asap: education in emergencies syllabus

7/28/2019 ASAP: Education in Emergencies Syllabus

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Fred Mednick, EdD

ASAP: Introduction to Emergency Education : Syllabus 1

ASAP: Education in Emergencies Fall, 2013 Syllabus

Instructor

Fred Mednick, Ed.DFounder, Teachers Without Borders

Visiting Fellow, Johns Hopkins University School of [email protected] or [email protected]

Course blogs, news, research, resources, and projects will be available also at:www.emergency-education.org

ASAP: Education in Emergencies was designed to work as an online course for the public atlarge, Continuing Education Units for educators, or as full-credit elective. What you see here isa version of the CEU course. Other versions have been developed. All versions are enhancedby online networks and projects.

This course was also designed as a face-to-face experience, supported by online networks andprojects.

Both online and face-to-face versions can be customized to work as self-contained, 6 week or9-12 week versions. Substantially shorter and more modular versions are currently beingdeveloped.

http://twb.org/

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http://education.jhu.edu/

mailto:[email protected]





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Fred Mednick, EdD


Table of Contents

Course Overview .............................................................................................................................. 2

Credits and Grading Criteria ............................................................................................................ 4

Technology and Public Blog Posting Requirements ........................................................................ 4 Essential Course Policies .................................................................................................................. 5

Readings ........................................................................................................................................... 7

Online Public Events/Webinars: Conversations with Colleagues ................................................... 7

SESSIONS.......................................................................................................................................... 8

1. Getting Organized | Getting Acquainted | Getting Oriented .................................................. 8

2. The Wrong Place at the Right Time: Introducing INEE ......................................................... 10

3. If Only: Education Emergencies and the Global Development Agenda ............................... 11

4-6: Drilling Down, Digging Out, Delivering Education: The INEE Toolkit................................. 13

7. Momaland: Case Study and Assessment Strategies .............................................................. 19

8. Support from Viewers Like You: Emergency Education Public Appeals ............................... 20

9. Girls Quake Science and Safety Initiative: TWB Project ....................................................... 22

Course OverviewPick up any newspaper, open any computer, or turn on a phone — the news of emergencies aboutlarge-scale emergencies is inescapable and familiar, by name, to us all: the movement of Syrianrefugees, an ongoing genocide in Darfur, the protracted crises following the earthquake in Haiti,seasonal floods in Bangladesh, rogue states, bombs in Boston. And on the cover of Time Magazine– the image of a Pakistani girl shot for daring to go to school.

Emergencies are ubiquitous. Global education, too, isa commonly discussed topic. This course draws adirect line between them. We will also look for a linebetween international development and global aid.

The Interagency Network for Education inEmergencies (INEE) shall serve as our guide as wedraw those lines. We will explore a case study

designed by practitioners, global agencies, andstakeholders, examine INEE’s Toolkit and curricularframeworks used in the field, and critique a plan toinclude 100,000 girls in an earthquake science andsafety program designed for seismically vulnerable populations.

Students will connect with colleagues from around the world — those registered for this course, aswell as with colleagues working in the field. Like work amidst an emergency, collaboration is

This course is devoted to — and isbased upon —the work of theInteragency Network for Educationin Emergencies (INEE).

It is this instructor’s opinion that INEE

represents our greatest hope forchildren and the capacity foreducators to ensure their safe future.



Fred Mednick, EdD


essential. In that spirit, this course emphasizes learning from and with each other. Students willalso be required to share their points of view in their personal, public blogs so that they canengage, learn from, and support a larger audience.

This course is designed to engage a wide range of audiences: anyone who is passionate about aregion, a particular kind of disaster, or seeks to know more, possibly even initiate or change one’scareer. It has value for the seasoned practitioner seeking new perspectives after having worked inthe trenches, or the NGO looking for a framework to adapt its own course, or a donor who is in aposition to be of service, yet needs to know more.

I must warn you that the subject is not for those faint of heart. Most likely, this course willchallenge, exasperate, anger, and raise many more questions than provide answers. For example,let’s say that an earthquake has just struck a seismically vulner able region. We know that, inunder-resourced, densely populated regions, 50% of the children who die in earthquakes perish intheir schools. How blurry is the line between such as this “natural” disaster and the “national”disaster of poor building codes, policy, transparency, neglect, misinformation, or lack of preparedness and planning? What next? Stand on a chair and scream, “I told you so!?” Has the

government been bound by the structure of loans, making it impossible to reinforce buildings?For some of you, these questions raise moral dilemmas around pointing fingers. For others, no excuses are acceptable. We can all agree on this: children are victims of any emergency,vulnerable to the ravages of human trafficking, disease, and recruitment into paramilitary gangs.We hear often that states cannot maintain their schools or protect education. In emergencies,students, and schools are often unable to function or establish any semblance of normalcy. ManyNGOs, well-resourced individuals, and global agencies attempt to address these gaps, but fragilestates have been known to rely on foreign aid rather than on the chief responsibility of educatingtheir people. Sometimes, establishing schools serves as a haven for children. At other times,schools are targeted for attack or serve as warehouses for stockpiles of arms.

The classic approach has been this: in emergencies, human necessities must be addressed ASAP,triage style: stop the bleeding; protect, feed, clothe, and house the people; seek more aid; rinseand repeat. An assumption may be that education in emergencies is, well, less urgent.

This is where the Interagency Network for Education in Emergencies (INEE) comes in. INEE haspioneered the notion that education is a basic necessity and cannot wait — an indispensiblecomponent of prevention and planning, response, recovery, and reconstruction. INEE gathers andsupports global stakeholders to build and maintain Minimum Standards for Education inEmergencies. Thanks to INEE, educators are now part of first-responder teams. Education clusterscoordinate activities, assess needs, accelerate normalcy, and make it possible for other emergencywork to continue. In short, INEE has made it clear that education is the currency that drivescommunities and simply cannot be separated, sheltered, or subsumed during an emergency.

Finally, a reminder: this course is an introduction to the field of education in emergencies, not acomprehensive training program. It is impossible to do justice to these issues in a single course.You’ll see that within minutes. All emergencies do not look, feel, or act alike, requiring a complexinterplay of culture, history, power, language, local assets, global resources, obstacles, andopportunities. Education in emergencies requires in-depth training, mentorship, and professionaldevelopment – impossible to achieve in the short time we have together. But you have to startsomewhere, and I say we must do so ASAP.



Fred Mednick, EdD


Credits and Grading CriteriaCREDITS: This is non-credit course professional development course is available for ContinuingEducation Units (CEUs). In selected cases, students can solicit a letter of recommendation: avaluable asset in a teacher’s portfolio. The degree to which you commit to the course content(and each other) determines the quality of that letter.

To receive CEU credit, all assignments must be completed in the form of a portfolio (describedbelow). The professor may require that students make edits before determining the completion of any assignment. . In addition to the written assignments, students are required to respond to thereadings and to each other throughout each week by posing or responding to issues or thecomments of each other. This cannot be saved up until the end. Should there be any issue aboutmaking deadlines, the professor must be contacted in advance.

“Attendance” is determined by student engagement with the classroom content and tools, withother students, and with the instructor.

GRADING: We’re going to be using a point system. You’ll get feedback on discussions and

assignments.Please know that your work will NOT be judged based upon the style or grammar of your writing,especially because a significant number of colleagues will not be writing in your first language.That would not be fair. Students’ submissions for assignments shall be evaluated based upon thefollowing criteria:

[6]: Exemplary : Clear incorporation of research, an extra effort to learn more, properacknowledgment of material other than your own, creativity, and clarity. All of this would beworthy of sharing to educators around the world and makes a contribution to our knowledgeof teaching and learning. Mentor status.

[4-5]: Meets Requirements : Satisfies the expectations of the assignment with professionaluse of sources. Core competency

[3]: Needs Work : Basic treatment of the ideas, but needs to dig deeper in order to showcore competence. To get credit, I would be asking for a revision

[0-2]: No Credit: (a) Student uses others’ ideas as her/his own without attribution, and/or(b) does not address or respect the assignment.

Technology and Public Blog Posting RequirementsYou will need to get technologically organized so that you can know where to go for informationand what to do to access required technologies. Once I receive your email address from theregistration office at Johns Hopkins University School of Education, I will send more informationabout these required technologies, including invitatio ns to various sites you’ll need to access (orform accounts on) so that you can meet course requirements.

Course Platform (ELC) : http://olms.cte.jhu.edu/olms2/login/ . This is where you will go toaccess course content, get assignments, hold discussions, and receive comments/grades onpapers. We are also working on another course site, but don’t worry about that now.

http://olms.cte.jhu.edu/olms2/login/






Fred Mednick, EdD


Blog (Required). All students are required to have a blog so that your writing can be madeavailable and accessible publicly. You can use any blog service that you like: WordPress. Blogger, Tumblr are all good examples. If you’re new to blogging, there are plenty of greattutorials and great advice to help you get started. Click on Technology for this Course FAQs to learn about our rationale for going in this

direction.o Each assignment description will clarify whether to post it also to your blogo Try to remember to tag your blog

Twitter (Strongly Recommended): I strongly encourage you to regularly use Twitter for thisclass. This is a great way for having real-time or near real-time conversations with yourcolleagues.

o Simply tweet questions, comments, and other class-relevant content with the youcomplete a new blog entry, post a link on Twitter with #JHUemergencyed

o If you already have a Twitter account, use that one, as long as your posts include#JHUemergencyed. Otherwise, creating an account is easy! Here are sometutorials (if you’re a pro or not) on the basic language of Twitter and how to tweet

Technology FAQs

Why so many different technology sites?

First, you should own the work you produce, rather than evaporate when the course ends.By creating accounts on a system outside of our course platform, the artifacts you createcan be stored for your use anytime.

Second, we chose those tools you can use in your work. We’ll also introduce more. Socialnetworks, embedded widgets, new apps, RSS feeds, and micro-blogging can enhanceinteraction, emphasize collaboration, and engage your students. We admit that thesetechnologies are not ends unto themselves, but they are a powerful means to get there.

I am not great at technology. Can I get some help with this? For every required technology, tutorials are available. If need be, we can assign atechnology partner if you need help or offer webinars. Besides, you have a host of newcolleagues you can ask. Don’t be afraid.

Essential Course Policies

Policies on Sharing Intellectual Property

The Internet represents a new, intellectual social contract. Today, learning requires the sharing of ideas, but it must be done honorably. You might write something that someone, somewhereneeds. Post it and share it. 1 You might also find the perfect article to address an issue you wish to

1 The majority of our policies about the creation, use, and reuse of content are adapted from the work of our colleague, David Wiley, PhD of Brigham Young University — a pioneer in the field of Open Educational Resources (OER). To learn more about the transformative power of OER, please look up: www.davidwiley.org and, in particular, his course: Introduction to Openness in Education .

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http://mathtwitterblogosphere.weebly.com/writing-a-blog.html

http://twitter.com/

https://youronlineself.wikispaces.com/Learning+the+language+of+Twitter


https://youronlineself.wikispaces.com/Applying+Twitter+language+to+tweets

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Fred Mednick, EdD


explore for an assignment. Go ahead, post it, but you must cite it and give credit to the author — direct us to the URL so that we can all benefit. The assignments are not roadblocks to conquer, butopportunities for growth. An article you may have just found is a means, not an end, to a pointyou want to make. Use it to reinforce your point, not in place of your point. Plagiarism (copyingand pasting the work of others without appropriate attribution or credit to the author) is theft,

plain and simple.

Plagiarism: Your Reputation is at Stake

On occasion, I will spot-check for plagiarism, but I don’t want to chase after you. That’s notlearning — it’s policing. At the same time, your blog posts will be public. If you copy and pasteothers’ work without proper attribution, someone will notice. Your reputation, even your job,could be at stake. As U.S. Supreme Court Justice Louis Brandeis famously observed , “sunlight issaid to be the best of disinfectants. ” 2 Your reputation should be the driving motivator for doingone ’s best in this course.

Official Language from Johns Hopkins University on Academic Integrity

“Violations of academic integrity and ethical conduct include, but are not limited to, cheating,plagiarism, unapproved multiple submissions, knowingly furnishing false or incompleteinformation to any agent of the University for inclusion in academic reco rds…” For full policy andmisconduct proceedings, see the Academic Policy section of School of Education .

Late Work Policy

Educators are some of the busiest people in the world. I understand how the tyranny of theurgent can play havoc with deadlines. At the same time, many assignments require collaboration,and group work entails obligations to each other. Whether it is an individual assignment or acollaborative project, please be reasonable, and I will be as well. Whatever the circumstance,please inform me (and/or your group) so that no one is caught off guard. Excessive lateness couldresult in notification of no-credit for the assignment and/or the course.

Religious Observance Accommodation Policy

Religious holidays are valid reasons to be excused from time-bound events like webinars. Studentswho must miss a class or examination because of a religious holiday must inform me as early in theterm as possible in order to ensure that there is adequate time to make up and respond to thework

Participation

Participation and discussions are included in student grading and evaluation. The instructor willclearly communicate expectations and grading policy in the course syllabus. Students who areunable to participate in the online sessions for personal, professional, religious, or other reasonsare encouraged to contact me to discuss alternatives.

2 Louis D. Brandeis, cited on the Louis D. Brandeis School of Law, University of Louisville website, in Other People’sMoney – Chapter V : http://bit.ly/9vfrYh

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Fred Mednick, EdD


Statement of Academic Continuity

For any of us, things happen. In the event of issues (serious personal matters, no access to theinternet, or other extraordinary circumstances) preventing active participation in, and/or thedelivery of this online course, we’ll do our best to make accommodations. If it happens to yourcourse instru ctors or the School of Education’s platform goes down, for example, we may have tochange the normal academic schedule and/or make appropriate changes to course structure,format, and delivery.

Accommodations for Students with Disabilities

If you are a student with a documented disability who requires an academic adjustment, auxiliaryaid or other similar accommodations, please contact Jennifer Eddinger in the Disability ServicesOffice at 410-516-9734 or via email at [email protected].

Statement of Diversity and Inclusion

Johns Hopkins University is a community committed to sharing values of diversity and inclusion inorder to achieve and sustain excellence. We believe excellence is best promoted by being adiverse group of students, faculty, and staff who are committed to creating a climate of mutualrespect that is supportive of one another’s success. Through its curricula and clinical experiences,the School of Education purposefully supports the University’s goal of diversity, and, in particular,works toward an ultimate outcome of best serving the needs of all students in K-12 schools and/orthe community. Faculty and candidates are expected to demonstrate a commitment to diversityas it relates to planning, instruction, management, and assessment.

ReadingsNo textbooks, no extra fees, no additional obstacles. All readings have been selected from

available sources freely available on the Internet and are listed here in the syllabus.

Online Public Events/Webinars: Conversations with ColleaguesMy courses are often comprised of students who come from around the globe. We all share apassion for the subject, but we rarely share the same time zone. Therefore, my courses stay awayfrom bandwidth-heavy, real-time teaching and focus. Instead, they focus on individual scholarship,local action, and group collaboration.

I still do miss live discussions , so we’re going to attempt some here and do our best to offer themduring reasonable hours. We will record these webinar-like conversations, of course, should younot be able to participate. We will provide you with all the technology you’ll need to participate.

While I work on the schedule and topics, here is what I would like to cover, with you as panelistsand, I hope, invited guests: experts on the topic and practitioners in the field.

Public Conversation/Webinar 1: (Dates TBD) “Global Tragedies: Local and Global Solutions” A short presentation by Sharon Ravitch, PhD, a professor at the School of Education at theUniversity of Pennsylvania and the Senior Advisor to the Minister of Education of Haiti. Sharon willaddress the challenges and opportunities of working in Port- au-Prince following the 2010Earthquake, along with her particular contributions in community assessment and countrywide





Fred Mednick, EdD


educational capacity building. There will be plenty of time for questions and conversation.

Public Conversation/Webinar 2: “Humanitarianism Without Humanitarians?” (Dates TBD)

The title of this webinar was coined in this week’s reading by digital activist, Patrick Meier, PhD., apioneer in the role technology plays in emergency relief, global transparency, and mapping in

crises. His blog is worth reading: http://irevolution.net/ . I will do my best to attract Patrick toparticipate in thi s week’s session and webinar. We have gathered colleagues who representdiverse points of view on the subject of the impact of individual efforts and the technology-enabled wisdom of crowds in disaster relief.

Public Conversation/Webinar 3: (Dates TBD): “Earthquakes, Floods, and Education: AConversation with Colleagues in Pakistan and Tajikistan” Short presentation by: (1) Sameena Nazir, Founder of PODA (Potohar Organization of Development Assistance), an NGO devoted to the education of girls, crafts, and human rights inPakistan, and (2) Solmaz Mohadjer, Founder of PARSQUAKE (an organization devoted toearthquake education in the Persian- speaking community). We’ll follow this by time for yourquestions and comments.

COURSE SESSIONS

1. Getting Organized | Getting Acquainted | Getting Oriented

SESSION 1: (Date)

Getting Organized

For me, syllabi are not limited to outlines of course topics. Because my courses are taught mostlyonline, they need to self-explanatory, portable, and understood as mini courses. I say all this sothat you will consider the syllabus as part of your course readings. Besides, there are importantpolicies within. Put another way, don’t think of this syllabus as a piece of software to download;99.9% of us click the little box indicating we’ve read and agreed with the “policies .” Not so here.

As for the technology itself, don’t worry. We have provided tutorials, along with optional,live webinar(s) and support sessions. The technology section is here . Here’s a checklist:

o Know where to see the course material: Hopkins’ Course Platform - ELC

o Get a blog and fill out the Google Doc so that your instructors and mentors know

where to fetch ito Twitter (recommended) and reminder to use #JHUemergencyed in your post

Please also read our technology relates to respect for intellectual property. Click here .

Getting Acquainted Discussion: (required)Most online courses begin by asking students to introduce themselves. Fair enough. I often take aless direct approach by asking a provocative question like: “What do you see outside your

http://irevolution.net/







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Fred Mednick, EdD


window, and how does this shape your view of education today?” Sometimes I ask for a personalresponse to an image, or a short video. This time, it’s a poem by Nobel Prize winner, WisławaSzymborska, entitled: “Psalm:” http://www.stanford.edu/~weiler/Szymborska.pdf .

I have chosen this poem for its obvious allusions to borders. Very often, we hear aboutemergencies taking place in regions we may never visit, affecting people we may never meet. Yet,somehow, you have chosen to take a course on education in emergencies. What lines speak (or donot speak) to you? When you read this, what does your heart or your head bring forth? It’s bestto let the poem percolate by sitting quietly after you read it, rather than rushing to the keyboard.

Please post a response to the introduction and poem, below, and comment on at least two othercolleague’s posts. If possible (and this is optional), I e ncourage you to upload an image, video, ordrawing if it can show

Due:

Getting Oriented: Education in Emergencies — Central Questions and ReadingsLet’s start with some central questions to keep in mind. They’ll come up again and again:

What types of interventions are include d in “education in emergencies”?

Why has education been left out of standard humanitarian response for so long?

When did education interventions first start to appear in humanitarian responses? What are the international legal foundations that underpin education in emergencies?

How might the growing awareness surrounding the needs of children in emergencies(establishing “normalcy,” “child protection,” and “psychosocial well -being”) affect thestrategy of humanitarian response?

What role might culture, religion, and class play in emergency education?

Who and what are the key players, structures and institutions for education in emergenciesand how do they work together?

What are the reliable methods for evaluating the impact of education in emergencies?

Readings Education Under Attack UNESCO: (required) Schools as Battlegrounds (Human Rights Watch): (recommended)

Discussion Post (Required – a paragraph or two) When you consider the questions, readings, and your own response to the discussion prompt(“Outside My Window”) , what does your gut say? Have you experienced this before, and if so, youmight want to describe what you experienced. If it’s too early to open up…or the issue is too raw,please do not feel compelled to do so.

http://www.stanford.edu/~weiler/Szymborska.pdf


http://unesdoc.unesco.org/images/0018/001868/186809e.pdf


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Fred Mednick, EdD


Also Required : Please also comment on at least two responses to your colleagues as well.Due: (TBD)

2. The Wrong Place at the Right Time: Introducing INEE

SESSION 2: (Date)

Overview“The Interagency Network for Education in Emergencies (INEE) is a global network of individualand organizational members (as of June 2006) who are working together within a humanitarianand development framework to ensure the right to education in emergencies and post-crisisreconstruction. INEE works to improve communication and coordination by cultivating andfacilitating collaboration and constructive relationships among its members and partners.

The INEE Steering Group provides overall leadership and direction for the network; currentSteering Group members include CARE, Christian Children’s Fund, the International RescueCommittee, the International Save the Children Alliance, the Norwegian Refugee Council, UNESCO,UNHCR, UNICEF and the World Bank. IN EE’s Working Group on Minimum Standards facilitates theglobal implementation of the INEE Minimum Standards for Education in Emergencies, ChronicCrises and Early Reconstruction.”

Objectives To explore issues faced by those working in the Education in Emergencies field

To recognize and articulate the structure of INEE and apply principles to case studies andfurther activities/exercises

To enable students to demonstrate how educational systems prepare for and react tovarious sorts of emergencies, from the general sense that educational systems themselvesare in crisis to natural disasters such as earthquakes to manmade disasters such as wars.

Readings: Required and Recommended INEE: Minimum Standards: Preparedness, Response, Recovery (required)

Protecting Education : (recommended media clips)

The UN Declaration of Human Rights

The Sphere Project – The Humanitarian Charter (recommended)

Discussion Post: You choose the topic. Please respond to other students, not just to theirresponse on your post

Due: (TBD)

http://www.ineesite.org/en/minimum-standards


http://www.protectingeducation.org/multimedia


http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDIQFjAA&url=http%3A%2F%2Fwww.un.org%2Fen%2Fdocuments%2Fudhr%2F&ei=PPZ6UY7nFMmtiQKW9IGgCQ&usg=AFQjCNGuz0OBO9j5u30ZHPCnuznkkDiT8g&bvm=bv.45645796,d.cGE

http://www.spherehandbook.org/en/key-documents-that-inform-the-humanitarian-charter/



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Fred Mednick, EdD


Public Conversation/Webinar 1: (Dates TBD) “Global Trag edies: Local and Global Solutions” A short presentation by Sharon Ravitch, PhD, a professor at the School of Education at theUniversity of Pennsylvania and the Senior Advisor to the Minister of Education of Haiti. Sharon willaddress the challenges and opportunities of working in Port- au-Prince following the 2010Earthquake, along with her particular contributions in community assessment and countrywide

educational capacity building. There will be plenty of time for questions and conversation.

3. If Only: Education Emergencies and the Global Development Agenda

SESSION 3: (Date)

Overview

We began this course by diving right in and looking at the gravity of education in emergencies. I’dlike to pull back the lens a bit so that you may view how the field may fit into the overall globaldevelopment agenda, if at all. All of this is intended to illustrate the connections, if any, betweendevelopment and global aid, with a particular emphasis on how INEE seeks to bridge the gap.

According to the United Nations, the eight Millennium Development Goals “…form a blueprintagreed to by all the world’s countries and all the world’s leading development institutions. Theyhave galvanized unprecedented efforts to meet the needs of the world’s poorest.” Access to high-quality education is widely recognized as a universal human right. MDGs focus on national self-reliance, sound policy, sustainability, educational access, and global transparency.

It’s an o ptimistic vision and proponents do make a compelling case — more children than ever areattending school; MOOCs (massive open online courses) are not only free, but inclusive, watchdogagencies are exposing abuses. While global diseases have become more difficult to identify andtreat, public health successes in areas such as hygiene and immunization campaigns havebenefited from public-private partnerships and individual philanthropy (Bono, Gates).

The picture of development through education is not altogether rosy. In many poor countries, aquality basic education is hardly universal. And the voice of those critical of development and aidare growing louder. The firestorm of criticism directed toward the development world isparticularly scorching. If, as H.G. Wells once said, "education is a race between civilization andcatastrophe," then many claim catastrophe is winning. More sub-Saharan Africans have cell-phones than access to clean drinking water. Poverty pornographers descended upon Haiti afterthe earthquake in order to raise money, yet today, three years later, there is enough rubble in thestreets of Port-au-Prince streets to build a four-lane highway to Los Angeles and back again.

Bookshelves are filled with this topic, and their titles speak volumes: The Road to Hell: RavagingEffects of Foreign Aid and International Charity ;” “The Lords of Poverty: The Power, Prestige, and Corruption of the International Aid Business ;” “White Man’s Burden: Why the West’s Efforts to Aid the Rest Have Done so Much Ill and so Little Good ;” “Famine Crimes: Politics and the Disaster Relief Industry in Africa ;” “Condemned to Repeat?: The Paradox of Humanitarian Action ;” “The CrisisCaravan: What’s Wrong with Internati onal Aid ?” Depressing, indeed.

http://www.un.org/millenniumgoals/bkgd.shtml




Fred Mednick, EdD


Palagunmi Sainath’s Everybody Loves a Good Drought; Stories from India’s Poorest Districts paints a nightmarish, “development -is-its-own- disaster” picture of do -gooders: “Developmentis the strategy of evasion. When you can’t give people land reform, give them hybrid cows.When you can’t send children to school, try non -formal education. When you can’t providebasi c health to people, talk of health insurance. Can’t give them jobs? Not to worry, just

redefine the words “employment opportunities." Don’t want to do away with using children asa form of slave labor? Never mind. Talk of ‘improving the conditions of child labor!’ It soundsgood. You can even make money out of it. ”[i]

The key takeaway is for you to decide. In the meantime, many would agree that we mustbridge the gap between international development strategies and the world of global aidfollowing a disaster. It’s akin to the adage that an ounce of prevention is worth a pound a cure.

If only , many say. This course is about effusing this kind of sensibility in the global work we do,whether in our own backyard or around the world. One organization seems to be getting itright, particularly because of their central role in mobilizing networks of high-qualitydevelopment and humanitarian organizations and agencies: The Interagency Network for

Education in Emergencies (INEE).

Readings and Review Millennium Development Goals : (United Nations) MDG Monitor: Tracking the MDGs: (Global Governance Watch) One : powerful infographics about the Millennium Development Goals Education in Emergencies - Critical Factor in Achieving the MDGs: (International Rescue

Committee)

Discussion PostRequired : 1 page maximum, plus please comment on at least 2 other colleague’s posts.Also required: please post your response to your blog and tag it with JHUemergencyed.

Due:

As someone unfamiliar with the MDGs, as a well-seasoned practitioner in the trenches, as a headof an NGO, or as a donor, what would you do to affect one of the MDGs? Why? How? Would youwork in the policy area for maternal-child health? Associate yourself with a particular NGO in aregion you know about or you know is suffering? Although it may be hard to contain yourself, donot focus on what has been done poorly by others, but what you can see yourself doing.

NOTE: We’ll form working groups to connect a particular MDG with a particularemergency and a toolkit used in the field

http://fredmednick.wordpress.com/wp-admin/post.php?post=649&action=edit&message=1#_edn1





http://www.globalgovernancewatch.org/resources/mdg-monitor--tracking-the-millennium-development-goals

http://www.one.org/international/mdg/index.html


http://www.rescue.org/sites/default/files/migrated/resources/education-in-emergencies_a-critical-factor-in-achieving-the-millennium-development-goals.pdf

http://www.rescue.org/sites/default/files/migrated/resources/education-in-emergencies_a-critical-factor-in-achieving-the-millennium-development-goals.pdf


http://www.globalgovernancewatch.org/resources/mdg-monitor--tracking-the-millennium-development-goals





Fred Mednick, EdD


4-6: Drilling Down, Digging Out, Delivering Education: The INEE Toolkit

SESSIONS 4-6: (Dates)

Objective: Purpose, Groups, and ProjectThese next three sessions are meaty and complex. I have provided a great deal of detail for eachstep of the way, so reading this syllabus carefully is absolutely essential.

These sessions involve lots of communication in a global collaboration within groups formedaround each of the Millennium Development Goals (2) The production a 1.5 page briefing paperand group slide show, available to the public, to connect the MDG you have chosen with anemergency in a particular region. We will:

Dig deeper into the MDGs and work with a group based upon one you choose Collaborate on a project within your MDG group

Review research and activities that address your MDG in a particular country Choose an acute or protracted emergency taking place in that country Identify and interview practitioners working on that emergency Make connections between Millennium Development Goals and INEE thematic areas Create the briefing paper and assemble the public, online slide presentation based upon what

you have learned

Meaty and complex, right? Even more, it takes place in the middle of the class, rather than as aculminating assignment. I know this all sounds a bit crazy, but there is a method to the madness.If you train yourself to think big picture, even amidst acute or protracted emergency, you’ll bebetter off. In the world of development, if one digs in the trenches only, one cannot see where it’sgoing. If one flies overhead, one cannot even recognize the trench. This is about leadership andabout the complex relationship between compass and map, development and aid. Besides, thiswork always requires that one bite off more than one can chew. Patience required. Hopefully,three weeks will be enough time to accomplish it all. Progress toward the goal will look somethinglike this:

Read/Choose MDG Group > Pick an Emergency & Research > Interviews > Reports & Sharing

OverviewA high-ranking United Nations section leader once gave me a working definition of a teacher. “Frommy experience in the field, a teacher is anyone with valuable information to share.” I t is interesting

to note that, whether you are a student envisioning your future, a seasoned professional, or a donor,you’re an educator. Even more, relief agencies have made the mistake of not conducting anassessment of community assets, alongside of their characteristic deficit assessments. Should that bestandard practice (again, part of INEE protocols), services not only can be enhanced, but alsosustained. Doctors and community health workers can be refugees, too, with many of the sameintellectual resources and more credibility than those flown in.



Fred Mednick, EdD


This session is designed to introduce you to well-crafted handbooks developed by INEE and partners,in very close communication with community leaders.

It is now time to start drawing threads together: your passion, the MDGs, and now the INEEToolkit, by choosing a thematic area you would like to discuss further, in groups. Focus on theINEE Toolkit Thematic Issues. Keep in mind your passion for a particular issue the earlier readings(INEE,Education Under Attack , the Millennium Development Goals), and our class discussions. Allof this will lead to joining ONE MDG group, discussing your views there, and preparing a projectpresentation that will connect MDGs and INEE Toolkit Thematic Areas. Think of it this way: OneColumn is an MDG; another column is an INEE Thematic Theme. Your job is to draw vitalconnections between them.

STEP 1: Required Readings

INEE Toolkit Key Thematic Issues/Resource Packs (required: centerpiece for what follows)

INEE Standards Integrated Toolkit: Integrated Humanitarian Response (support document)

Recommended Readings Education in Emergencies: Toolkit - Prevention Web (worth scanning)

Disaster Risk Reduction: UNICEF – South Asia (for your reference)

Millennium Development Goals (Refresher)

Eradicating extreme poverty and hunger Achieving universal primary education Promoting gender equality and empowering women Reducing child mortality rates Improving maternal health Combating HIV/AIDS, malaria , and other diseases Ensuring environmental sustainability Developing a global partnership for development

So far, you’re at this point in the project:Read/ Choose MDG Group > Pick an Emergency & Research > Interviews > Reports & Sharing

STEP 2: Join and Work in a Millennium Development Goal (MDG) Group

After you’ve done some reading, join a group that reflects your interest. Choose wisely, as this will

be a working group for the next three weeks. Instructions for Joining an MDG Group: (to beprovided)

2a: Post to the Discussion Space in your MDG Group

Post a reflection to the discussion (personally or professionally) about why you have chosenthis group. Describe the thematic area you have chosen as well. Is it something you aresimply curious about or that strikes you as entirely new? Is it a personal or professional

http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1132


mailto:http://bit.ly/17Eldpu


http://reliefweb.int/sites/reliefweb.int/files/resources/038DDBECDCAB5708C1256E24004F3B28-SaveTheChildren_EducationEmergencies.pdf

http://www.unicef.org/rosa/emergencies_1991.htm




http://en.wikipedia.org/wiki/Millennium_Development_Goals


http://en.wikipedia.org/wiki/Extreme_poverty



http://en.wikipedia.org/wiki/Universal_primary_education



http://en.wikipedia.org/wiki/Gender_equality



http://en.wikipedia.org/wiki/Empowerment



http://en.wikipedia.org/wiki/Child_mortality



http://en.wikipedia.org/wiki/Maternal_health



http://en.wikipedia.org/wiki/HIV/AIDS



http://en.wikipedia.org/wiki/Malaria



http://en.wikipedia.org/wiki/Sustainability



http://en.wikipedia.org/wiki/Millennium_Development_Goals#Goal_8:_Develop_a_global_partnership_for_development















http://reliefweb.int/sites/reliefweb.int/files/resources/038DDBECDCAB5708C1256E24004F3B28-SaveTheChildren_EducationEmergencies.pdf





Fred Mednick, EdD


experience that drives you to learn more or to express yourself? Are you suspicious about,or inspired by, current efforts in this area?

2b: Inside Your Group: Get Organized

Here is where the moving parts start kicking in, so being organized really matters. The group

space on the Hopkins courseware site includes these components: Updates, News/Blog, Discussion, Chat, Resources, and a Calendar. Make certain you use the Resource tab for listingyour organizations and contacts used in your research . (We’ll download everyone’s resources atthe end of the course and make certain that all have a copy). This should be enough to keepyou organized. If not, you can communicate via email, Google Groups, or whatever the“organizers ” amongst you feel is best.

Your group will depend upon each person’s effort in order to accomplish the following:

To learn more about your chosen MDG To choose an acute or protracted emergency and learn more about it To discover the players working on your chosen MDG and chosen emergency To share interviews with those players To investigate how the INEE Toolkit is being used (or can be used) there To create a briefing paper (1.5 pages) and public slide presentation

ADVICE ABOUT GROUPS: Groups can be really frustrating because of lack of communication orclarity. After you have introduced yourselves, talk frankly about protocols. I’ll post more links toguidelines for group- work to help you along the way. In the meantime, here’s what I havelearned over the years: in groups, some colleagues emerge as leaders, while others like to playa supporting role. Some wish to focus on numbers; others on stories. Many groups take onthese roles:

Organizers: People valued for their ability to manage Creators: People who create content (numbers, stories, and pictures) Distillers: People who transform complex ideas into forms we can all understand Presenters: People who put it all together for public presentation Technologists: People who get technology and can solve problems for everyone

Back to the task at hand. So far, you’re at this point in the project:Read/Choose MDG Group > Pick an Emergency & Research> Interviews > Reports & Sharing

STEP 3: Group Decision: A Particular Emergency and Research

Your MDG group needs to choose either a (1) recent or acute emergency this or last year, like

ethnic cleansing in Burma, or (2) an ongoing emergency, like the protracted reconstruction effortsin Haiti following the 2010 earthquake. So, at this point, you’ve gathered as an MDG group andnow you’re deciding on WHAT emergency and WHERE.

Explore BOTH the MDG and the emergency in that country. Keep in mind that your grouppresentation will focus on the questions raised at the beginning of this course.

What types of interventions are happening to address the emergency? Who are the key players, structures and institutions? How do they work together?

http://olms.cte.jhu.edu/olms2/170206/group_sub:main/

http://olms.cte.jhu.edu/olms2/170206/group_sub:blog/

http://olms.cte.jhu.edu/olms2/170206/group_sub:forum/

http://olms.cte.jhu.edu/olms2/170206/group_sub:chat/

http://olms.cte.jhu.edu/olms2/170206/group_sub:resources/

http://olms.cte.jhu.edu/olms2/170206/group_sub:calendar/

http://olms.cte.jhu.edu/olms2/170206/group_sub:calendar/

http://olms.cte.jhu.edu/olms2/170206/group_sub:resources/

http://olms.cte.jhu.edu/olms2/170206/group_sub:chat/

http://olms.cte.jhu.edu/olms2/170206/group_sub:forum/

http://olms.cte.jhu.edu/olms2/170206/group_sub:blog/

http://olms.cte.jhu.edu/olms2/170206/group_sub:main/



Fred Mednick, EdD


How has the INEE Toolkit (and others like it) been used to address the issue? What are the challenges? (Examples: government obstruction, lack of resources,

corruption) How might the growing awareness surrounding the needs of this emergency affect the

strategy of humanitarian response? What role might culture, religion, and class play in this emergency? What methods are being used to evaluate the impact of education in this emergency?

Look at research, data sets, media reports, voices from the field, blogs, images, video, andwatchdog networks. In short, what is going on? Think about this from the developmentperspective (MDGs) and the emergency perspective (INEE: relief and aid).

So, here’s where you are so far :Read/Choose MDG Group > Pick an Emergency & Research > Interviews > Reports & Sharing

On the next page, please find a chart that can give you a more visual sense of what I would like youto do.



Fred Mednick, EdD


CHART: Matching the MDG with the INEE Thematic Area/Toolkit – At a Glance

Let’s say that you have chosen MDG 3: Gender Equality, Empowerment . Now you have a group devoted to the issue. Next, your groupdebates the various INEE Toolkits and decides to focus on Human Rights. Next, someone suggests places to go for research. Anotherperson learns that there is an extraordinary NGO, Potohar Organization for Development Advocacy (PODA), in Rawalpindi, Pakistan that

focuses on gender equality and empowerment through training in education and human rights. They have been working on this issue forquite some time, and have become increasingly vocal about Pakistan’s status on scales measuring progress toward the MDGs. You’dclearly place them on the development, versus aid and relief side. They educate girls, gain support from men for women’s empowerment,teach crafts, and every room displays a poster of the UN Declaration of Human Rights. Lately, however, they have stepped up their effortsto identify the issue as an emergency, especially in light of the news about how a girl, Malala Yousafzai, was shot for promoting educationfor girls. The head of that organization, Sameena Nazir, is available for a Skype or email interview. Others choose to interview fieldworkers at international agencies or NGOs. At this point, you’re in g reat shape:

You’ve chosen an MDG, an INEE Thematic Area, and a region where an ongoing emergency is taking place. Next, interviews.

MDGs INEE Toolkit Conflict

Mitigation

DisasterRisk

Reduction

EarlyChildhood

Gender HIV-AIDSHumanRights

InclusiveEducation

ProtectionPsychosocial

SupportYouth

MDG 1: Eradicate Extreme Poverty & Hunger

MDG 2: Achieve Universal Primary Education

MDG 3: Gender Equality, Empowerment x

MDG 4: Reduce Child Mortality Rates

MDG 5: Improve Maternal Health

MDG 6: Combat HIV/AIDS, Malaria

MDG 7: Ensure Environmental Sustainability

MDG 8: Develop Global Partnerships for Dev.



Fred Mednick, EdD


STEP 4: Individual Interviews

EACH member of the group needs to: (1) identify an organization working in the field, and (2)interview someone there who has had direct experience with the emergency . (2 pages,maximum). Your best sources will come from INEE and oth er websites you’ve come across thus

far. Find someone there to interview for a maximum of 45 minutes to gain the perspective of someone working in the field.

Interview Approach/Tone: Introduce yourself and this course. Reassure the interviewee thatyou’re not collecting evaluative data, but rather simply gathe ring insights; the tone of theinterview should be informational and appreciative. That’s why I decided not to script thequestions for you; what matters most is your interaction and experience of learning from and with those in the field. You might ask about her/his motivations for tackling this issue (whetheror not s/he associates it with a particular MDG). You might follow that up with questionsabout activities and programs, challenges, successes, setbacks, and surprises. Yourconversation may lead to issues about funding, leadership, coordination, community outreach,or their experience with evaluation. If possible, ask her/him to tell you a story. For instance,you might ask: “Ten years from now, what image or experience do you think will stand ou t foryou?” Although somewhat clinical, here’s a UN questionnaire conducted by the SpecialReapporteur of the U.N., addressed to NGOs, regarding human rights

4a. Post your full interview on your blog . Please include the name of theorganization and its website

4b. Write a one-paragraph summary for your group discussion space . Your groupwill be consulting these in order to highlight three for the online, public presentation

At this point, we should be here: So, here’s where you are so far:Read/Choose MDG Group > Pick an Emergency > Research > Interviews > Reports & Sharing

STEP 5: Create a Group 2-page Briefing Report. The audience for such a report is ahigh-ranking UN official. Add a list of references (websites), substantiating your claims, to the1.5-page Briefing Report.

Here’s what you need to do:

Title Page : Include the name of the MDG and a descriptive subtitle, such as AdvancingMDG 3: Gender Equality and Empowerment — Employing the INEE Toolkit in Pakistan. List each team member, along with a few words about each person’s contribution .You’ll see how the online public presentation (coming up) will reflec t these categories.

One Page : Describe the nature of the emergency as objectively as possible. Establishyour credibility with the facts. If news reports conflict, note that. Though it will be hardto do, avoid making recommendations. Just make your case for the emergency itself.

Second Page : Hardly comprehensive, make a concise case for taking one specificaction, such as launching an official United Nations public campaign; initiating aresolution or policy discussion. This is where your earlier research on MDGs and actorsin the emergency you’ve chosen can be distilled and made available to

http://ineesite.org/



http://www.ineesite.org/uploads/files/resources/doc_1_Questionnaire_English.pdf







Fred Mednick, EdD


STEP 6: Create an online slideshow about your work. I have created an online GooglePresentation template (which you can copy to customize for your own group)

1. Here’s a link to a template for your slideshow: http://bit.ly/12nN7Ev . It is a GooglePresentation application, so someone in the group needs to have a Google account.

2. Rename the Google Presentation with the same title as your Briefing Paper. Example:MDG 3: Gender Equality and Empowerment — Employing the INEE Toolkit in Pakistan.

If you all have a Google account, then you’re in business. If only some of you do, I suggest thatone member of your group should make it available to other by downloading the renamedversion to PowerPoint or PDF and share it. Somehow, as it goes through revisions within yourgroup , you’ll need to stay in touch about the latest versions.

You’re almost done! Here’s where you are so far:Read/Choose MDG Group > Pick an Emergency > Research > Interviews > Reports & Sharing

JUST ONE LAST STEP!Super Important Requirement: Sharing Once you have completed your Briefing Paper and Google Presentation, all you need to do isshare it with the world. Here’s how:

Everyone should POST A COPY of the Briefing Paper to your individual blogs. After all,you collaborated on this and you are all authors

ADD THE WEBSITE OF YOUR GOOGLE PRESENTATIONto the bottom of your briefingpaper

TAG THE BLOG POSTpost with JHUEmergencyed

You did it! This was a huge undertaking. Congratulations!

Read/Choose MDG Group > Pick an Emergency > Research > Interviews > Reports & Sharing

7. Momaland: Case Study and Assessment Strategies

SESSION 7: (Date)

Overview

Thanks to INEE and its network, there are excellent and actionable models for assessment:technical briefs; disaster-specific summary sheets, checklists, and best practices; quick impactanalyses; instructions for determining needs for child-friendly spaces; qualitative andquantitative research techniques; mobile phone data-gathering applications; how-to videos; joint and coordinated assessment matrices; and much more. Between INEE’s Monitoring and

NOTE: Depending upon the siz e and vitality of the groups, this is where we’lldecide whether to create new groups (for discussions) or reconvene for discussionswith all colleagues taking this course

http://bit.ly/12nN7Ev



http://www.ineesite.org/en/minimum-standards/monitoring






Fred Mednick, EdD


Evaluation manuals and those of The Assessment Capabilities Project (ACAPS), you’ll have allthe invaluable resources one would need.

One of the best ways to understand these assessment resources is to dive into a fictional, yetrealistic, case study. Momaland: Education Following an Emergency was developed by UNICEF,INEE, and Save the Children (with a great deal of input from field workers) to supportconcentrated or extended trainings that provide a likely scenario requiring attention to themultiple, intersecting components and complexities of education in emergencies.

Momaland can help us learn more about the various components of assessment andevaluation for education in emergencies. The readings include a slide-deck offered in trainings,along with a comprehensive Facilitator’s Guide (worth reviewing) that incorporates much o f what we’ve studied, thus far. Both are included in the readings.

The Facilitator’s Guide, even just the Momaland session, can compris an entire course. Evenso, just a cursory reading will reveal how the INEE Minimum Standards and other protocolsplay themselves out, and how essential they are.

Reading Momaland: Slides

Education in Emergencies Training: Facilitator’s Guide (INEE, UNICEF, Save theChildren). Pay close attention to Session 6 .

Additional Reference Material (For Your Files) More INEE Case Studies : Afghanistan, Bosnia-Herzegovina, Cambodia, and Liberia, as

well as a Synthesis Report Real Time Evaluation of Humanitarian Action (Bibliography)

Assessment and Evaluation : documents curated by Teachers Without Borders

Discussions (Suggestions below) What stands out? What do you wish this course had addressed? How might such a trainingprogram affect your career path, knowing that you might face a scenario very much like thisone? Conduct an additional search to determine who has used the program and how. I amasking you to think about your origi nal motivation for taking the course and what you’velearned so far, mixed in with a picture of what things might look like for you.

8. Support from Viewers Like You: Emergency Education Public AppealsSESSION 8: (Date)

Overview

Girl Rising, a new film highlighting the extraordinary stories of 9 girls and 9 issues they face,worldwide, has drawn much-needed attention to the subject of girls education. Films like Girl


http://www.acaps.org/en/pages/what-is-acaps



https://docs.google.com/presentation/d/1XUwp6bMNSrd05XPnqWUmcbiWxT0_4XnSndfXHIMKSvs/edit?usp=sharing


http://www.scribd.com/doc/145341464/Facilitator-s-Guide-Education-in-Emergencies



http://www.ineesite.org/en/education-fragility/resources#CaseStudies


https://ifrc.csod.com/content/ifrc/publications/473/resources/ALNAP_Guide_Evaluation.pdf


http://www.scribd.com/collections/2346651/Evaluation-and-Assessment











Fred Mednick, EdD


Rising and the Internet put the world of images, data, and compelling news in our pockets.Movie stars, billionaires, and citizen journalists have entered the picture, too. Tweets fromTahir Square flash across our screens, along with YouTube postings direct from Homs, Syria.Appeal apps enable micro-donations via text.

Unfortunately, the ubiquity of “disaster du jour” appeals can lead to donor fatigue. Tragically,despite a dramatic increase in the visibility of appeals for assistance for emergencies, fundingby governments remains stagnant. According to INEE, only 2% of funds in humanitarian aidgoes to education.

Here, too, INEE and partners have also developed extensive communication protocols and bestpractices for successful appeals. The appeal process involves a complicated supply chain of transparency, communication, impact analysis, and accountability. This course does not all usthe time to give the appeal process the attention it deserves. Again, the INEE site’s resourcesare specific, clear, and essential for anyone in the position to coordinate this process. I havelisted several INEE resources in this syllabus.

For now, I am asking only that you familiarize yourselves with these protocols in order to post adiscussion topic and to participate in an upcoming Online Public Conversation /Webinar.

Discussion (Required)

A couple of choices here (a few paragraphs, plus please comment on others’ posts)

1. Point to a specific disaster (within the last three years) for which a successful appealwas made. What made it so? A concise paragraph with a list of your references is allthat’s needed

2. Please identify a failed public appeal for support following a disaster (within the lastthree years) due to the following:

Not enough money or resources could be raised to make a difference So much money and resources were raised, that they could not be deployed There was no capacity for receiving, distributing, or securing relief, resulting in

a coordination disaster Coordination was mishandled or missing entirely

Here’s some advice for those who wish to discuss the second option: there is a growing genreof books about failed development projects. Try to avoid these, especially after just havingexplored so many tragic issues. Just focus on the mechanics or the missing elements of theappeal process. An earthquake has taken place or a civil disturbance has broken out. Clearly,communities have been devastated or are in danger. What happened…or didn’t happen?

Reading to Prepare for Public Conversation/Webinar Does the Humanitarian Industry Have a Future in The Digital Age? : (required) Ushahidi : plus crowdmapping tool available for public use: www.crowdmap.com Education First’s Education Can’t Wait INEE: Promotion and Advocacy

http://irevolution.net/2012/04/09/humanitarian-future/


http://ushahidi.com/


http://www.crowdmap.com/



http://www.unicef.org/media/files/GPE-UNGA_call-to-action_September-2012-EN.pdf



http://www.ineesite.org/en/minimum-standards/advocacy









Fred Mednick, EdD


Online Public Conversation/Webinar 2: “Humanitarianism Without Humanitarians?” (Date TBD)

The title of this public conversation/w ebinar was coined in this week’s reading by digitalactivist, Patrick Meier, PhD., a pioneer in the role technology plays in emergency relief, globaltransparency, and mapping in crises. His blog is worth reading: http://irevolution.net/ . I willdo my best to attract Patrick to participate in this week’s session and webinar. We hope todiscuss diverse points of view on the subject of the impact of individual efforts and thetechnology-enabled wisdom of crowds in disaster relief.

9. Girls Quake Science and Safety Initiative (TWB Project)

SESSION 9: (Date)

Overview

This session is devoted to an open critique of an emerging project designed by TeachersWithout Borders, the United States Geological Survey, and partners. The goal: to include100,000 girls (and their teachers) in a program of earthquake science and safety. The UnitedStates Geological Survey, Interagency Network for Education in Emergencies, PreventionWeb, and the White House have endorsed the concept. Much work remains

Background: Teachers Without Borders and Education in Emergencies

In 2000, Teachers Without Borders (TWB) was launched in order to connect teachers toinformation and each other in order to help local leaders make a difference in their localcommunities —on a global scale. At 59 million, teachers represent the largest professionally-trained group in the world —the catalysts of change and the glue that holds societytogether. They know who is sick, missing, or orphaned by AIDS. Yet teacher professionaldevelopment is often irrelevant, spotty, or missing entirely —compounded by ill conceived orpoorly implemented policies, a precarious world economy, and both national and naturaldisasters.

Teachers Without Borders did not enter the field of teacher professional development with theidea that we would be involved in Education in Emergencies, but —upon reflection —EiE hasbeen what we’ve been about all along. Our first project took place in a Bedouin village withinthe Occupied Territories. Subsequent projects gathered teachers from regions in conflict(Rwanda, Nigeria, Pakistan, Afghanistan) to discuss teaching and learning, despite the obstaclesof civil unrest and we assisted with relief efforts for the earthquake in Pakistan (2005).

We weren’t thinking about earthquakes when we were working in China, having focused ourefforts on the teaching of science inquiry methods in Sichuan. The May 12 th , 2008 Sichuanearthquake hit at 2:28 pm. Its epicenter was a few miles away from Dujiangyan, China. We lostteachers. We lost students. We lost schools.

But we didn’t lose hope. Rather, we focused on earthquake science and safety — learningfrom below the ground and up. We also learned that some buildings sway and others sink, thatnot all earthquakes act in the same way, and that prevention and planning can save lives.




http://usgs.gov/

http://usgs.gov/


http://www.preventionweb.net/english/

http://1.usa.gov/11KK8l4

http://twb.org/

http://twb.org/

http://twb.org/

http://1.usa.gov/11KK8l4

http://www.preventionweb.net/english/


http://usgs.gov/

http://usgs.gov/




Fred Mednick, EdD


Today our Earthquake Science and Safety program teaches students and teachers about thescience of earthquakes. Solmaz Mohadjer, a Teachers Without Borders member and geologistfrom Iran, saw from her work in Iran, Afghanistan, Pakistan, and Tajikistan that there is littlethe way of accurate science and safety content for teachers. Emergencies happen, but theydon’t have to be disasters. We launched our program in China immediately following the

Sichuan earthquake, with an eye toward scientific validity for adaptation to particular regions,and cultural portability. Form there, it has been implemented in China, Haiti, Mexico, and backto Central Asia. It has also been translated into 6 languages.

Short Videos (required) TWB’s Solmaz Mohadjer , Director of Teachers Without Borders’ Emergency

Education program on the power of earthquake science education to save lives

“Defeating Earthquakes .” Ross Stein, PhD – geologist with the United StatesGeological Survey (and TWB partner): TEDx talk about earthquake science and safety

Required Reading (required) Girls Quake Science and Safety Initiative : Teachers Without Borders and USGS

Proposal to reach 100,000 girls

A Framework for Evaluating the Effect of Earthquake Science Education : Graduate-student project at George Washington University based upon the TWB Proposal

Brochure about Girls Quake Science and Safety Initiative : TWB and USGS effort toattract attention, awareness, and funding for the project

Online Public Conversation/Webinar 3: “Earthquakes, Floods, and Education: A

Conversation with Colleagues in Pakistan and Tajikistan” Short presentation by: (1) Sameena Nazir, Founder of PODA (Potohar Organization of Development Assistance), an NGO devoted to the education of girls, crafts, and human rightsin Pakistan, and (2) Solmaz Mohadjer, Founder of PARSQUAKE (an organization devoted toearthquake education in the Persian- speaking community). We’ll follow this by time for yourquestions and comments.

Discussion

Critique this proposal in light of what you now know about education in emergencies. Look atthe INEE Toolkit, as well as other resources you’ve come across. Do not spare our egos; wewant your opinion. If you look back at this course’s sessions, you wi ll see how the componentsof education in emergency apply here. Is the premise faulty? Is our methodology lackingsomething? Are there roadblocks along the way we have not predicted? Are we putting girls ingreater danger by empowering them with knowledge about their school buildings? If so, howmight we work through that issue? Are we missing something along the lines of the INEEMinimum Standards? Is it aligned with best practices I assessment? Crosscutting elements?Coordination? Is our approach to teaching and learning lacking a crucial element? Do we needmore about supervision? The budget? Management? Reporting of impacts? Transparency?

http://www.youtube.com/watch?v=HnD1IMGzqzU


http://www.youtube.com/watch?v=Bg4kSIgn67I



http://www.scribd.com/doc/119105386/Global-Quake-Science-and-Safety-USGS-With-TWB


http://www.scribd.com/doc/141978271/Girls-Earthquake-Science-and-Safety-Initiative-Evaluation-Framework


http://www.scribd.com/doc/145558810/Global-Science-and-Safety-Initiative-for-Girls-Brochure









Fred Mednick, EdD


Dig in. Ask hard questions. After all, we’re a team!

ONE LAST THING: THANK YOU!

This course was not easy. The reading was intense, the subject matter traumatic. You studiedthe world of development, the world of aid, and the gap between. You’ve workedcollaboratively, virtually, and globally on issues that continue to stump the best of us. You’veengaged with curriculum (INEE Thematic Area Toolkits), a case study on assessment, the appealsprocess, and an emerging project.

Anyone with the nerve and will to dive into this subject is worthy of my deepest gratitude.Please join me, too, in collective applause for the Interagency Network for Education inEmergencies. Because of INEE, the world is a safer place. After all we’ve experienced andlearned together, I am truly optimistic.



Fred Mednick, EdD

Links (and Videos) to Share with ColleaguesLinks

Education Under Attack Schools as Battlegrounds: Human Rights Watch

The Sphere Project Interagency Network for Education in Emergencies INEE: Minimum Standards English INEE Toolkit UNICEF: Education in Emergencies: A Resource Toolkit Emergency Education for Children Education and Conflict Mitigation Education Protection

Videos Schools as Battlegrounds: Human Rights Watch TWB’s Solmaz Mohadjer : Teachers Without Borders Defeating Earthquakes : United States Geological Survey

https://canvas.instructure.com/courses/215649/files/22349196/download?wrap=1


http://www.sphereproject.org/



http://toolkit.ineesite.org/toolkit/Home.php


http://web.mit.edu/cis/www/migration/pubs/mellon/1_children.pdf

http://www.equip123.net/docs/E1-Education_Conflict_Mitigation.pdf

http://educationprotection.org/









http://educationprotection.org/

http://www.equip123.net/docs/E1-Education_Conflict_Mitigation.pdf

http://web.mit.edu/cis/www/migration/pubs/mellon/1_children.pdf


http://toolkit.ineesite.org/toolkit/Home.php



http://www.sphereproject.org/



asap: education in emergencies syllabus

Documents