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, […]
INEE has announced a new training module:
The New Training Module on Adolescents and Youth Programming in Emergencies is part of the INEE Education in Emergencies training package.
The Adolescents and Youth Programming in Emergencies module complements the rest of the training package by promoting the specific needs, opportunities, and good programming practices of youth in emergency programs and policy decisions. It provides tools for supporting integration and achieving quality and accessible education for all. The module consists of presentations, handouts, interactive dialogue sections, and exercises to guide participants. The module can be tailored for the beginner learner or it can be used with advanced practitioners.
The main objectives of the training module are to:
- identify challenges and vulnerabilities specific to adolescents and youth in crisis and post-crisis situations as well as the ways in which they can make valuable contributions to their families, schools, and communities;
- review good practices and specific recommendations for effective, quality programming for adolescents and youth; and
- learn practical ways to promote meaningful participation for adolescents and youth in programming.
The module, which builds on a variety of youth-related INEE resources, was developed by Brooke Breazeale, in consultation with other members of the INEE Adolescents and Youth Task Team, the INEE Working Group on Minimum Standards and Network Tools, and the IASC Education Cluster.
The INEE Adolescent and Youth Task Team works to ensure a coordinated, accelerated, and evidence-based response to the educational rights, needs, and aspirations of adolescents and youth affected by crisis. The Task Team collaboratively develops resources and tools, advocates for youth-inclusive programming, and facilitates training and capacity building to help practitioners respond to youth and education challenges faced during situations of crisis and recovery. To find out more go to the Adolescents and Youth Task Team webpage. To join the Task Team, email email@example.com.
Explore the whole Education in Emergencies Training Package
The package contains the following modules with presentations, facilitators’ guides and exercises, available on the INEE Toolkit.
12. Risk Reduction
Worldwide , youth are having a difficult time, particularly in terms of low educational achievement and restricted job and training opportunities.
Those who are displaced or find themselves as refugees have particular difficulties:
Opportunities for the Future: Basic vocational training for refugee youth in Dadaab (Kenya)
Norwegian Refugee Council
Refugee youth in Dadaab refugee camp in Kenya consider lack of opportunities to be one of the biggest challenges to living in the camp. Education proves to be a key factor in expanding opportunities within the limitations camp life sets. Yet little humanitarian assistance addresses the specific learning needs of youth. How can education best address the needs of displaced youth with no educational background?
For more information, click here.
If you are interested in Education in a variety of countries, it is worth taking a look at the new series of thematic case studies :
The Thematic Case Study Series – a collaborative effort between INEE and the Global Education Cluster – seeks to capture lessons learned and examples of good practices from country-level Education Clusters. This initial report specifically explores the following five thematic issues:
- Using the INEE Minimum Standards
- Working with national authorities
- Early Childhood Development (ECD)
In-depth interviews were conducted with 13 Cluster Coordinators and five thematic experts to inform the thematic case studies. Each case study consists of three major sections:
- Country cases: Three country-specific examples of national Education Clusters’ work and discussion surrounding the thematic issue.
- Analysis and lessons learned:Presents some of the key lessons learned based on an analysis of the country cases
- Recommendations: Three lists of recommendations, based on the case study’s findings: one aimed at global and regional education stakeholders, one at INEE and the other at national education stakeholders
The primary audiences for these case studies are Education Cluster actors, including Cluster Coordinators, lead and partner agency actors, and government representatives, as well as UN and NGO education staff and those working in other relevant sectors at both national and global levels.
We hope you enjoy reading the studies and will find them useful and applicable to your work. For more information, and to request a template for drafting similar case studies of your own, please contact firstname.lastname@example.org.
This document is freely available for download on the INEE website here.
Having been working in Comoros and seeing so many young people without jobs and being manipulated by politicians to cause trouble, it is essential we understand more about adolescence and youth development social and psychological perspectives. The report from IRC provides more insights into some of the personal factors that should be considered by those working with youth development and livelihoods.
Bridging the Cognitive / Noncognitive Divide: A Coherent Approach to Measuring Personal Factors That Influence Youth Development and Youth Livelihoods
In response to this critical question, the International Rescue Committee is pleased to announce the launch of Bridging the Cognitive/ Noncognitive Divide: A coherent approach to measuring Personal factors that influence youth development and youth livelihoods.
This report explores the role of personal factors in the field of youth development and youth livelihoods to answer the following questions:
- What are personal factors and how are they currently conceived across disciplines?
- How to personal factors contribute to positive outcomes in youth programming?
- What steps can be taken to ensure personal factors are incorporated into youth development and entrepreneurships models?
The full report is available here.
With so much money being spent on arms and military around the world it seems inconceivable that we have to wonder how we can keep children alive and well.
INEE has posted information relating to a report by Save the Children on Child Health and Disaster Risk Reduction.
Staying Alive and Well: Child Health and Disaster Risk Reduction
(Save the Children)
How we can keep children safe, before and after disaster strikes.Children are particularly vulnerable to disasters. Disaster risk reduction (DRR) is any activity carried out by a village, community, aid agency or government that helps to prepare for, mitigate, adapt to or increase resilience towards the impact of disasters.
This paper provides guidance to encourage policy-makers and health professions to integrate disaster risk reduction into their health policies and programmes in order to safeguard children.
The full report is available here.
INEE has posted the highlights from the 56th annual Conference of the Comparative and International Education Society (CIES) which was held in April 2012 in San Juan, Puerto Rico.
Education in emergencies, and INEE, were well represented in several panel presentations, including a review of the INEE Minimum Standards assessment, education in emergencies research, protecting education from attack, and the relationship between education and state fragility/resilience.
Some examples of the presentations are listed below:
2. INEE Minimum Standards Assessment: IASC Education Cluster Affiliated Respondent Analysis, by Michelle Hollett and Tzvetomira Laub (2012)