EARTH DAY 2011 – 22nd April 2011

April 22nd marked Earth Day 2011 – check out the website to see how you can get involved.

Athletes for the Earth™: Bringing the voices of Olympic and professional athletes to the environmental movement, Athletes for the Earth™ has a proven track record of illustrating the interaction of athletes with their environment and connecting popular athletic activities with environmental stewardship.  Participating athlete/celebs include Olympic Gold Medalist Billy Demong, Olympic Bronze Medalist Andrew Weibrecht, World Champion Freeskier and founder of the Save Our Snow Foundation Alison Gannett, Boston Bruins Defenseman Andrew Ference, Olympic Gold Medal swimmer Aaron Peirsol, and NFL linebacker Dhani Jones.

The Canopy Project: In 2010, Earth Day Network planted over 1 million trees in 16 countries under the Avatar Home Tree Initiative. In 2011, EDN will continue that effort with another 1 million trees in large-scale, sponsor‐supported tree-planting projects in partnership with non‐profit organizations throughout the world. Locations where reforestation is most urgently needed include Haiti, Brazil, Mexico and urban areas of the US.  Help us green our future, one million trees at a time.

Women and the Green Economy (WAGE): To accelerate and provide the new thinking and creative power for a global post-carbon economy, Earth Day Network is engaging women business, government and NGO leaders in its “Women and the Green Economy” (WAGE™) campaign. Our goal is to create a policy agenda for Rio+20 and relevant generate national initiatives that will promote the green economy, secure educational and job training opportunities for women and channel green investment to benefit women.

Arts for the Earth: Arts for the Earth is an innovative education program developed to teach sustainability and environmental education through museum and arts community networks.


World Malaria Day – 2011

World Malaria Day

25 April 2011

Having worked in areas of the world where malaria is prevalent and seeing many children die of a disease that could so easily be prevented – if we apply our scientific and social minds. It seems the world is now waking up to the waste of human potential caused by this disease and to the possibilities for eradication. One example, on Moheli, a small island making up part of the group of islands called Comores, they have managed to eradicate malaria (not mosquitoes though) by ensuring that all islanders are treated with tablets,so that the mosquitoes cannot transmit malaria. Possible on small islands but more difficult with larger countries.  Perhaps in 10 years time we may be nearer to finding a real breakthrough. In the mean time providing bed nets and immediate follow up if someone does fall to malaria can help a great deal. Just training health workers to use a simple microscope can save lives.

In 2009, about 3.3 billion people – half of the world’s population – were at risk of malaria. Every year, this leads to about 250 million malaria cases and nearly 800 thousand deaths. People living in the poorest countries are the most vulnerable.

World Malaria Day – which was instituted by the World Health Assembly at its 60th session in May 2007 – is a day for recognizing the global effort to provide effective control of malaria. It is an opportunity:

  • for countries in the affected regions to learn from each other’s experiences and support each other’s efforts;
  • for new donors to join a global partnership against malaria;
  • for research and academic institutions to flag their scientific advances to both experts and general public; and
  • for international partners, companies and foundations to showcase their efforts and reflect on how to scale up what has worked.

Related links

RESOURCE: Education for All in Asia-Pacific Newsletter (UNESCO)

From the recent INEE newsletter:

(UNESCO Bangkok)  
The Education Policy and Reform Unit has launched an EPR E-Newsletter to keep in touch and build networks with professionals in education sector. It is hoped to be a channel for knowledge and information exchange on education policy and reform among the professionals, keeping them informed of what’s happening in the field of education policy and management in the Asia and Pacific region, not only from the sector-wide perspective, but also in those critical to the crossroads of learning and life-such as secondary education as well as technical and vocational education and training.

To sign up for the newsletter and access the February 2011 issues, click here.

Human Rights Education Associates -new resources

## The LIBRARY of the Human Rights Education Associates  ( ) have some new additions:

Haki Zetu — ESC rights in Practice: Main book (Amsterdam: Amnesty International Netherlands, 2010). Language(s): English. Keywords: handbook, NGO staff, advocacy, cultural rights, discrimination, economic and social rights, human rights defenders, human rights documentation, human rights monitoring, human rights-based approach (HRBA) to programming, Africa. URL:

Haki Zetu – ESC rights in Practice: The Right to Adequate Food (Amsterdam: Amnesty International Netherlands, 2010). Language(s): English. Keywords: handbook, NGO staff, advocacy, cultural rights, discrimination, economic and social rights, human rights monitoring, right to food & water, African Commission on Human and Peoples’ Rights, Africa. URL:

Haki Zetu – ESC rights in Practice: The Right to Adequate Housing (Amsterdam: Amnesty International Netherlands, 2010). Language(s): English. Keywords: handbook, NGO staff, advocacy, cultural rights, discrimination, economic and social rights, human rights monitoring, right to housing, Africa. URL:

Haki Zetu – ESC rights in Practice: The Right to Adequate Water and Sanitation (Amsterdam: Amnesty International Netherlands, 2010). Language(s): English. Keywords: handbook, NGO staff, advocacy, cultural rights, discrimination, economic and social rights, human rights monitoring, right to food & water, African Commission on Human and Peoples’ Rights, Africa. URL:

Handbook on European non-discrimination law (Strasbourg: European Union Agency for Fundamental Rights and the European Court of Human Rights, 2011). Language(s): English, French, German. Keywords: handbook, judges, law enforcement officials, lawyers, prosecutors, discrimination, non-discrimination, European Convention on Human Rights (ECHR), Council of Europe, European Court of Human Rights, European Union, Europe. URL:

RIGHTS NOW: A Training Manual on ASEAN Human Rights Mechanisms (Bangkok: Asian Forum for Human Rights and Development, 2010). Language(s): English. Keywords: training manual, NGO staff, trainers, training of trainers, advocacy, children’s rights, migrant workers, national human rights institutions, women’s human rights, Convention on the Elimination of All Discrimination Against Women (CEDAW), Convention on the Rights of the Child (CRC), International Convention on the Protection of the Rights of All Migrant Workers and Members of their Families, Asia. URL:

Strategic support for decision makers. Policy tool for education for democratic citizenship and human rights education by David Kerr and Bruno Losito with Rosario Sanchez, Bryony Hoskins, William Smirnov and Janez Krek (Strasbourg: Council of Europe, 2010). Language(s): English. Keywords: policy, parliamentarians, policy makers, public officials, school administrators, formal education, education for democratic citizenship, human rights education. URL:

Education for All – JOMTIEN STATEMENT: Tenth Meeting of the High-Level Group on EFA


Some 40 global leaders attended the Tenth Meeting of the High-Level Group (HLG) on Education for All (EFA) from 22 to 24 March in Jomtien, Thailand. Jomtien was the site of the historical 1990 World Conference on Education where the EFA movement was launched. Two decades on, the aim of providing quality basic education for all children, youth and adults remains a major challenge.


Excerpt from the Statement:  7.    We can no longer turn a blind eye to the urgent need to protect education in conflict-affected and disaster-affected countries. Schools are targeted by combatants, and schoolchildren, especially girls, and female teachers, are particularly vulnerable in violent conflict situations. More effective monitoring systems in regard to human rights violations affecting education are required. Education can also play a significant part in building peace in fragile contexts when it communicates tolerance and mutual respect. We therefore appeal to the international community to support education in conflict situations and fragile contexts as an integral part of humanitarian assistance and reconstruction, and to give it far greater priority in financing requests and delivery.

Read about the meeting and download the statement here.


Education and conflict -Education in Emergencies

INEE has put together an update on education and conflict around the world:

01 March 2011 – Which countries spend more on arms than primary schools? (Guardian)

As the UK reviews its foreign aid we take a look at the countries in conflict and what this means for local children and their education. More than 40% of the world’s out-of-school children live in countries affected by conflict. That’s just one of the findings in a new UN report on the state of education, out today.

Full article here.


09 March 2011 – Children struggle to access basic education as schools remain closed in Côte d’Ivoire (UNICEF)

Since last November’s disputed presidential election, many schools in Côte d’Ivoire have remained closed. There are now nearly 800,000 children waiting to get back to learning.

Full article here.

10 March 2011 – El Salvador implements the INEE Minimum Standards (Plan)

The Ministry of Education of El Salvador, with support from Plan and INEE, has launched the Minimum Standards for Education: Preparedness, Response, Recovery, “to promote a secure life for girls and children affected by storm Ida.”  With the inclusion of the Minimum Standards for Education in Emergencies, both Plan and the Ministry of Education seeks to provide schools in the country with an educational response that meets world standards, and provide a tool to ensure that the education of girls and young teenage children affected by disasters is not interrupted, but is retained in environments that ensure the protection of children.

Full article here.

10 March 2011 – Pakistan declares education emergency (World Education Blog)

Kicking off a campaign aimed at making March “the month that Pakistan talks about only two things: education and cricket”, a government commission has painted a damning picture of the country’s education system, whose poor progress towards global learning goals has been documented in the Education for All Global Monitoring Report. As the Pakistani newspaper Dawn and BBC News reported yesterday, the Pakistan Education Task Force says the country “is in the midst of an educational emergency with disastrous human and economic consequences.”

Full article here.

10 March 2011 – USAID-Ghana partners Ministry of Education on E-Reader study project  (Ghana News Link)

USAID-Ghana has partnered with Worldreader, a non-profit organization, and the Ghana Ministry of Education to support the iREAD program, providing 500 students and their teachers in six schools across three grade levels e-reader devices with access to an enormous selection of digital books, including core local textbooks, Ghanaian storybooks, and international children’s literature. E-reader is a portable electronic device designed primarily for the purpose of reading digital books and periodicals and using e-ink technology to display content on a non-back-lit screen. Materials can be ordered and downloaded using Wi-Fi, USB and/or mobile connectivity.

Full article here.

14 March 2011 – Learning from Japan: Promoting Education on Climate Change and Disaster Risk Reduction (Brookings Institution)

Over the years, Japan has spent billions of dollars developing advanced technology against earthquakes and tsunamis and designing buildings to withstand the impact of waves. These proactive precautions by development and contingency planners in Japan have reduced disaster risk, minimizing material damage and loss of life. The Japanese are also prepared to quickly react to quakes and tsunamis due to a highly-developed public education program. It is important to emphasize here how education and schooling can play such a significant role in preparing citizens for such catastrophic natural disasters.

Full article here.

16 March 2011 – OPT: Blockade Frustrates Gaza Students (IRIN)

The next generation in the Gaza Strip may be less educated, less professional and perhaps more radical because an Israeli blockade has restricted educational and employment opportunities, say UN and other sources. The four-year blockade has particularly affected youths aged 18-24, limiting access to higher education, academic exchanges and professional development, says Gaza’s education ministry. About 65 percent of Gaza’s 1.6 million people are under 25, according to UN estimates.”

Full story here.

21 March 2011 – Ensuring Education Leads to Learning: The Task Ahead for the Education for All Goals in the Developing World (Brookings Institution)

On Tuesday, March 22, education leaders from around the world will meet in Jomtien, Thailand to discuss the progress of education across the globe. This 10th meeting of the Education for All High-Level Group marks two decades of concerted global effort to improve educational attainment, particularly in the world’s poorest countries. The discussions celebrated the development of the Education for All (EFA) movement, which began in Jomtien in 1990, and has led to six widely shared, time-bound goals for meeting the learning needs of all by 2015.

Full article here.
22 March 20111 – UK Renews Pledge of £100 million for EFA FTI, Challenging other Donors to Match Funds (EFA Fast Track Initiative)

On the eve of the Education for All High-Level Group Meeting in Jomtien, Thailand, the British government renewed its commitment to offer up to £100 million (or US$ 163 million) to the Education for All – Fast Track Initiative (FTI). The EFA FTI is an international partnership dedicated to ensuring quality basic education for all children. With this support, the United Kingdom’s Department for International Development (DFID) is challenging other donors to match these funds to help finance primary and lower secondary education in the 44 developing countries supported by the FTI partnership.

Full article here.

24 March 20111 – In Japan, parents try to go on: ‘My child should come home to me’  (CNN)

…With so much work to do for these parents, there’s no time to think about grieving, says aid organization Save the Children. The nonprofit group hopes to ease the onslaught of trauma, by setting up “child-friendly spaces” at evacuation centers up and down the northern Japan coastline. As the name suggests, it’s a simple place that’s friendly to children and their needs. Primarily, it’s a place to play…

Full article here.

28 March 2011 – Japan: Giving kids something to smile about / Teachers, organizations try to bring some joy to children taking shelter in disaster zone (The Daily Yomiuri)

…Their school was pummeled by the devastating tsunami on March 11. Two weeks have passed since the disaster, but many children, who now have to stay in evacuation centers, are having trouble accepting the death of relatives and friends. Some are too depressed to talk about what they are going through. …Meanwhile, a playset named “Hako no Naka no Yochien” (kindergarten in a box), which contains 37 different toys and was donated by UNICEF, was delivered Friday to Hebita Primary School in Ishinomaki, where about 570 people are taking shelter.

Full article here.

30 March 2011 – Japan: OCHA Earthquake & Tsunami Sit. Report No. 15

Education issues highlighted: Schools in the three worst affected areas are facing tremendous challenges to resume their classes for the start of the academic year in April. Approximately 1,700 public schools have been damaged by the earthquake/tsunami in Iwate, Miyagi and Fukushima Prefectures. This represents about 70 per cent of schools in the area. Another 345 schools are being used as evacuation centres. On top of this, many school teachers have died or are still missing and most school supplies and text books have gone. Universities are also affected as they are also being used as evacuation centres or were damaged. The US Forces have also started to remove debris in six schools in Ishinomaki-city, Miyagi, in order to allow the schools to carry out the postponed entry examinations and resume their classes as soon as possible.

Full report here.

31 March 2011 – Egypt: modern teaching practices engaging new students (Creative Associates International)

Safaa is 15 years old and lives in the small village of Abou Harb, 50Km north of Menia. Dropping out of school at 10 years old, she had received little education, and was intimidated by teacher attitudes. “I believe the school environment was the main reason I dropped out. Mainly, I didn’t feel that I was learning anything. Teachers preferred using force and intimidation instead of listening to the students. I wasn’t able to understand a thing during class, and was constantly so scared.”

Full article here.


On the road to resilience. Capacity development with the Ministry of Education in Afghanistan -new report

Not so many positive reports on life and work in Afghanistan -here is one posted in the INEE newsletter


States affected by conflict are far from achieving the Education for All goals, and ‘capacity development’ is frequently proposed as the solution to their difficulties. This report investigates the challenges that war-torn Afghanistan faces in rebuilding its education sector. Case studies of capacity development partnerships between Afghanistan’s Ministry of Education and two UN agencies, an NGO consortium, and an education donor, explore efforts to strengthen the country’s education system. Based on the case studies, a number of key lessons are highlighted, including the importance of high-level political backing, taking time to build trusting partnerships, focusing on institutional development, putting process and procedures before products, and sustaining education aid in order to achieve national development objectives. Chapter 9 in particular focuses on Inclusive Education. 

Download the report here.