Constructing learning spaces – a new report

From INEE newsletter

Transitional Learning Spaces – New Compendium

Natural disasters and conflict are known obstacles to education. In areas recovering from disaster, education interventions are considered key to “building back better.”

To that goal, UNICEF just launched a new compendium – Transitional learning spaces (TLS): Resilient design and construction in emergencies 2013 – geared towards practitioners in the field rebuilding learning environments especially after emergencies.

Building on the 2011 compendium, which focuses on general design principles, construction materials and modalities, the 2013 edition provides new case studies and lessons learned to build safer and more resilient child-friendly learning environments.

Please read the blog post by Carlos Vasquez, architect and child-friendly school designer at UNICEF.


Inclusive Education – new publications

INEE has not only been active in Education in Emergencies but has produced some excellent materials that can be applied more broadly, such as in Inclusive Education. We could also say that many individuals find themselves excluded thus making an ’emergency ‘case for themselves!

Some examples of recent publications:

Thematic Issue Brief: Inclusive Education

This brief summarizes the mainstreaming of inclusive education in the INEE Minimum Standards Handbook. The brief defines inclusive education as a means to ensure the presence, participation and achievement of all learners in learning opportunities. It discussed inclusive education as a thematic issue and addresses inclusive education in the INEE Minimum Standards. Additional guidance is offered for data collection and monitoring and advocacy for implementation, partnerships and resource mobilization.

For additional resources regarding inclusive education, click here


EiE Training Module 15: Inclusive Education


This EiE harmonized training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.

The materials include a PowerPoint presentation and Facilitator Guide. Learning objectives for this training module are as follows: (1) Understand the basic principles underpinning inclusive education; and (2) Understand about barriers to inclusion, and how we can identify them and begin to address them.

For more information, please contact

and from EENET
Enabling Education Review: Issue 2, December 2013


The latest edition of EENET’s annual publication focuses on inclusive education and disability. The topic coincides with the focus of the 2014 Global Campaign for Education. The Review provides a selection of easy-to-read, short articles illustrating interventions to support inclusion for learners with disabilities, mostly in resource-poor and challenging contexts. The articles are from a wide range of countries, and include an interesting case study about involving people with disabilities in teacher training in Iraq.

The Review also contains a pull-out poster summarising five key strategies for supporting teacher education to address inclusion issues more comprehensively:

The Review is available online, and in printed format from EENET. Translations into Arabic, French, Spanish and Swahili will also be available online soon.

Out-of-School Children in South Asia Report – only 27 million to go!

We need quality in education but that is no excuse not to offer the opportunities for all children to have an education. We all knew that the 2015 goals would not be achieved because the last millions of disadvantaged, female, children with disabilities and others are likley to be the most difficult to ensure a quality education.

Out-of-School Children in South Asia Report

Today, UNICEF’s Regional Office for South Asia and the UNESCO Institute for Statistics (UIS) released a new study revealing that 27 million children ages 5-13 are out of school in Bangladesh, India, Pakistan and and Sri Lanka.

Children from rural areas, particularly girls, and from urban slums, ethnic minorities, children with disabilities and child labourers face the greatest risk of being out of school.

The study shows the proportion of out-of-school children who have dropped out from school, who are likely to enroll at a later stage, and who are likely never enroll at all. It also identifies profiles of out-of-school children – information that is crucial in designing and implementing policies that address exclusion from a multi-sectorial perspective.

The Global Out-of-School Children Initiative is instrumental in making a significant and sustainable reduction in the number of children around the world who are out of school.

To read the full report, please click here.

Reaching Resilience – a new game

Reported in the INEE newsletter:

Game Report: Reaching Resilience

“Reaching Resilience,” a game developed by CARE International, Urgence Réhabilitation Dévelopement (Groupe URD) and the Wageningen University, uses a fun method to teach the concept and challenges of resilience and the questions it raises. The aim is to increase the player’s capacity to cope with hazards and shocks through increased interaction between actors involved in the different fields of disaster risk reduction (DRR), climate change adaptation (CCA) and poverty reduction (PR). Videos providing an overview of the context of each case study (DDR, CCA and PR) can be found here, and the Reaching Resilience handbook can be found here. The game, available in English and French, is short and simple to understand.

For more information about Reaching Resilience, click here. To either download the game or play online, click here

Get Tuned in – World Radio Day 2014 – 13th February


World Radio Day 2014

13 February is World Radio Day — a day to celebrate radio as a medium; to improve international cooperation between broadcasters; and to encourage major networks and community radio alike to promote access to information, freedom of expression and gender equality over the airwaves.

– See more at:


Check out Radio in Africa


Radio and Women’s empowerment

Gender equality seems like a cliché nowadays. Nobody wants to talk about it. This is largely due to some misconceptions that people maintain about this issue.

Of course, when we talk about gender issues, we’re not just talking about women. However, to a lot of people, “gender issues” equates directly to “women’s issues.” The reason for this is the attitude that many people have about women and their role in society.

African societies in particular have not been kind to women. I remember as a child, my mother would tell me, ‘Eat quickly and get up from here. You are a woman!’ This statement has some positive undertones, but it’s mostly negative. It forms an impression that girls are different, or of low importance.

Why did my mother insist that I eat quickly? As a girl, I needed to perform household chores, like washing plates immediately after everyone finished eating. But why is this entirely a woman’s job? Women are severely limited by preconceptions like this.

In the media, gender equality does not just mean equal numbers of men and women. It’s a much deeper issue. Of course, there have been some very successful female reporters. Women like Christiane Amanpour have pushed boundaries while covering news where many might have thought it was “too tough for a woman.”

But for many women in this profession, certain topics belong to their male colleagues. Women are often passed over for war or crisis coverage. Even when offered these assignments, many women would prefer to produce a program about cooking or raising children. They would rather take up softer roles in the newsroom, because that’s what society has told them they can handle.

One roadblock to gender equality is a lack of media tools. Recently, I trained some journalists in Africa. It broke my heart to see these women and their complete lack of computer skills. While all the men could at least use the computer to type, the women simply giggled, as if to say, “That’s the men’s job.”

However, women in Nigeria have made great strides in radio. Sound editing or sound engineering, for instance, used to be mainly done by men. But today, we find women doing great work in sound editing. We can attribute this to women learning that doing it yourself is sometimes the only way to get something done, regardless of gender. As long as a female reporter or a producer wants to make a difference with her story, she doesn’t want to wait around for a male sound engineer to edit it for her. It’s quicker and easier to do it herself.

So many women have won awards in radio for doing outstanding stories. The late Dooshima Iyo used to work with Radio Benue in Nigeria. She was known for her very soothing voice and inspiring stories when she was on the air. When I was a young girl, this lady was my inspiration. I dreamt of becoming a journalist. Today, I train journalists.

I take great joy in this work, especially when training journalists like Rita Eaghujuwbo. She took her radio program on Hot FM in Abuja, Nigeria to an interesting new level by using Facebook to give her listeners a chance to voice their views. Now, her audience has taken ownership of the program by sometimes determining what topics she discusses.

Ugo Aniekwe, also, is now the Director of Programs in Anambra Broadcasting Corporation in southeast Nigeria. Before, she had no technological skills. Now, after training, Ugo says she is a ‘digital journalist’ as she can edit her programs by herself using Adobe Audition. This is a milestone in her career.

Many more women today occupy leadership positions in radio stations in many African countries. It is obvious that excellence is not limited by gender.

The media has an important role in shaping society. If women in the industry would take up the challenge to educate themselves, they would be able to combat biased reporting in gender-related issues. Equal representation in the media is an important way that women can ensure greater gender equality.

Many organizations have taken steps to establish conscientious policies. U-S AID, U-K AID, and UNESCO all have a gender equality policy in place. These ensure that every project is guided by gender analysis, and this establishes common indicators for judging success.

Gender activists are working to bridge the inequality gap. Now, it’s time for women to take up leadership roles in radio and the media. If they do, they can make their own impact on the media and society.

About the Author

Aveseh Asough (Nigeria) has been a well-known voice on Aso Radio Abuja, Nigeria. Joining the BBC World Service Trust in May 2010 as a trainer, she first worked on the UNICEF-funded project “Igniting Change”, focusing on maternal and child health, and now she trains journalists in good governance issues. Aveseh is a member of several professional bodies like AMARC, Investigative Reporters and Editors, United State International Visitors Alumni, Holland Alumni, and International Federation of Journalists, among others. She is also a 2012 Fellow of the Centre for Media Ethics (CIME). Aveseh Asough is a winner of several professional awards.

– See more at:

And a message from Christian Amanpour

And Bibi Russell:

What about indigenous peoples and radio?

From Cultural Survival:

Today is World Radio Day, a day that is dedicated to celebrating radio as a medium. Cultural Survival’s community radio partners in Guatemala are currently fighting for their right to freedom of expression through community radio. 
Community radio has been a vital presence in Indigenous communities in Guatemala since the 1960s. Indigenous Peoples in Guatemala rely on community radio to keep their cultures, languages, and traditions alive as well as to inform their communities about issues and events relevant to their lives. Community radio also serves the vital function of distributing content to listeners in their own language, reaching even the poorest areas where radio may be the only affordable form of communication. The right to this media is clearly defined by the Guatemalan Peace Accords, the Guatemalan constitution, and organizations like the United Nations and the International Labor Organization, yet access to community radio remains restricted.Deplorably, Guatemalan community radio stations are frequently targeted in police raids;
community radio station Damasco was the most recent victim to this aggression in late
November 2013. Police officers arrested the station’s DJ, Don Victor Angel, whose program
content includes children’s music, parenting tips, and a focus on education, and seized expensive equipment. Angel is concerned for the future of Damasco: “We don’t know if we will be able to reinstall the radio station again, since this is the second time we have been raided in a period of 53 weeks. It might be the case that our community does not have the ability to support us with new transmission equipment,” he said.


Bill 4479, recently proposed by one of Guatemala’s political parties, poses another threat to
community radio stations; if passed, the legislation would criminalize community radio while
compromising the fundamental right to free speech and censoring dissemination of information about human rights, thus facilitating the same violation of human rights that Indigenous Peoples of Guatemala have faced for centuries.

In contrast, Bill 4087, which provides for the legalization of community radio, was proposed in
2010 but has not advanced. A similar law enacted in Argentina has proved beneficial to Indigenous Peoples by promoting their political participation, community cohesion, and self-sufficiency.

If Bill 4087 is passed into law, Guatemala will finally see the democratization of media and
take a meaningful step toward ending Indigenous repression, while also promoting peace and
stability within the region as a whole. Please stand with us and help Indigenous Guatemalans
secure the right to community radio and promote fundamental human rights globally. 

and from Tanzania:

Get Tuned in……today and everyday

Action for the Rights of Children – new resource pack

Even though the Convention on the Rights of the Child came into force in 1990, anyone watching the news from around the world might question how far some countries have gone in protecting the basic rights of children.



So , more resources on how to interpret and implement the CRC in emergencies as well as ‘everyday’ life is a welcome addition.

Action for the Rights of Children


The ARC Resource Pack contains a critical issue module on Education that serves as a capacity-building tool for child protection in and after emergencies. In this module you can find a PowerPoint Presentation and study materials, including exercises and handouts divided into five topics (1) the issue for children, (2) the law and child rights, (3) assessment and situation analysis, (4) planning and implementation and (5) monitoring, evaluation and learning. In this module, the term education is used to define a lifelong process where individuals continue to learn: they learn how to cope with their immediate environment; how to cope with life’s challenges; how to equip themselves to understand the world around them; and how to access more knowledge, skills and information which may improve their prospects for growth and achievement. There is also an emphasis on understanding the vital need for re-establishing education during and after an emergency so as to minimize the psychological impact of the event and maximizing the opportunity to strengthen pre-existing education structures.

To download the complete Education module, click here, and for additional critical issue modules from the ARC Resource Pack, click here. For resources on child protection in the INEE Toolkit, click here.