Access and Quality of learning….even in a crisis

What is good about what we learned about the focus on access since 1990’s is that this was never enough, now we are talking (and acting) on issues to do with quality and even children’s well – being. We are making progress!

Educational Access and Quality of Learning in Crisis Review
Department for International Development

This review assesses interventions to promote educational access, quality of learning, and wellbeing for children in crisis-affected countries.

Interventions for children in crisis-affected or post-crisis countries can promote educational access, quality of learning, and wellbeing. This rigorous review has 3 primary goals:

  1. to assess the strength and quality of the existing evidence of effective practices and interventions in regions affected by crises
  2. to identify relevant evidence of effective interventions from higher-income countries
  3. to develop conceptual models that can be tested in future research.

Click here to download the review.


and more about quality…

Global Education Monitoring Report Teachers’ Page

Interactive Website 

This Global Education Monitoring Report Teachers’ Page aims to provide teachers with the advocacy tools they need in order to ensure quality education for all.

In order to solve the learning crisis that has left 250 million children not learning the basics, all children must have teachers who are trained, motivated and enjoy teaching. They must be able to identify and support weak learners and be backed by well-managed education systems.

Governments must increase access while also making sure that learning improves for all. Adequately funded national education plans that aim explicitly to meet the needs of the disadvantaged and that ensure equitable access to well-trained teachers must be a policy priority.

Missing the Emergency: Shifting the Paradigm for Relief to Adolescent Girls

Missing the Emergency: Shifting the Paradigm for Relief to Adolescent Girls


(The Coalition for Adolescent Girls)

During emergencies, adolescent girls face heightened risk of personal safety violations and human rights abuses. They may forego meals, engage in unsafe livelihoods, assume disproportionate levels of domestic burden, or marry early to relieve their families’ financial responsibilities. Although they are integral to their families’ survival and face harsh realities, humanitarian response – as currently designed – typically neglects them as a population. A paradigm shift is critical to ensure that emergency response does not have adverse consequences to their emotional, physical, or psychosocial development.

The Coalition for Adolescent Girls convened a two-part consultation in July and November 2011, in which experts in humanitarian response, child protection, and gender issues collectively articulated the urgent need for new humanitarian strategies around adolescent girls.

The full report is available here

2012 – 2016 UNHCR Education Strategy

2012 – 2016 UNHCR Education Strategy

This education strategy is anchored in a renewed focus on ensuring the provision of refugee education, not as a peripheral stand-alone service but as a core component of UNHCR’s protection and durable solutions mandate. Quality education that builds relevant skills and knowledge enables refugees to live healthy, productive lives and builds skills for self-reliance. At present, many refugees do not have access to quality education that provides physical protection and personal capacity development. This is particularly true for marginalised groups, including children and young people with physical and cognitive disabilities; overaged learners who have missed out on years of schooling; and children associated with armed forces.

The full report is available here.

New Training Module – Human Rights and Accountability

Education in Emergencies used to be the forgotten dimension in emergency work as the immediate reaction was to deal with more structural dimensions of an emergency such as health,  food , water and shelter. The work of INEE has changed all that and provided emergency teams with a comprehensive package of guidance ,developed by practitioners in the field.

INEE and the Global Education Cluster have added a new training module on Human Rights and Accountability to the Education in Emergencies harmonized training package.


The Human Rights and Accountability Training Module complements the rest of the training package by creating awareness around human rights and serving as a tool to achieve quality education and a life of dignity. The module includes a Powerpoint presentation, handouts, interactive dialogue sections and exercises to guide participants through the various steps of using Human Rights in their education work. Learning points include good practices to support rights-holders, as well as how to identify key duty-bearers and lines of accountability available to affected populations and education actors.


The module was developed for INEE and the IASC Education Cluster by Peter Hyll-Larsen andActionAid International – The Right to Education Project, in consultation with members of the Education Cluster Working Group and the INEE Working Group on Minimum Standards and INEE Tools. The Right to Education Project aims to promote social mobilisation and legal accountability by focusing on the legal challenges to the right to education.


Explore the Education in Emergencies Training Package!

The package contains the following 14 modules with presentations, facilitators’ guides and exercises, available on the INEE Toolkit. Modules on Youth, Gender and Inclusive Education are currently under development.

0.    Guidance and Time Tabling

1.    The Rationale for Education in Emergencies

2.    INEE Minimum Standards Framework

3.    Technical Components for Education in Emergencies

4.    Education in Emergencies Coordination

5.    Action Planning and Follow-Up

6.    Assessment

7.    Programme Design, Monitoring and Evaluation

8.    Links Between Education and Other Sectors

9.    Contingency Planning

10.  Early Recovery and Transition

11.  Advocacy and Policy

12.  Risk Reduction

13.  Teaching and Learning

14.  Human Rights and Accountability



E-learning Module on the INEE Minimum Standards: Learn more about the INEE Minimum Standards through the INEE e-learning module. The module employes a variety of resources and methods and uses the Darfur refugee crisis as an example to demonstrate how the INEE Minimum Standards can be used as a framework for designing quality education programmes in conflict-induced situations.


Training Adaptations: The Education in Emergencies Training Package has already been used in many contexts, and the training materials have been adapted to suit the context and participants’ needs for each training. The training adaptations are available on the INEE website. If you wish to share your training agenda and supporting materials, please contact


For more information and questions on the Education in Emergencies Training Package and capacity development initiatives of INEE and the Education Cluster, please and


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 

Study on Field-based Programmatic Measures to Protect Education from Attack – new publication

Study on Field-based Programmatic Measures to Protect Education from Attack

This study by  GCPEA reported in the new INEE newsletter:

This study attempts to create a knowledge base of programmatic measures to protect education from attack. Attacks on education are defined here as attacks on students, educators and other education personnel at education institutions, including abductions, recruitment into armed groups, forced labor, sexual violence, targeted killings, threats and harassment. Destruction, looting and occupation of education facilities, and damage and destruction of learning materials and administrative records are also included.

The full report is available here.   

Education and conflict -Education in Emergencies

INEE has put together an update on education and conflict around the world:

01 March 2011 – Which countries spend more on arms than primary schools? (Guardian)

As the UK reviews its foreign aid we take a look at the countries in conflict and what this means for local children and their education. More than 40% of the world’s out-of-school children live in countries affected by conflict. That’s just one of the findings in a new UN report on the state of education, out today.

Full article here.


09 March 2011 – Children struggle to access basic education as schools remain closed in Côte d’Ivoire (UNICEF)

Since last November’s disputed presidential election, many schools in Côte d’Ivoire have remained closed. There are now nearly 800,000 children waiting to get back to learning.

Full article here.

10 March 2011 – El Salvador implements the INEE Minimum Standards (Plan)

The Ministry of Education of El Salvador, with support from Plan and INEE, has launched the Minimum Standards for Education: Preparedness, Response, Recovery, “to promote a secure life for girls and children affected by storm Ida.”  With the inclusion of the Minimum Standards for Education in Emergencies, both Plan and the Ministry of Education seeks to provide schools in the country with an educational response that meets world standards, and provide a tool to ensure that the education of girls and young teenage children affected by disasters is not interrupted, but is retained in environments that ensure the protection of children.

Full article here.

10 March 2011 – Pakistan declares education emergency (World Education Blog)

Kicking off a campaign aimed at making March “the month that Pakistan talks about only two things: education and cricket”, a government commission has painted a damning picture of the country’s education system, whose poor progress towards global learning goals has been documented in the Education for All Global Monitoring Report. As the Pakistani newspaper Dawn and BBC News reported yesterday, the Pakistan Education Task Force says the country “is in the midst of an educational emergency with disastrous human and economic consequences.”

Full article here.

10 March 2011 – USAID-Ghana partners Ministry of Education on E-Reader study project  (Ghana News Link)

USAID-Ghana has partnered with Worldreader, a non-profit organization, and the Ghana Ministry of Education to support the iREAD program, providing 500 students and their teachers in six schools across three grade levels e-reader devices with access to an enormous selection of digital books, including core local textbooks, Ghanaian storybooks, and international children’s literature. E-reader is a portable electronic device designed primarily for the purpose of reading digital books and periodicals and using e-ink technology to display content on a non-back-lit screen. Materials can be ordered and downloaded using Wi-Fi, USB and/or mobile connectivity.

Full article here.

14 March 2011 – Learning from Japan: Promoting Education on Climate Change and Disaster Risk Reduction (Brookings Institution)

Over the years, Japan has spent billions of dollars developing advanced technology against earthquakes and tsunamis and designing buildings to withstand the impact of waves. These proactive precautions by development and contingency planners in Japan have reduced disaster risk, minimizing material damage and loss of life. The Japanese are also prepared to quickly react to quakes and tsunamis due to a highly-developed public education program. It is important to emphasize here how education and schooling can play such a significant role in preparing citizens for such catastrophic natural disasters.

Full article here.

16 March 2011 – OPT: Blockade Frustrates Gaza Students (IRIN)

The next generation in the Gaza Strip may be less educated, less professional and perhaps more radical because an Israeli blockade has restricted educational and employment opportunities, say UN and other sources. The four-year blockade has particularly affected youths aged 18-24, limiting access to higher education, academic exchanges and professional development, says Gaza’s education ministry. About 65 percent of Gaza’s 1.6 million people are under 25, according to UN estimates.”

Full story here.

21 March 2011 – Ensuring Education Leads to Learning: The Task Ahead for the Education for All Goals in the Developing World (Brookings Institution)

On Tuesday, March 22, education leaders from around the world will meet in Jomtien, Thailand to discuss the progress of education across the globe. This 10th meeting of the Education for All High-Level Group marks two decades of concerted global effort to improve educational attainment, particularly in the world’s poorest countries. The discussions celebrated the development of the Education for All (EFA) movement, which began in Jomtien in 1990, and has led to six widely shared, time-bound goals for meeting the learning needs of all by 2015.

Full article here.
22 March 20111 – UK Renews Pledge of £100 million for EFA FTI, Challenging other Donors to Match Funds (EFA Fast Track Initiative)

On the eve of the Education for All High-Level Group Meeting in Jomtien, Thailand, the British government renewed its commitment to offer up to £100 million (or US$ 163 million) to the Education for All – Fast Track Initiative (FTI). The EFA FTI is an international partnership dedicated to ensuring quality basic education for all children. With this support, the United Kingdom’s Department for International Development (DFID) is challenging other donors to match these funds to help finance primary and lower secondary education in the 44 developing countries supported by the FTI partnership.

Full article here.

24 March 20111 – In Japan, parents try to go on: ‘My child should come home to me’  (CNN)

…With so much work to do for these parents, there’s no time to think about grieving, says aid organization Save the Children. The nonprofit group hopes to ease the onslaught of trauma, by setting up “child-friendly spaces” at evacuation centers up and down the northern Japan coastline. As the name suggests, it’s a simple place that’s friendly to children and their needs. Primarily, it’s a place to play…

Full article here.

28 March 2011 – Japan: Giving kids something to smile about / Teachers, organizations try to bring some joy to children taking shelter in disaster zone (The Daily Yomiuri)

…Their school was pummeled by the devastating tsunami on March 11. Two weeks have passed since the disaster, but many children, who now have to stay in evacuation centers, are having trouble accepting the death of relatives and friends. Some are too depressed to talk about what they are going through. …Meanwhile, a playset named “Hako no Naka no Yochien” (kindergarten in a box), which contains 37 different toys and was donated by UNICEF, was delivered Friday to Hebita Primary School in Ishinomaki, where about 570 people are taking shelter.

Full article here.

30 March 2011 – Japan: OCHA Earthquake & Tsunami Sit. Report No. 15

Education issues highlighted: Schools in the three worst affected areas are facing tremendous challenges to resume their classes for the start of the academic year in April. Approximately 1,700 public schools have been damaged by the earthquake/tsunami in Iwate, Miyagi and Fukushima Prefectures. This represents about 70 per cent of schools in the area. Another 345 schools are being used as evacuation centres. On top of this, many school teachers have died or are still missing and most school supplies and text books have gone. Universities are also affected as they are also being used as evacuation centres or were damaged. The US Forces have also started to remove debris in six schools in Ishinomaki-city, Miyagi, in order to allow the schools to carry out the postponed entry examinations and resume their classes as soon as possible.

Full report here.

31 March 2011 – Egypt: modern teaching practices engaging new students (Creative Associates International)

Safaa is 15 years old and lives in the small village of Abou Harb, 50Km north of Menia. Dropping out of school at 10 years old, she had received little education, and was intimidated by teacher attitudes. “I believe the school environment was the main reason I dropped out. Mainly, I didn’t feel that I was learning anything. Teachers preferred using force and intimidation instead of listening to the students. I wasn’t able to understand a thing during class, and was constantly so scared.”

Full article here.