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Education in Situations of Emergency and Crisis;
 
Principal author: Kacem Bensalah / Authors: Margaret Sinclair and Fatma Hadj Nacer / Co-ordinating agencies: Swedish International Development Agency and United Nations Educational, Scientific and Cultural Organization
 
Contents
 

PART I

PREFACE

SUMMARY

INTRODUCTION

The right to education Education in emergencies: definitions and context

Emergency education as a development intervention Methodology of the study

PART II: EDUCATION IN EMERGENCY SITUATIONS/ACHIEVEMENTS AND CHALLENGE

1. Restoring access to school

Schooling for refugee children and adolescents

Schooling for children and adolescents displaced or otherwise crisis-affected within their own countries

Schooling as a vital component of post-conflict reconstruction

2. Early childhood development and adult education

Early childhood care and development

Non-formal education for youth and adults

Vocational training

3. Special concerns

Education inclusive of children, youth and adults with disability

Separated children

Child soldiers and ex-combatants

PART III: TOWARDS A SHARED KNOWLEDGE OF EDUCATION IN EMERGENCY AND POST-EMERGENCY SITUATIONS: ANALYSIS OF STRATEGIES AND PRACTICES

1. Rapid response to the needs of displaced or returnee children

2. Special policies for refugee education

3. Gender sensitivity and girls’ education

4. Need to establish minimum standards for the resourcing of educational response in complex emergencies

5. Role of technology and communication in emergency education

6. Special issues:

Psychosocial needs and rehabilitation

Awareness-raising: the danger of landmines

Awareness-raising: avoiding HIV/AIDS and drug abuse

Awareness-raising and skills-development for a Culture of Peace

PART IV: CHALLENGES OF THE NEW CENTURY: LESSONS LEARNED FOR THE FUTURE

1. The right to education and protection of children in crisis Situations

2. Gender inequality

3. Emergency education and reconstruction programmes

4. Community participation and capacity building

5. Emergency education: standards and innovations

6. Strategies for co-operation in emergency education

7. Education and conflict prevention

PART V: RECOMMENDATIONS

1. Reinforcement of the protection and of the right to education of the child

Renewal of the vision of the child’s right to protection and to education in emergency situations

Ensuring the equal rights of girls and women to education in emergencies

Analysis, both quantitative and qualitative, of met and unmet needs for education in emergency and-post-emergency situations world-wide

Commitment to support education in emergency and post-emergency situations

2. Linking humanitarian action and reconstruction of educational Systems

Strategic planning from the beginning of an emergency

Resourcing education during the transition from complex emergency to development

Linking peace-related projects undertaken by humanitarian agencies to the UN Year and Decade for the Culture of Peace

3. Development of norms and standards for education in complex emergencies

Development of norms and procedures for early emergency response

Developing norms and standards for education in prolonged crisis and post-crisis situations

Development of programmes to systematise knowledge on education in complex emergencies and toinstitutionalise training for staff of governments, humanitarian and development agencies

4. Inter-agency co-operation and co-ordination

Creating a shared inter-agency collection of educational materials, manuals and guidelines for emergency response

Establishment of a Working Group on education in emergencies, conflict and transition

CONCLUSION

AUTHORS

ANNEXES

 
 
 
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