Where to find hope….

In these days, pessimism fills the media – so where do we find stories of hope for a better future?

Start here:

The Brightest Hope blog series
INEE

This once-a-week blog series features essays from the Education in Emergencies Essay Contest, which was organized by INEE and the UN Secretary-General’s Global Education First Initiative. INEEreceived 720 essay entries from 52 countries in four languages, from authors between the ages of seven and 68. Twelve of these essays made it into the final contest booklet entitled “The Brightest Hope“, and we will feature them in this blog series.

Common in all of the essay submissions from crisis-affected learners was a strong desire and an unyielding drive to continue or get back to education as quickly as possible. INEE works to increase awareness of the necessity and benefit in providing education alongside other lifesaving measures in humanitarian settings, and to elevate the voices of those whose education has been affected by emergencies.

Read the first two blog posts in the series now.

Education Cannot Wait

Education Cannot Wait
http://www.educationcannotwait.org

Introducing Education Cannot Wait a new global fund to transform the delivery of education in emergencies.

THE CHALLENGE
75 million school-aged children and youth are in desperate need of educational support, either in danger of, or already missing out on their education. Communities highlight the importance of education during times of crises, yet education appeals receive less than 2% of humanitarian funding. The right to education is most at risk during emergencies but it is also the exact time when it is needed the most.

THE RESPONSE
Education Cannot Wait joins up governments, humanitarian actors, and development efforts to deliver a more collaborative and rapid response to the educational needs of children and youth affected by crises. The fund aims to reach all crisis-affected children and youth with safe, free and quality education by 2030.

Click here to read the full investment case for education in emergencies.

Visit www.educationcannotwait.org for more information.

Posts that deal with access to education for children living in rural and isolated areas in Tanzania:

https://rayharris57.wordpress.com/2016/05/20/the-power-of-communities-sdg4/

https://rayharris57.wordpress.com/2016/03/08/sustainable-development-goal-4-i-e-sdg-4-2-can-we-achieve-it/

https://rayharris57.wordpress.com/2016/03/08/the-power-of-stories-and-storytelling-in-tanzania/

ICT and education in crisis….

ICT and education in crisis situations.

While working in Tanzania I have realised how a simple mobile phone can support education in rural and isolated communities,so I know ICT can make a difference-what about other marginalised learners?

Can Technology Make a Difference for Education in Conflict and Crisis?

Dr. Negin Dahya, University of Washington, commissioned by GIZ and partners

The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized learners in conflict and crisis settings. A recently released Landscape Review fills knowledge gaps about the use of mobile technology in education in emergencies, lessons learned and opportunities.

The full report is also complemented by three self-paced online learning modules on ICT4E with refugees. The learning modules can be downloaded here. The review and learning modules identify major trends, patterns, knowledge gaps and lessons learned about the use of mobile technologies in crisis and conflict settings and synthesizes key themes and considerations for practitioners and policy makers in this field. The online modules also emphasize practical examples.

Click here to access the report.

Timor Leste – rising!

I have just received an email from Jorge, my translator when I started working in Timor Leste (East Timor), who then transformed himself into an excellent trainer. He writes:

I have just returned from Lequidoe sub district (Aileu),  the first place where the 100 Friendly Schools project was piloted. I found no more signs of the 1999 destruction with roofless houses and burnt out schools . I met a healthy young generation with happy faces, motivated, better educated who seem ambitious to take over development from the older people in this particular area.
They enjoy electricity in their villages, own motorbikes and trucks, new buildings, new facilities, new dresses, new and qualified teachers and much more…..
A reminder of what 1999 was like..
“Militia set fire to my house on September 1999. I evacuated to Atambua with my parents. We lived in a refugee camp in Soskoe with many other people. I went back to East Timor with my mother”.
Junito Emilio Soares, “Through the eyes of the Children”- UNICEF.
and the hope for the future:

We believe , the young people who have defended this country have the strength and ability for this very important task. With love and devotion we will succeed in rebuilding our nation from ashes and create a better future that is full of peace, freedom,democracy and justice”.

Joanita Moreira da Silva, “Through the eyes of the children”.UNICEF.

Although it has taken more than 14 years to reach this point, we are all hoping that some stability in the country will provide the economic development that can unite the different factions and maintain the progress outlined by Jorge.
Click on p.10 to get some idea of how the schools looked after the militia had stolen everything and then set fire to the schools to ensure the new nation started with nothing but their determination.
This page is from the 100 Schools Booklet ( designed by Shakun Harris and published by UNICEF) and other pages illustrate the re-building of the education system. Most teachers had left the country (they were Indonesian) and so volunteers came ‘from the rice fields into the classroom’  and were enthusuastic learners.
Our first workshops together produced a wealth of learning aids (from whatever we could find, whether it was an old flip flop to a local adhesive that is found in a tree) and enthusiastic new teachers. Jorge came into his own when he offered to run a session at a workshop and was so well prepared and capable that there was no doubting his future as a trainer.
You can see Jorge at the bottom of page 14
Timor Leste continues to rise……

The State of the World’s Girls 2015: Unfinished Business

From INEE newsletter

Progress yes, but is it enough to make sustainable change?

Plan International 

Report
There have been important changes in the lives of adolescent girls and their access to education since the millennium, but the world still has a long way to go in the struggle for gender equality. The 2015 State of the World’s Girls report brings together 14 prominent contributors who hail progress made in realising girls’ rights, but lament the fact that girls still face huge challenges.

This is a threshold moment, the contributors write, where the gains made in maternal mortality, female education and legal protection under the umbrella of the Millennium Development Goals can be built upon by the Sustainable Development Goals, which have gender equality at their centre. But they stress that without economic empowerment and equitable education, no further gains can be made.

The Unfinished Business of Girls’ Rights is the ninth report in Plan International’s annual State of the World’s Girls series. It is available to read in English, French, and Spanish. All the previous reports are available on the Plan International website.

Click to download the report.

Still under attack…education

INEE has promoted new reports on evidence that education is continually under attack. As mentioned before (personal comment not INEE)  education should at least benefit from a tax on weapons producers ,likened to ‘polluter pays’ arguments. A weapons producer should be taxed at a rate that allows a fund to be raised to ameliorate the effect on children who suffer from the profits made by arms manufacturers.Auseful discussion to have on the International day of Peace!

Schools under Attack in Syria
Global Education Cluster

Report
Since February 2015, the Southern Turkey Education Cluster partner organisations have been reporting to the cluster staff attacks on the schools they are supporting or located in the areas where they are implementing activities. The Southern Turkey Education Cluster is releasing its first monitoring report Schools under Attack in Syria which provides a snapshot of the situation of schools in Syria. The report does not provide an exhaustive list of all attacks on schools which took place in the first half of 2015, but it highlights the devastating consequences of such attacks on Syrian children’s right to education.

Click here to read the full report

 

Education under Attack in Syria
Save the Children

Report
More than half of all attacks on schools in the last four years have occurred in Syria, according to analysis by Save the Children. Between 2011 and the end of 2014, the UN Secretary General reported 8,428 attacks on schools in 25 countries, with 52% of these reported to have taken place in Syria. Since the start of 2015, Save the Children research has documented at least 32 attacks in Syria, but lack of access to many areas means the total number is likely to be much higher. This new Save the Children study brings to light how schools inside Syria have been indiscriminately bombed, destroyed, commandeered by armed groups, or turned into weapons caches or torture centers.

Click here to read the full report.

 

Education under Fire
UNICEF

Report
A new report by UNICEF Education under Fire focuses on conflict and political upheaval in the Middle East and North Africa and its impact on education. Over 13 million children are prevented from going to school due to direct or indirect conflict in Syria, Iraq, Yemen, Libya, State of Palestine, Sudan, Jordan, Lebanon and Turkey.

The report focuses on some of the barriers to education caused by conflict including attacks on schools and education infrastructure, fear of safety keeping parents from sending their children to school, overburdened education systems, lack of security for teachers, high costs of schooling and curriculum and certification issue.

Click here to read the full report.

 

Education and Armed Non-State Actors: Towards a comprehensive agenda
Protect Education in Insecurity and Conflict (PEIC)

Paper
This background paper prepared by Jonathan Somer of Persona Grata Consulting has been commissioned by PEIC to inform and orient the deliberations of the Workshop on Education and Armed Non-State Actors (Geneva, 23-25 June 2015) organized by PEIC and Geneva Call. I believe that the background paper is a pioneering work that lays out for the first time a clear frame of reference for better understanding the role of ANSAs in the provision of education. The background paper combines consideration of the international normative framework with strategic and operational issues that affect not only ANSAs themselves but also international actors concerned with education in situations of emergency, conflict and insecurity. Key questions are posed that constitute an agenda for both reflection and action.

Click here to download the full paper.

Education and children, under fire – continuously!

Malala recently reminded us that just 8 days of global military spending could ensure all children are in school and receiving a level of quality in their education -too much to ask for? The military rarely has to go round with a begging bowl, but for health and education we are always expecting some sort of charitable hand out. It seems our brains are not evolving if we regard war as more important than health and education (and we could also throw in shelter and clean water as a couple more basics for all children).

INEE has brought together some articles that are food for thought -and hopefully action.

The War on Education

16 June 2015

by Silje S. Skeie, Special Advisor on Education at the Norwegian Refugee Council

2015 marks the year when all children should have been in school, according to the Millennium Development Goals. However, 58 million children are still out of primary school, and half of them live in countries affected by conflict.

At the same time: Never before have so many children been harmed, kidnapped or killed simply for going to school. Military use and attacks on schools have devastating impact on children’s access to education. Making schools safe must be a key priority on the post-2015 agenda.

Click to read the full article.

$2.3 billion required to send children to school in war-torn countries

29 June 2015

from Education For All Global Monitoring Report

A new paper by UNESCO’s Education For All Global Monitoring Report (EFA GMR) shows that 34 million children and adolescents are out of school in conflict-affected countries. The most vulnerable are the hardest hit: the poorest are twice as likely to be out of school as their counterparts in peaceful countries. The paper shows that $2.3 billion is required to place them in school – ten times the amount that education is receiving from humanitarian aid right now.

Click to read the full article.

Education in emergencies: world leaders told how to help 65 million children

23 June 2015

from A World at School

World leaders will be asked to consider a plan to tackle the lack of education action and funding for 65 million children caught up in conflicts and emergencies. With heads of government, education ministers and international organisations gathering at a summit in Norway next month, four major recommendations have been devised to meet the challenge.

The UK-based think tank Overseas Development Institute warns that millions of children are missing out on school, dropping out or receiving poor-quality education because of wars and conflicts, natural disasters including earthquakes and floods, and public health emergencies such as Ebola.

Click to read the full article.

and of course, when children do get to school, such is the lack of understanding about the needs of children, they are often subjected to violence and humiliation…

The Good School Toolkit for reducing physical violence
The Lancet
The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda
Violence against children from school staff is widespread in various settings, but few interventions address this. We tested whether the Good School Toolkit—a complex behavioural intervention designed by Ugandan not-for-profit organisation Raising Voices—could reduce physical violence from school staff to Ugandan primary school children.