Education and Fragility – INEE -1

Having just returned from  a workshop in Bulawayo (Zimbabwe) it is frightening to see a respected Education System slip into chaos through a relatively sudden economic ‘meltdown’ (as it was termed by participants during the workshop). The new INEE  and Fragility newsletter keeps us up to date with everything new in this important area.

The ‘highly educated’ are just as capable of turning to violence as the ‘uneducated’, and this emphasizes the need to look more closely at the type of education that is on offer and the values and attitudes it is promoting. Simply providing education does not ensure peace.”

~Smith and Vaux (2003), Education, Conflict, and International Development, DfID, London

Education and Fragility – new INEE newsletter

The new newsletter  from INEE contains information and resources of interest and relevance to those working in education in fragile and conflict affected contexts. It includes resources related to education, peace building and fragility; as well as information about programs that INEE member organizations are developing, and updates of the INEE Working Group (WG) on Education and Fragility.

Working Group Corner

INEE Survey of Training Programs for Teachers and Education Workers in Conflict Transformation and Peacebuilding

INEE Education and Fragility Program Assistant – New Position

The Commonwealth Secretariat and Teacher Migration


The United Nations Interagency Framework Team for Preventive Action

Work Bench

Forced Migration Review: Issue on Fragile States

INEE Issue Paper: Supporting teachers in contexts of forced migration

Global Review: Prevention of armed conflict / armed violence

Conflict-sensitive Education Policy: a Preliminary Review

Transforming pre-service teacher education in Bolivia: from indigenous denial to decolonisation?

Governance measurements for conflict and fragility: A comparative inventory

For-profit education and government provision – a false dichotomy?


Conflict-sensitive Education Policy: a Preliminary Review
(Morten Sigsgaard)This discussion paper, which was published by Education Above All (EAA) and was prepared in consultation with the INEE Working Group on Education and Fragility, focuses on conflict-sensitivity in relation to national education policy and planning in conflict-affected and fragile states. It reviews core issues of conflict-sensitive access, content and protection, while also stressing that conflict-sensitivity should be a cross-cutting issue in all education policy development and planning in at-risk settings.Key recommendations include:(A)   Mobilizing political will and capacity to make education conflict-sensitive. This includes conflict analysis focused on the role of education, and getting high level political support for conflict-sensitive approaches.

(B)   Promoting equitable access to all levels of education. Conflict analysis and geographical mapping can show that some ethnic or other groups do not have equitable access to educational opportunity. Equitable access is needed for each level of education.

(C)   Making curriculum, teaching and language conflict-sensitive. The content of education must be cleansed of bias and should actively support the building of a peaceful and harmonious society.

(D)  Strengthening emergency preparedness including protecting education from attack. Reference is made here to the GCPEA study on field-based responses, as well as education for former child soldiers and other ex-combatants, and the importance of preparedness.

(E)   Responding to other key issues identified in the national conflict analysis process, such as the adverse effect of corruption or ‘shadow governance’ on certain social groups, pros and cons of decentralisation, and policies for refugee education.”

This discussion paper is available here.

Governance measurements for conflict and fragility: A comparative inventory  (UNDP)


Governance assessment methodologies are applied by donor countries or organisations wanting to assess the state of affairs in countries in conflict, and fragile countries, to guide strategic choices on intervention, or to identify the key stakeholders with whom they could engage. This publication by the U.N. Development Programme aims to provide a representative catalogue of governance assessments and measurements initiatives conducted in conflict/fragile countries and territories. It attempts to give an insight into the scope and breadth of both UN and non-UN initiatives carried out over the last decade (2000 – 2010). In this regard, it is by no means meant as an exhaustive list but rather as a collection of noteworthy methodologies and individual initiatives from which some how-to lessons on the conduct of country-led governance assessments in conflict fragile environments can be drawn.

Click here to access this publication.


For-profit education and government provision – a false dichotomy?
(Pearson’s Michael Barber on BBC’s HARDtalk)The United Nations had hoped that by 2015 every child would be able to go to primary school. But the last time they reported on progress to that goal they said 69 million children were still not getting an education – most of those in sub-Saharan Africa. Michael Barber has advised governments around the world about education. He’s now working for the international company Pearson. It recently announced it would invest millions in private schools for the world’s poorest families, in an attempt to demonstrate that for-profit education can provide high quality at a low cost to poor people across the developing world. Is that the right way to tackle the problem or could it undermine what governments are trying to do?Click here to listen to this podcast that was aired on the BBC World Service’s HARDtalk on 13 August 2012.
The best way to keep up to date with Education and Fragility is to register with INEE  yourself now that you have had a taster.



New Training Module on Adolescents and Youth Programming in Emergencies

INEE has announced a new training module:

The New Training Module on Adolescents and Youth Programming in Emergencies is part of the INEE Education in Emergencies training package.

The Adolescents and Youth Programming in Emergencies module complements the rest of the training package by promoting the specific needs, opportunities, and good programming practices of youth in emergency programs and policy decisions.  It provides tools for supporting integration and achieving quality and accessible education for all. The module consists of presentations, handouts, interactive dialogue sections, and exercises to guide participants. The module can be tailored for the beginner learner or it can be used with advanced practitioners.


The main objectives of the training module are to:

  • identify challenges and vulnerabilities specific to adolescents and youth in crisis and post-crisis situations as well as the ways in which they can make valuable contributions to their families, schools, and communities;
  • review good practices and specific recommendations for effective, quality programming for adolescents and youth; and
  • learn practical ways to promote meaningful participation for adolescents and youth in programming.

The module, which builds on a variety of youth-related INEE resources, was developed by Brooke Breazeale, in consultation with other members of the INEE Adolescents and Youth Task Team, the INEE Working Group on Minimum Standards and Network Tools, and the IASC Education Cluster.


The INEE Adolescent and Youth Task Team works to ensure a coordinated, accelerated, and evidence-based response to the educational rights, needs, and aspirations of adolescents and youth affected by crisis. The Task Team collaboratively develops resources and tools, advocates for youth-inclusive programming, and facilitates training and capacity building to help practitioners respond to youth and education challenges faced during situations of crisis and recovery. To find out more go to the Adolescents and Youth Task Team webpage. To join the Task Team, email


Explore the whole Education in Emergencies Training Package 

The package contains the following modules with presentations, facilitators’ guides and exercises, available on the INEE Toolkit.

0.   Guidance and Time Tabling

1.   The Rationale for Education in Emergencies

2.   INEE Minimum Standards Framework

3.   Technical Components for Education in Emergencies

4.   Education in Emergencies Coordination

5.   Action Planning and Follow-Up

6.   Assessment

7.   Programme Design, Monitoring and Evaluation

8.   Links Between Education and Other Sectors

9.   Contingency Planning

10.  Early Recovery and Transition

11.  Advocacy and Policy

12.  Risk Reduction

13.  Teaching and Learning

14.  Human Rights and Accountability

15.  Inclusive Education

16. Gender Responsive Education

For more information and questions on the Education in Emergencies Training Package and capacity development initiatives of INEE and the Education Cluster, please contact


Schools and Armed Conflict

From the latest newsletter from INEE:

Schools and Armed Conflict: A Global Survey of Domestic Laws and State Practice Protecting Schools from Attack and Military Use

(Human Rights Watch)

This report examines — in three separate chapters — law and state practice relevant to three issues: (1) protecting civilian objects (buildings and other infrastructure) from intentional attack; (2) protecting education buildings from intentional attack, and (3) deterring  education facilities from being used or occupied by government security forces and non-state armed groups.


Each chapter begins by examining the relevant international law, including both the international treaties that bind states that have ratified them, and what is known as customary international law, which is binding on all states. The report then analyzes how different countries are applying protections for education facilities within their own domestic law, especially within criminal law and military law. Finally, each chapter examines relevant examples of state behavior in providing these protections. Such examples can be particularly useful because state practice-especially when carried out in a way that indicates that the country accepts that it is legally required to act in a certain way-can be influential in understanding and developing customary international law.


To find out more and download the full report, click here

A Framework for the Protection of Children

A Framework for the Protection of Children

Before building new weapon systems perhaps we governments could spend a few moments considering how to protect some of the most vulnerable within our populations -the children.


The Framework applies a child protection systems approach that includes actions for duty bearers at all levels – family, community, national and international – to mitigate and respond to the protection risks children are facing. This recognizes that all actors contribute to the comprehensive protection of children.
The Framework was developed by UNHCR, in consultation with States, partners, communities and children themselves: more than 300 refugee girls and boys of different ages and abilities in Kenya, Nepal, India and Jordan shared their thoughts and ideas on protection risks and solutions.


The full report is available  here.

Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries

Disaster Risk Reduction (DRR) is becoming an important aspect of new curricular – and like health education will mean that many children’s lives will be saved. Too important to be left to last thing on a Friday afternoon. The case studies listed in the report by UNICEF and UNESCO help us to ‘operationalise’ what we mean by DRR.


UNICEF and UNESCO recognise the important role education plays in reducing vulnerability and building resilience. Education can be instrumental in building the knowledge, skills, and attitudes necessary to prepare for and cope with disasters, as well as in helping learners and the community to return to a normal life.


This report is a mapping of countries that have included elements of disaster risk reduction into their education system. It captures national experiences whilst noting key challenges in countries where disaster risk reduction is less clearly prioritised or where specific teacher training doesn’t exist.


The publication is available here.