Teacher Professional Development in Crisis?

From INEE

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© UNICEF/Heifel Ben Yousse

Rapid educational expansion in developing nations has created an increased demand for quality, trained teachers.

This need is particularly pronounced in fragile, conflict, post-conflict, and reconstruction settings due to the destructive impact of armed conflict and forced displacement on trained educational personnel. In order to fulfill the rising demand for trained and qualified educators, many nations and organizations have turned to teacher professional development (TPD); TPD often occurs in the form of pre-service training, in-service workshops, or distance learning.

Building on the productive online Discussion Series on TPD, which was facilitated earlier this year by Mary Burns and James Lawrie, INEE has produced an

Annotated Bibliography: Teacher Professional Development in Crisis.

This annotated bibliography, which compiles the relevant empirical research on TPD in fragile, conflict, post-conflict, reconstruction, and developing settings, is available in a truncated form on theINEE website, and the full Word version is also available for download.

Saving our Shared Future: Best Policies to Regenerate our World

The World Future Council has released an emergency policy agenda on the eve of World Environment Day, which is today – June 5.

 

The 24-point policy action plan, “Saving our Shared Future: Best Policies to Regenerate our World,” is the result of more than five years of work by a number of experts, council director Alexandra Wandel told IPS. It is composed of what the council calls some of the “best and most effective laws and policies” around the world, identified through research.

 

The action plan touches on several areas, such as renewable energy transition, financial regulation and governance. Its aim is to mobilize policies that would “safeguard human development and a healthy planet.” Some of the proposed policies are:

  • Follow New Zealand’s lead and ban nuclear weapons “in a phased, verifiable and irreversible manner.”
  • Implement feed-in tariffs, or policy mechanisms that can advance renewable energy, which are currently enforced in more than 60 countries.
  • Make the “Top Runner” policy banning the least efficient products legally binding. This is currently implemented in Japan.
  • Shift taxes gradually from labor to resources. This “green tax shift” was first introduced in Sweden.

The council aims to raise awareness on the crises afflicting the world today, and mobilize support behind the policy agenda. It proposes a five-year, global public education campaign — estimated to cost less than $100 million — with the aim of reaching the public as well as policymakers.

Crises in a New World Order: Challenging the Humanitarian Project -Oxfam publication

Crises in a New World Order: Challenging the Humanitarian Project

This is a new publication from OXFAM

In 2010, vast humanitarian crises from Haiti to Pakistan almost overwhelmed the international system’s ability to respond. Despite years of reform, UN agencies, donors, and international NGOs (INGOs) struggled to cope. In 2011, Somalia yet again saw a response too little and too late, driven by media attention, not a timely, impartial assessment of human needs. At the same time, humanitarian action is needed now more than ever. The growing number of vulnerable people, the rise in disasters, and the failure to put most fragile states on the path to development, will significantly increase needs. Western-based donors, INGOs and the UN provide only part of the answer.

 

The full report is available here.

Defining Success: Developing Locally Meaningful Indicators for Child-centered Psychosocial Programming in Uganda

New publication – Defining Success: Developing Locally Meaningful Indicators for Child-centered Psychosocial Programming in Uganda

(Child Protection in Crisis)

How can we measure the impact of community-based psychosocial programs on the sustained well-being of children and families? This question was addressed by the Child Protection in Crisis Learning Network through its 2010 ethnographic study in Uganda. Interviews were conducted with 320 children and 150 parents in four districts, in both rural and urban settings. The collected information was used to develop core indicators of children’s psychosocial well-being.

 

The full report is available here 

Education for Crisis-Affected Youth, Literature Review

This publication was reviewed by INEE Adolescent and Youth Task Team and published in  the recent newsletter:

Education for Crisis-Affected Youth, Literature Review

This document reviews the field of education for youth in crisis using three categories: Secondary and

Tertiary Education; Technical and Vocational Education and Training (TVET) and Livelihoods Training; and Life Skills, Peace Education and Recreational Activities. A review of the lessons learned in each category is presented, followed by a summary of lessons across all three categories.

 

The document is available here.   

“An Enabling Right: Education for Youth Affected by Crisis” -new report

INEE has included reference to the rport on education for youth affected by crisis in their newsletter:
Today one person in every five is between the ages of 15 and 24, with around 85 percent of the 1.2 billion youth worldwide living in developing countries. Furthermore, of the world’s 14 million refugees, about 35 percent are young people, aged 12 – 24, and far more unaccounted for youth are seriously affected by disasters and displacement. Although youth comprise a significant portion of crisis-affected populations, this age group tends to be overlooked by governmental, humanitarian, and development actors alike. Caught in a transitional no-person’s-land between being seen as vulnerable children or as fully capable adults, the unique developmental needs of youth – as well as their capacity for positive contributions to society – become lost amidst other competing priorities.

Given these gaps, it was decided that the 2010 INEE Policy Roundtable should lift up the right to education for youth in crisis situations. On 15-16 November, at UNHCR in Geneva, INEE convened the Policy Roundtable on “An Enabling Right: Education for Youth Affected by Crisis.” This event brought together a diverse, cross-sectoral group of participants for a day and a half of action-oriented discussions around how to close critical gaps in financing, policy, and programming for youth affected by crisis. The INEE Adolescent and Youth Task Team (AYTT) was instrumental in shaping the Roundtable, with additional leadership provided by inter-agency Advisory and Reference Groups.

Discussions were held around three framing papers:

Papers were presented at the Roundtable and each of the youth contributors delivered statements related to their work and the content of the papers.  The 45 participants then separated into groups to delve more deeply into one of the three thematic areas described in the papers.  Recommendations for policy and programming were developed, along with a list of potential actors to take the work forward.  

2010 Policy Roundtable Outcome Report

Today, INEE is pleased to present the 2010 Policy Roundtable Outcome Report, which highlights thematic proceedings of the Roundtable and emphasizes recommended action steps for the INEE AYTT, INEE Secretariat, and INEE members and partners. Some of the recommendations include:

  • Draw on existing emergency-focused research, as well as relevant research from development contexts, to develop Advocacy Briefs that make the case for post-primary education  economically, socially, politically, and developmentally as well as in terms of peace and stability, and human rights
  • Collate tools and, if needed, develop emergency-specific guidance on quality and relevant youth education programming (including needs assessment, market assessment, funding proposal development, monitoring and evaluation, etc.).
  • Collate national youth plans or education strategies and good practices on youth policies (for example, emergency plans and policies which include youth, and youth plans and policies which include emergencies).
  • Conduct a donor analysis to determine which donors are funding post-primary education, and compile examples of innovative funding practices.

Related Resources

YOUTH PODCAST: Young people call for for post-primary education opportunities

In conjunction with the INEE Policy Roundtable, UNICEF’s “Beyond School Books” podcast series featured a segment entitled, “Young people call for post-primary education opportunities.” For this podcast, award-winning journalist Amy Costello interviewed the three INEE Roundtable Youth Framing Paper Partners. INEE is deeply grateful to Stephen Gichohi, Hibist Kassa, and Kashif Khan for so clearly articulating the need for quality, relevant education opportunities for youth.

 

Listen to the podcast here.


UN Youth Flash

The UN Youth Flash is a service of the United Nations Programme on Youth that can help keep you informed about the work of the UN and other agencies on youth issues.  In this UN Youth Flash, you’ll find a publication on Youth and Climate Change as well as notices on several upcoming youth-related events, hosted by a variety of international organizations and youth networks.

To access the latest issue of the UN Youth Flash, please click here.