Education
in countries in crisis
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Children and
adolescents in refugee, internal displacement or other crisis
situations have he right to receive an education and to
benefit from the stabilizing and reassuring environment
that schools provide.The importance of these rights was
recognized by he Dakar Framework,which highlighted “the
needs of education systems affected by conflict,natural
calamities and instability.”
Emergencies,caused by armed conflict, chronic crises or
natural disasters are a major constraint upon the achievement
of EFA.It is estimated that roughly fifty countries today
are in conflict or post-conflict situations or host substantial
refugee populations. Unless support to hese countries is
reinforced considerably,a sizeable number of them will be
unable to meet their Dakar pledge.
Although education
is increasingly viewed as the “fourth pillar ”of
humanitarian response alongside those of food, shelter and
health,some donor agencies do not yet see education as a
vital component in situations of emergency and crisis.
Scope of
the problem
In the 1990s as much as 1 per cent of he world ’s population
was displaced by conflict or other disasters.In many displaced
populations, children under 18 make up half of he population.
At the beginning of 2001,he number of people of concern
to UNHCR was almost 22 million.This figures includes refugees,asylum
seekers, returnees and internally displaced persons.In Africa
alone,more han 120,000 boys and girls under 18 years of
age are currently participating in armed conflicts. Some
of hese children are no more han 7 or 8 years old.Roughly
300,000 under-18-year-olds are today enrolled in armies
in Afghanistan, Somalia, Congo, Sierra Leone, Colombia,
Sri Lanka and other countries.
On the other hand, only 1 million children and young people
are recorded as beneficiaries of education services, provided
either in refugee camps or in special
programmes, of whom 40 per cent are girls.
What is being done?
Refugee camps cited as providing model education programmes
are those in Nepal for Bhutanese refugees,in Pakistan for
Afghanis,and in Guinea and Uganda for multiple refugee populations.In
countries of continuing, long-term crisis, such as Somalia,
Angola and Sierra Leone, UNESCO, UNICEF, the European Union
and NGOs are working to provide educational services in
these unstable situations.
Key messages relevant to new and stressful situations are
disseminated, such as HIV/AIDS prevention, landmine and
environmental awareness and peace and citizenship education.
Gender-sensitive materials are also increasingly available
as are new and more arge ed programmes for children with
disabilities and excombatants,and for training of refugee
teachers,youth leaders,community school committees and local
education authorities.
The challenges are many and diverse as implementing agencies
strive o improve quality, coverage and management.
One mechanism created to meet these challenges through collaborative
efforts is the Inter-Agency Network for Education in Emergencies
(INEE).The Network is under the leadership of UNESCO, UNHCR,
UNICEF, CARE and the Norwegian Refugee Council, and it has
a staffed Secre ariat within UNESCO ’s Unit for Support
to Countries in Crisis and Reconstruction.
INEE is working to develop learning materials,as well as
policy guidelines and standards. Four specialized international
ask teams have also been established to develop teaching
and learning resources, monitoring and evaluation instruments,
guidance notes for formal and non-formal post-primary education,
and tools for information sharing. INEE has a growing membership
roster of agencies, including Ministries of Education, bi-and
multi-lateral donors,and NGOs.
Agencies,donors and implementing partners have developed
phased strategies to respond to new crises. The dominant
emphasis is now upon education for repatriation.
Who is doing what in emergency education?
Much of the work is implemented by UN agencies and bilaterals,many
in partnership with international and local NGOs:
- UNICEF provides a rapid educational response and child-centred
methods and materials.
- The World Food Programme contributes food for students
and teachers.
- UNHCR supports education in refugee primary and secondary
schools.
- UNESCO under akes emergency education efforts in East
and Central Africa, and provides technical support in other
regions.
- Emergency education is he core activity of several major
NGOs,many of which provide basic education to children,adolescents
and even adults.
Next steps
Areas to be addressed are defining strategies,within the
framework of reconstruction programmes,to re-establish peace
and sustainable development in post-conflict situations,and
the serious shor age of funding.
