Journal on Education in Emergencies -Volume 3


Journal on Education in Emergencies – Volume 3 Now Available

By Heddy Lehman via ECCN

July 19- The third issue of the Journal on Education in Emergencies (JEiE) is now available. With this new issue of JEiE — which consists of three research articles, one field note, and four book reviews — we return to the positive face of education as we examine its contributions to peacebuilding. The articles in this issue bring a range of analyses to this question, including a focus on social justice, reconciliation, inclusion, gender norms, and the importance of social cohesion.

The full JEiE Volume 3, Number 1 can be downloaded for free here.

For detailed information about the Journal on Education in Emergencies, and for instructions on how submit articles, please visit


Poor quality learning assessments ….GEM

By Rachel Outhred, Education Consultant, Oxford Policy Management Much of the recent international discussion regarding the measurement of learning outcomes globally has been driven by the need to monitor Sustainable Development Goal 4 – ‘to ensure inclusive and equitable quality education for all’. Such learning assessments, as will be shown in the next GEM Report […]

via Poor quality learning assessments are crumbling under the weight of the decisions they inform — World Education Blog

new INEE paper

INEE have produced a new paper (revised)

We are pleased to share with you the revised English version of the INEE Background Paper on Psychosocial Support and Social and Emotional Learning, originally published in December 2016. Following its launch, INEE made several editorial revisions to the paper based on feedback from INEE members.

In addition to this revised English version, we are thrilled to share, for the first time, the FrenchSpanish, and Portuguese versions of the paper! An Arabic version is forthcoming. You can access all versions of the paper in the INEE Resource Database.

The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial support (PSS) and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how the two concepts relate to one another. The target audiences for this paper are education practitioners, academics, and policy-makers working in education in emergencies and protracted crises.

This paper is a precursor to the forthcoming INEE Guidance Note on Psychosocial Support and Social and Emotional Learning (expected in late 2017), and is foundational to the INEE Roundtable being planned for October 2017. Find out more about these related initiatives and how to submit a case study on the subject on the INEE website.

This background paper was commissioned by the INEE Education Policy Working Group and the INEE Standards and Practice Working Group, and written by Vania Alves. Translations were done by Emeline Marchois (French), Claudio Osorio (Spanish), and Andreia Soares (Portuguese). INEE Intern Natalie Brackett designed all versions of the paper.

The brain and learning

Sometimes it is difficult to convince teachers (and parents) that beating and humiliating children in the name of education just will not work. What is helpful is the scientific argument that toxic stress on children produces cortisol which is likely to inhibit synaptic connections in the brain and thus affect learning.Now is the time to have a fundamental transformation in the conditions in which children learn and really give up past behaviour which, understandably, is just not working.

Let’s start here:

3 insights from neuroscience to improve learning
Ryan Burgess, Education Specialist, Inter-American Development Bank (IDB)How can we achieve a high quality education? One of the answers may come from the field of neuroscience. The following are 3 insights on brain development that can improve our understanding of how students learn and develop throughout their lives.

  1. Brain development in early childhood and adolescence is key
  2. Chronic stress affects learning
  3. Relevant classroom activities can lead to visible improvements in brain development within a short period of time

Read the full article here.



Why we should increase peace-building capacities of teachers and youth — World Education Blog

What is interesting about this description of an education programme to ‘fight terrorism’ or at least promote peace through education, is that it is in stark contrast to other efforts. Take the situation of the US:

Today, the United States spends far more on defense and counter-terrorism than any other country in the world. Its military expenditures alone top that of the next seven countries combined, which are China, Russia, Saudi Arabia, France, the United Kingdom, India and Germany, according to the Stockholm International Peace Research Institute.

U.S. efforts to combat terrorism specifically “spread across nearly every agency in the government,” said Scott Stewart, a former counter-terrorism agent for the U.S. State Department who is now vice president at Stratfor, a geopolitical intelligence firm.

The to-do list is long: destroy terrorist havens, thwart attacks, block terrorist funding sources, protect physical assets such as federal buildings and public places, prosecute terrorist acts, and change hearts and minds through diplomacy.

That involves everything from boots on the ground to domestic and foreign surveillance, from training police to beefing up airport security, to protecting livestock and other food sources from disease and contamination. (CNN Nov 2015).

You must have noticed – the word education is not mentioned…..

By UNESCO-IICBA (International Institute for Capacity Building in Africa) The propaganda and money used to lure young people into violent extremist groups such as Al-Shabaab in East Africa, Boko Haram in Nigeria and M23 rebel group in the Democratic Republic of Congo, must be challenged with one of the humankind’s most powerful tools: Education. Yet, […]

via Why we should increase peace-building capacities of teachers and youth — World Education Blog

Financing pre-primary education

Working on early childhood education in Vietnam and Tanzania recently (and Gyana and Azerbaijan before) I realise (i) how important early childhood education is to the future of any child who can access education and (ii) how desperately underfunded such an important building block of education is in many countries;  (iii) politicians really need educating about how neuroscience has revolutionised thinking about early years health, nutrition and education; and (iv) that children’s rights are severely violated by this lack of attention by both Ministries of Education and Ministries of Health, who rarely come together ‘in the best interests of the child.

Report: Bright and Early – How financing pre-primary education gives every child a fair start in life 

A severe lack of investment in early years education is putting millions of children at a disadvantage before they even start school, warns a reportfrom Theirworld. 85% of children in low-income countries do not have access to pre-primary education and more than 200 million children under the age of five are at risk of failing to reach their potential.

Authors Asma Zubairi and Professor Pauline Rose of the REAL Centre at the University of Cambridge describe these lifelong consequences:

“A child’s most important steps happen before they set foot in a primary school. By their fifth birthday, their brain will already be 90% developed and the foundations for success at school and in later life will be in place.”

Access the full report here

Curriculum Development -Training Tools

Having been involved recently in early childhood curriculum development in Tanzania,  I realise (i) many curriculum developers have not had training, particularly in developing countries and (ii) its importance is underestimated as it can constrain how a teacher teaches and how children learn.

Training Tools: Curriculum Development

The International Bureau of Education (IBE-UNESCO) has the pleasure of announcing the launch of the series Training Tools for Curriculum Development. This new series aims to provide technical assistance and strengthen leadership for education and curriculum reforms. The series consists of a variety of training materials including Resource Packs and Thematic Modules.

By providing comprehensive guidance on current and critical issues, the training tools are used to train and further develop existing capacities of national policy makers, curriculum specialists and developers, assessment experts, teacher educators, teachers, school leaders, supervisors and district level administrators.

Among other initiatives, the project developed a training tool, ‘A Resource Pack for Gender-Responsive STEM Education’. Its overarching aim is to share a broader understanding of the theory and practice of gender-responsive STEM education, in order to support its effective development at the policy, school, classroom and community levels.

The Training Tools for Curriculum Development are available in English, French, and Spanish.

Access the training tools here