with solidarity.

INEE Multimedia Week and Resource Collection Launch

INEE is launching  a new section of their website focusing on Multimedia Resources!  Here you will be able to find multimedia resources including videos and podcasts on a range of topics relevant to the network.

Multimedia week will highlight 5 main themes and each day INEE will be posting a few resources on a particular theme:

  • Monday: Education in Crisis – A Human Right
  • Tuesday: Education under Attack
  • Wednesday: Recovery through Education
  • Thursday: Gender Equality in and through Education
  • Friday: Disaster Risk Reduction

Monday’s resources can be viewed  here,


Resource Highlights
Educating Girls and Empowering Women: Gender and Post-Conflict Educational Reform in Afghanistan.Increasing access to school for girls is an important first step in making a society more equitable; this paper argues for the need to go beyond access alone to explore the role of education in actually improving the status of girls and women in the war-torn nation of Afghanistan. This paper was a finalist in the Jackie Kirk Commemorative Competition 2009. Jamie Vinson, 2009

Click here to visit the INEE Gender Task Team webpage

Keep checking for the rest of the themes or go straight here

and the final results? See below:

This week saw a breadth of issues and resources featured, with contributions from organisations including UNICEF, Save the Children, Teacher’s TV and Plan International:

  • Monday: Education in Crisis – A Human Right Audio Video
  • Tuesday: Education under Attack Audio Video
  • Wednesday: Gender Equality in and through Education Audio Video
  • Thursday: Disaster Risk Reduction Audio Video
  • Friday: Recovery through Education Audio Video

Education For All – Global Action Week 2010

Education For All – Global Action Week 2010

Global Action Week is a worldwide annual campaign organized by the Global Campaign for Education (GCE) to raise awareness of the importance of Education for All. UNESCO actively supports the campaign by organizing activities in its Headquarters and Field Offices, mobilizing networks and encouraging Ministers of Education and all EFA partners to participate

Governments and donors should mobilize their resources and honour the US$50 billion aid to education increase pledged during the Gleneagles G-8 summit in 2005.

This is the message of Global Action Week 2010 (GAW) from 19 to 25 April, organized by the Global Campaign for Education (GCE). As in other years, UNESCO is participating in the event, whose theme is “Financing quality education for all”.

GAW 2010 will differ from past Action Weeks as it will include elements of “1GOAL: Education for All”, an advocacy campaign that seeks to raise awareness about the importance of education. Launched on 20 August 2009, the campaign will extend beyond GAW and gain momentum in the weeks leading up to the FIFA World Cup 2010 final in South Africa on 11 July, taking place for the first time in Africa. Well-known sports personalities will be involved to engage and mobilize the World Cup audience through video and print channels. GCE has announced that a global summit on education will be held in South Africa during the 2010 World Cup. More specific details about the event, including UNESCO involvement, will be confirmed.

Global Action Week 2010 will raise the visibility of education financing issues with policy- makers and the international community and call for increased financial support for EFA.

Education Financing

Poverty, gender, ethnicity, language, location and disability continue to be important obstacles to providing education to the hardest-to-reach groups. Education in countries affected by conflict is not receiving enough support, undermining prospects for recovery. Lowering cost barriers, bringing schools closer to marginalized communities and developing ‘second-chance’ programmes are all ways to improve access and affordability for excluded groups.

Additional information on innovative financing mechanisms can be found here:

.  Leading Group on Innovative Financing for Development

·  Marketplace on Innovative Financial Solutions for Development

·  High-Level Event on South-South Cooperation and Capacity Development

Related Link

“1GOAL: Education for All”, will continue beyond GAW and involve well-known sports personalities. The highlight of the campaign is the world’s largest school lesson on 20 April, entitled “1GOAL: Lesson for All” which will focus on the provision of quality public education as a human right, and highlight the current financing challenges faced by the international community in providing EFA.

Action for the Rights of Children – new capacity building resources

ARC is a very comprehensive training resource pack (which comes on a CD or can be downloaded)

From the ARC website:

The ARC resource pack provides an essential collection of information and training material to strengthen people’s capacity:

  • to tackle the root causes of children’s vulnerabilities
  • to build effective child protection systems for use in emergencies and long-term development
  • to ensure that no activities inadvertently compromise children’s rights or safety.

The pack comprises 14 modules in two groups:

» Foundation modules
» Critical issue modules

In each case, the study material is the main text of the module.

These are the Foundation Modules:

and these the Critical Issue modules

All modules include:

  • study material giving detailed information on the module’s subject and a list of further reading
  • slides giving a summary of the study material
  • training material for participatory workshops that comprises
    exercises giving practical guidance for facilitators and handouts for participants.

They all include the same sequence of five topics, reflecting the ARC programme cycle.

Topic 1 The issue for children
Topic 2 The law and child rights
Topic 3 Assessment and situation analysis
Topic 4 Planning and implementation
Topic 5 Monitoring, evaluation and learning

ARC programme Cycle

Who are these resources aimed at?

Although the pack has been developed mainly for humanitarian workers with responsibility for designing interventions, building capacity or raising awareness about child protection in emergencies, the intended range of users is far broader than this.

Primary users build the capacity of others using the pack, and include:

  • Managers with responsibilities for planning and resource management wanting to improve programming for children. This could be managers with overall programme responsibility (eg. at country or district level) or thematic or sectoral responsibility.
  • Facilitators with responsibilities for developing and delivering training and supporting capacity-building initiatives such as staff briefings. Recommended for this would be facilitators with first-hand experience of emergencies and competency to be able to advise managers how to make best use of the pack.
  • People with responsibilities for child protection or child rights capacity building and training This could be people acting as focal points in local or international organisations, or government, police or military institutions, or the community.
  • Coordinators and members of child protection clusters with responsibilities for building cluster members’ capacity to address child protection issues in emergencies, and provide interagency training opportunities.
  • ARC champions able to promote the ARC resource pack and its continued development, and the use of rights-based approaches. This could be people working on child protection in emergencies who keep an oversight of relevant materials.

Secondary users may be briefed or trained using the pack, and include:

  • Staff of humanitarian and other agencies, including community-based organisationsThis could be people with responsibilities for service delivery, support to government staff, community mobilisation and direct or indirect work with children.
  • Staff of government organisations These could be duty bearers in relation to the realisation and protection of particular child rights. The pack has been used to train a wide range of participants, including peacekeepers, military personnel, police, border guards and judiciary and it has been used to mobilise community committees for children.

Indirect users of the pack include:

Rights holders This could include children, their parents or community members. Although the resource pack has not been designed to be used directly by children, parents or community members, much of the pack’s content can be adapted by other users (eg. ARC facilitators or champions) for local use.

This pack has evolved over several years, and continuously updated and some of the organisations involved in its development inlcude:

With support from :