A New Agenda for Education in Fragile States
Brookings Institution Center for Universal Education
This report provides a broad review of the field of education in fragile states and charts a new agenda for maximizing education’s contribution to the development and well-being of people living in these contexts.
Highlights of the report include:
- Education can play a significant role in helping accelerate progress for people living in fragile states for at least four reasons: advancing economic development, humanitarian action, security and environmental sustainability.
- The mere delivery of and participation in services is an important aspect of building capacity at multiple levels, including government systems, communities and individuals.
- Education has an important role to play in addressing the consequences of and reducing the effects of disasters and climate change.
To read the full report, please click here.
From INEE newsletter
Study: Bringing Education to Afghan Girls: A Randomized Controlled Trial of Village-Based Schools
By Dana Burde and Leigh L. Linden
We conducted a randomized evaluation of the effect of village-based schools on children’s academic performance using a sample of 31 villages and 1,490 children in rural northwestern Afghanistan. The program significantly increased enrollment and test scores among all children, but particularly for girls. Girls’ enrollment increased by 52 percentage points and their average test scores increased by 0.65 standard deviations. The effect is large enough that it eliminates the gender gap in enrollment and dramatically reduces differences in test scores. Boys’ enrollment increased by 35 percentage points, and average test scores increased by 0.40 standard deviations.
To acces this study, please click here.
Policy Paper: Teachers for All: Inclusive Education for Children with Disabilities
By Ingrid Lewis and Sunit Bagree
Globally we need more well-trained and motivated teachers. Good teachers can help ensure that every child learns to their full potential from an early age and enters adult life well-equipped to be active citizens and support the development of their community and country. Many countries do not have enough teachers, let alone enough teachers who have received sufficiently high quality pre- and in-service training and access to continuing professional development. The lack of well-prepared and motivated teachers impacts on the enrolment, participation and achievement of all children – but can be particularly detrimental to the education of children from marginalised groups, who may need some extra encouragement or assistance to reach their educational potential.
Teachers are often simply not trained or supported to teach children with disabilities, which makes these children among the most marginalised in terms of educational opportunity and attainment. The exclusion of children with disabilities from education and from fair life chances requires urgent and sustained attention. In particular, attention needs to be paid to preparing teachers who are capable of including children with disabilities in the education process.
This paper first provides more detail about the context and scale of the challenge.It then outlines five broad issues that need addressing if we are to prepare, recruit and support enough teachers, with appropriate skills, to educate every child – including those with disabilities.
To download the paper, please click here.
This Friday, August 9, is the United Nations’ International Day of the World’s Indigenous People. The day has been celebrated every year since 1994, and this year’s theme is “Indigenous People Building Alliances: Honoring Treaties, Agreements, and Other Constructive Arrangements.” As the United Nations says, “the theme aims to highlight the importance of honoring arrangements between States, their citizens andIndigenous peoples that were designed to recognize Indigenous peoples’ rights to their lands and establish a framework for living in proximity and entering into economic relationships. Agreements also outline a political vision of different sovereign peoples living together on the same land according to the principles of friendship, cooperation, and peace.”
To celebrate the day, the United Nations will be holding a special event at their New York City headquarters on Friday, August 9 starting at 3pm, which will be broadcast live. On the same day, hundreds of Indigenous and non-Indigenous rowers are scheduled to arrive at the New York piers in Manhattan. Participants have traveled thousands of miles via canoe and horseback to honor the 400 year anniversary of the signing of the Two Row Wampum Treaty, the first treaty between Dutch immigrants and the Haudensosaunee, the Indigenous inhabitants of New York.
Cultural Survival, First Peoples Worldwide, and the #Proud2BIndigenous coalition is dedicating the week to FPIC – Free, Prior and Informed Consent, which stipulates that corporations, governments, and NGOS must include Indigenous Peoples in the planning and implementation of all development projects on traditional land, and obtain their consent before beginning a project, including respecting their right to say no to such projects.
From Cultural Survival :
For more information on Free, Prior and Informed Consent and to download free radio spots on FPIC, see our materials
2013 Theme: “Indigenous peoples building alliances: Honouring treaties, agreements and other constructive arrangements”
The International Day of the World’s Indigenous People (9 August) was first proclaimed by the General Assembly in December 1994, to be celebrated every year during the first International Decade of the World’s Indigenous People (1995 – 2004).
In 2004, the Assembly proclaimed a Second International Decade, from 2005 – 2014, with the theme of “A Decade for Action and Dignity.” The focus of this year’s International Day is “Indigenous peoples building alliances: Honouring treaties, agreements and other constructive arrangements.”
(poster for second decade: http://www.un.org/esa/socdev/unpfii/media/images/decade_poster.pdf)
The theme aims to highlight the importance of honouring arrangements between States, their citizens and indigenous peoples that were designed to recognize indigenous peoples’ rights to their lands and establish a framework for living in proximity and entering into economic relationships. Agreements also outline a political vision of different sovereign peoples living together on the same land, according to the principles of friendship, cooperation and peace.
Resources and links for further information and research
Through a grant from the International Fund for Agricultural Development (IFAD), the Secretariat of the UN Permanent Forum has been able to initiate training programmes to government agencies, indigenous peoples’ organizations, and UN System staff at country level. The aim of the training programmes is to improving the situation of indigenous peoples at country level through capacity building and awareness raising on indigenous peoples’ issues. For further information please contact the Secretariat firstname.lastname@example.org
Training Module on Indigenous Peoples’ Issues
Resource Kit on Indigenous Peoples’ Issues
[EN] [ES] [FR]
Materials and Programmes from Countries Where Training Has Been Held
Turin (Italy)–Training of Trainers
Many children and young people all over the world find going to school a trial, but for many going to school can mean facing real physical and psychological threats and for some even torture and death. Education and conflict are words that should not go together but the reality is different.
Blog: Malala Day:
Teachers demand action to secure an education for conflict-affected children
By Elin Martinez, Save the Children and Sara Tesorieri, Norwegian Refugee CouncilOn her 16th birthday today, Malala Yousafzai is addressing the United Nations, urging world leaders to recommit to ensuring that all children can exercise their fundamental right to education. Hundreds of young people have arrived in New York to join her in a youth ‘takeover’ of the UN, supported by UN Secretary General Ban ki-Moon.
Amidst the many voices of children and young people, teachers have also joined Malala’s call to action. A total of 419 teachers currently teaching in schools set up under our agencies’ EU Children of Peace Initiative projects in North Kivu, DRC and Dollo Ado camp, Ethiopia, have signed a letter urging the European Commission to prioritise education and step up its commitment to funding education for children in crisis situations.
To read the full text and make your comment, please click here.
Policy Paper: Children still battling to go to school
EFA Global Monitoring Report
The EFA Global Monitoring Report produced a new policy paper updating its calculations on the extent to which conflict is impacting on children’s education around the world, which was released in time for Malala’s 16th
The key findings in this new paper, Children still battling to go to school
, include:1. Any benefits of the slow progress in reducing the number of children out of school has not reached those living in conflict-affected countries:
Half of all children out of school – 28.5 million – were living in countries affected by conflict in 2011 – an increase from 42% in 2008. The majority of these children are girls.
2. 20 million out of school adolescents were living in countries affected by conflict in 2011,
of which 11 million are female.3. The share of humanitarian aid to education is not only very small, but has even declined:
Education receives only 1.4% of humanitarian aid, a reduction from 2.2% three years ago. In addition, these funds meet only just over a quarter of the amount needed, the largest gap registered for any sector, leaving a funding deficiency of $221 million.To access the paper, please click here.
For other language version: French and Spanish
To read their recent blog on this subject, please click here.
Report: Attacks on Education: The impact of conflict and grave violations on children’s futures
Save the ChildrenSave the Children published the new report Attacks on Education: The impact of conflict and grave violations on children’s futures on July 12th, 2013 to mark the 16th Birthday of Malala Yousafzai.
The report examines the different types of attacks on schools, what motivates attacks and their impact on children. Country case studies are included, looking at attacks on education in Central African Republic, the Democratic Republic of Congo, Mali, occupied Palestinian territory and Israel, Pakistan and Syria.This report sets out how education can be better protected from attacks and how the international community can support ways of restoring education when it has been affected by conflict. It makes recommendations to governments, the UN, and humanitarian donors and agencies.To download the report, please click here.
Report: Girls Education Under Attack
Plan UK launched its publication, Girls Education Under Attack
, on Malala Day, 12 July 2013. This report describes the increasing risks to girls’ education because of emergencies and conflict and makes recommendations for ensuring no child misses out.
To view the report, please click here.
To read other Malala day resources from Plan UK, please click here.
Want some action?
World’s Women’s Summit Foundation (WWSF)
WWSF Children – Youth Section
Call to Action 2013 – 19 Days of activism – Prevention of violence against children and youth
Introducing: INEE-Sphere Linkages guide to support inter-sectoral collaboration
Arianna Sloat and Brittney Davidson, INEE Secretariat
Coordination and collaboration between education and other humanitarian sectors is essential to ensure an effective response that addresses the rights and needs of all learners. An inter-sectoral approach to education means prioritizing coordination and close collaboration between education and other sectors including Health, Protection, WASH, Shelter, Camp Management, Food Aid and Nutrition.
The use of the INEE Minimum Standards as a companion and complementary standards to the Sphere Handbook can help to ensure that critical linkages between education and other sectors are made at the outset of an emergency – through multi-sectoral needs assessments, followed by joint planning and holistic response. To support the joint usage of the INEE and Sphere Standards, INEE has developed a guide that outlines “INEE Minimum Standards’ Linkages to the Sphere Minimum Standards.” This brief guide streamlines and clarifies the use of the INEE Minimum Standards in conjunction with the Sphere Minimum Standards in order to provide a cohesive outline of an integrated, multi-sectoral response.
To access this blog post, please click here. For the INEE Minimum Standards’ Linkages to the Sphere Minimum Standards document, please click here.
From the INEE newsletter:
Closing the gap: Using resilience to support education policy in emergency and crisis
Jo Kelcey, Education Specialist, World Bank
The fifth domain of the INEE Minimum Standards focuses on law and policy formulation and planning and implementation. Yet, in emergency contexts, providing structural and institutionally focused support for these processes is often easier said than done. In particular the question of how to better bridge the humanitarian and development agendas continues to preoccupy practitioners.
Although we benefit from a wealth of good practice and concrete guidance on how to promote the right to education in contexts of emergency and as well as strategies to enhance preparedness and prevention, the question of how to institutionalise this within more traditional ‘development’ structures and policies is arguably less well explored.
To read more on the Education Resilience Approaches to support education policy in emergency and crisis, please click here.