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.



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