inee bi-weekly bulletin, 08 july 2016 - amazon...

8/15/2016 INEE Bi-Weekly Bulletin, 08 July 2016

http://us5.campaign-archive1.com/?u=fef0506b371181f31cc3ba467&id=10e41ab132 1/8

In this Bulletin Join Us

ForwardBulletin

Quick Links

INEE Toolkit

INEE MinimumStandards

MemberDatabase

Jobs

FAQs

Donate ToINEE

EiE in numbers:2 out of 5 childrenaged 611 leaveprimary schoolwithout learning howto read, write or dobasic arithmetic. UNICEF

8 July 2016

Highlights Five EduApp4Syria Finalists Announced

Calls to Action Call for Papers: JEiE Special Issue on Education and Peacebuilding Oxford Student Scholarships Opportunities for refugees with academic/scientific background

Events 15 July: Outofschool, out of sight?

Training and Capacity Development UNESCO IIEP Thematic Online Courses

Resources Webinar: Education, Displacement: How can tech make a difference? Education Cluster Toolkit Global Humanitarian Assistance Report 2016 The State of the World's Children 2016: A fair chance for every child Papers on education PPPs in crisisaffected contexts Accelerated Education in Central African Republic Jordan youth programme evaluation Mapping: Role of Ed. Cluster in Responding to Attacks on Education Opinions Reflections on the risks of publicprivate partnerships in education (Mis)Educating the Ghettoes of our world

INEE News Roundup

Highlights

Having trouble viewing this message? Click to read the online version.

BiWeekly Bulletin

We are pleased to share with you the INEE BiWeekly Bulletin, which highlights recent information,opportunities, and resources in the field of education in emergencies.

We encourage you to share with us any relevant content for inclusion in future bulletins and on the INEEwebsite. Please forward your suggestions with attachments and web links to [email protected]. Past editions of the INEE BiWeekly Bulletin are available on the INEE website.

Subscribe Share Past Issues Translate



Five EduApp4Syria Finalists Announced

All Children Reading, Norad

Five finalists have been selected in the EduApp4Syria competition which seeks a

smartphone application that helps build foundational literacy skills in Arabic and

improve psychosocial wellbeing for Syrian refugee children, aged five to 10.

Finalists are Cologne Game Lab, Creative Associates International, Creuna, Kukua,

and The Center for Educational Technology.

The winning app concepts, considered to have high potential for engaging Syrian

children in fun and motivating Arabic literacy learning, were selected out of 78 bids.

Read more about this competition on the Norad website.

Calls to Action

Call for Papers: JEiE Special Issue on Education and Peacebuilding

Journal on Education in Emergencies (JEiE)

The Journal on Education in Emergencies (JEiE) is planning a specialissue on peacebuilding, scheduled for publication in the spring of 2017.

For this issue, JEiE calls for papers that focus on issues related toeducation and peacebuilding in emergency settings, broadly conceived.

We welcome both theoretical and empirical research articles that address

topics surrounding education and its relationship to peace and/or conflict,

education for peacebuilding, peace education, and education for conflict

mitigation and reduction. We also seek field notes submissions that

present innovative tools or approaches related to education and

peacebuilding, or observations or commentary on research work.

All manuscripts are subject to a doubleblind peer review process and

must have a 200word abstract. Research articles should be 9,000 words

or fewer, and field notes submissions should be 4,000 words or fewer.

Format and references should follow the Chicago Manual of Style, 16th

edition.

To be considered for the special issue on education and peacebuilding, you must submit your

manuscript by September 1, 2016. Regular submissions are ongoing.

For detailed information, instructions, and to submit your article, please visit the

JEiE website: www.ineesite.org/en/journal.

Oxford Student Scholarships

Oxford Students Refugee Campaign

Applications open in September for the scholarships for displaced

students and students living in wartorn countries to attend Oxford

University for the academic year 201718. The scholarships have

been created by a studentled campaign (Oxford Students

Refugee Campaign), which started last October as a response to

what was perceived as unsatisfactory response to global

humanitarian crises from the University.

There is no geographical restriction for the scholarships. There are no restrictions on the current country

of residence of applicants. Applicants with a refugee status are encouraged to apply, but

the scholarships are equally open to those still living in wartorn countries. Applicants need to be

accepted for a program (undergraduate or graduate, including Master, MPhil, PhD) at the University of

Oxford to be considered for funding.

You can find more about the fund, its administration and the eligibility criteria

here http://www.oxfordrefugeecampaign.org/scholarshipfund/. We have also prepared a FAQs section

that you can find here http://www.oxfordrefugeecampaign.org/faq/




Opportunities for refugees with academic/scientific backgroundGerman Development Institute

The German Development Institute / Deutsches Institutfür Entwicklungspolitik (DIE), one of the leadingresearch institutions for development policy worldwide,is offering refugees (mainly those living in theColgone/Bonn area) with academic reference to DIE’stopics the possibility to get involved with the Institute’sactivities. The Institute could integrate interested refugees with according qualifications into its activitieson different levels:

• Participation in our “Managing Global Governance” (MGG) Academy. • Collaboration within the Institute’s research programmes and projects.• Active participation in one of the various lecture series of DIE.

For further information please refer to this leaflet: http://www.diegdi.de/fileadmin/user_upload/pdfs/dauerthemen_spezial/Flyer_Refugees_16.11.2015.pdf

Events

Outofschool, out of sight?INEE, GEM Report, UNHCR, UNESCO, Columbia University

Date: 15 July 2016, 18:15 19:30Location: UN Conference Room 8, New York

Reaching the millions of children and adolescents leftbehind.

Towards more and better education in conflict and crisis– how to strengthen evidence to improve education forrefugees and internallydisplaced.

This side event will illustrate the magnitude of thechallenge that the global education community faces ingetting all children and youth in school by 2030.

Follow @INEEtweets, @Refugees, @UnescoStat, @GEMReport, @TeachersCollege

Training and Capacity Development

Thematic Online CoursesUNESCO IIEP IIEP offers online training to decisionmakers and professionalsfrom education ministries, universities, and other public bodiesresponsible for education who wish to broaden their knowledgeand enhance their skills. A flexible framework allowsparticipants to balance their online coursework with otherprofessional commitments (participants are asked to spend 6–8 hours per week on exercises and other activities).

Secondary Teacher Management (in English)Application Deadline: 11 July 2016For more information, click here.

Transparency, Accountability and AntiCorruption Measures in Education (in French)




Application Deadline: 25 July 2016For more information, click here.

Resources

Webinar: Education and Displacement: How can technology make a difference?

INEE, BMC/GIZ, UNHCR

The aim of this webinar is to bring together stakeholders fromdifferent backgrounds, including practitioners, researchers, andpolicy makers from the fields of education and ICT in conflict andcrisis settings. During the webinar, the panelists will discusspromising approaches, challenges, and lessons learnt regardingthe use of ICT for education for refugees and IDPs. The finalobjective is to stimulate further exchange, identify ways forward,and improve existing practices to reach a larger number ofchildren, youth, and teachers with regard to education and ICT insituations of forced displacement.

Click to view the webinar on the INEE website.

Education Cluster Toolkit

Global Education Cluster

The Global Education Cluster has recently launched the Education Cluster Toolkit (hereafter “theToolkit”). The Toolkit provides key templates, tools and guidance for Education Cluster coordination staffin the field. The tools and documents in the Toolkit are adaptable, but they represent a way tostandardize the work of the Education Cluster and solve common issues.

The Toolkit includes:

Templates for contact list, Education Cluster MonitoringTool (ECMT), minutes, handovers, etc.Terms of Reference for national and subnationalEducation Clusters, Cluster Coordinators (CCs),Information Management Officers (IMOs), and StrategicAdvisory Group (SAG)Technical guidance on advocacy, working withgovernments, etc.Core coordination guidance such as the ClusterCoordination Reference Module (CCRM), HumanitarianProgramme Cycle (HPC), etc.Vetted examples of response plans, cluster strategies,etc.

The Toolkit tools, guidance and resources are focused specifically on cluster work and coordinationissues, rather than more general education in emergencies documents. The Toolkit is available onlineon Dropbox. Many of the tools and documents are selfexplanatory. However, if you need explanation orsupport, please contact the Education Cluster on Skype (help.edcluster). For more information on the Toolkit, visit our webpage.

Global Humanitarian Assistance Report 2016

Development Initiatives

This annual report is a leading resource for understanding financing for humanitarian crises globally.Following the new Sustainable Development Goals and World Humanitarian Summit, our report this yearbegins to set a baseline for measuring progress on the implementation of global commitments to investin humanity in the years to come.

From the report: "Other sectors in UNcoordinated appeals have become increasingly underfunded. Theeducation sector, for example, received just onethird of its requested amount in 2015 (31% or US$197.4

million) compared with twothirds in 2005 (66% or US$189.1 million). Despite a 126% increase in




requirements for education over the 11year period, funding

increased by just 4% (US$8.3 million)."

This report navigates through an increasingly diverse andcomplex picture on financing, looking in detail at where resourcesare coming from, where they are going to, and how they getthere.Click to read the executive summary, the full report, and theGHA2016 webpage.

The State of the World's Children 2016: A fair chance for every child

UNICEF

On June 28 UNICEF launched their flagship report, The State of the World’s Children 2016: A fair

chance for every child. The report argues that progress for themost disadvantaged children is the defining condition for deliveringon the 2030 Sustainable Development Goals. Unless the world tackles inequity today, by 2030:

Over 165 million children will live on no more than US$1.90a day, nine out of 10 of them in subSaharan Africa.Almost 70 million children under the age of 5 will die oflargely preventable causes.750 million women will have been married as children,perpetuating intergenerational cycles of disadvantage.

We have a clear choice to make: Invest in accelerated progress forthe children being left behind, or face the consequences of a farmore divided and unfair world by 2030.

Download the full report from UNICEF here.

Papers on education PPPs in crisisaffected contexts

Open Society Foundation

Open Society Foundation shared background papers at theend of June to inform a roundtable discussion exploring therole for education Public Private Partnerships in crisisaffected contexts taking place June 2728, 2016 in NewYork. Key issues and considerations laid out in the twopapers were presented in the first two sessions of theroundtable.

The papers can be downloaded from the INEE website:

Public Private Partnerships in Education in Crisis and Conflict Affected Contexts: A Framing

Paper by Mario Novelli, Centre for International Education, University of SussexPublicPrivate Partnerships in Education: Exploring Different Models and Policy Options byAntoni Verger and Mauro Moschetti, Universitat Autònoma de Barcelona

Accelerated Education in Central African Republic

Norwegian Refugee Council

NRC is pleased to share with you the summary of findings and recommendations of the new NRC reporton accelerated education in the Central African Republic entitled Accelerated Education as an Optionfor a Better Future. The education sector in the Central African Republic has been severely affected bythe crisis in the country since late 2012 and children – particularly girls – have been denied access toschool due to the displacement, closure of schools and lack of access by pupils and teachers due tohighlevel insecurity. The subsequent humanitarian crisis of 20132014 has exacerbated challenges andled to what can be described as a “lost school year.”




With this summary of the findings of the feasibility study and corresponding

recommendations for relevant stakeholders (including the Ministry of

Education (MoE), the Education Cluster and newlyformed Accelerated

Education Working Group (AEWG) in CAR, it is hoped that this work will

contribute to addressing the many challenges of access, quality and equity

for children and youth who have been denied their right to education.

Click to download the report in English or French. Please contact MaureenMagee, NRC Country Director ([email protected]) for furtherinformation.

Jordan youth programme evaluationNorwegian Refugee Council

The purpose of the Jordan Youth Programme Evaluation was to support

learning and provide guidance for future programme direction.In 2015,

NRC Education began a strategic review of its programming with young

people. This Jordan Youth Programme evaluation is seen as a key

additional component of the wider NRC learning youth agenda. The

programme in Jordan has been regarded as a high quality, relevant and

innovative programme. Distinctly in NRC, the Youth programme in Jordan

has been a standalone platform with a dedicated management structure,

independent from the Education Core Competency.

Overall conclusions:

The NRC Youth Programme in Jordan is nimble and everadapting

like the youth it aims to serve

The Country Office decision to keep Youth separate from Education

has allowed the Programme to focus on a wider range of youth issues than youthserving

organisations normally do: not just education and training, but making friends, improving your

standing in the community, finding your way in the world

The Programme also manages to embody much more than the sum of its parts: Technical

Vocational Education and Training, Education, Life Skills – functions that often stay in their silos

and ossify – to include those elusive “soft” effects that NGOs often claim to achieve, but often do

not

The advocacy and coordination functions in particular have been exemplary, owing in part to the

tenacity of a few staff

There is work to be done to break down (especially the gendered) barriers to participation, and

the high dropout rate is worrying

To the extent the experience from this programme can be made known outside Jordan, the

refugee youth empowerment field will be better for it

Click to read more and download the report.

Mapping: Role of Education Cluster in Monitoring, Reporting, & Responding toAttacks on EducationElizabeth Cossor

This report aims to capture a range of perspectives on the

Education Cluster’s role at the global and national levels, and to

map the current Education Cluster practices in monitoring,

reporting and response to attacks on education, including the

main challenges and lessons learned. Inputs for this mapping

were collected via a survey which yielded 61 individual

responses, 31 key informant interviews with global, regional and

country level stakeholders, review of more than 50 field level

resources, and additional email correspondence. In total, more

than 80 practitioners, specialists and advocates from the

education, child protection and rightsrelated fields contributed

their perspectives and shared their experiences. The mapping covers 22 countries, of which 13 have an




active Education Cluster and eight have Education in Emergencies Working Groups. All 14 countries inwhich the UN Monitoring and Reporting Mechanism (MRM) is currently established are represented inthe mapping, as well as two former MRM countries.

Click to read this resource.

Opinions

Some Reflections on the Risks that PublicPrivate Partnerships Pose for the Right

to Education

Right To Education Project

PublicPrivate Partnership (PPP) is an umbrella term that refers to the arrangement between agovernment and one or more private actors to provide a service, in this case, education. Thisarrangement is normally formalised by a contract that specifies the nature of the service, the length ofthe provision, the risks and cost that each party will bear, amongst other issues. The services providedby these PPPs vary, including: management, maintenance, infrastructure and support services liketransportation, school meals, cleaning, security, etc.

Because this definition is fairly broad, I will focus on the type of PPPs whose current growth is raisingmost concern amongst the human rights and education communities: PPPs where private actorsmanage schools (contract schools, charter schools, free schools, academies, etc.) and the governmentpays for students to attend.

Select blog posts:

When is state funding of private schools a violation of human rights?

English, French, Arabic, Portugese

A Framework to Assess the Role of NonState Actors in Education against Human Rights


Some Reflections on the Risks that PublicPrivate Partnerships Pose for the Right to Education


(Mis)Educating the Ghettoes of our world – is there a Collective Neglect of the

Role of Education

Mieke Lopes Cardozo, University of Amsterdam; Jovana Carapic, Small Arms

Survey, Geneva; Joost Monks, NORRAG

Violent cities: the ghettoes of our world?

The world is less peaceful today than it was in 2008, is indicatedby the results of the 2015 Global Peace Index. Regardless of theglobal, regional and local investments in humanitarian relief,peacekeeping missions and development aid, the world seesgrowing numbers of refugees and internally displaced persons(IDPs), increasing numbers of deaths from internal conflicts anddevastating impacts of various forms of violence in cities aroundthe globe. The nature of conflict and violence has also changeddrastically over the past decades, with conflict becoming morelocalised and more violent deaths occurring in socalled nonconflict areas.

Click to read the full blog post.

EiE News Roundup

Read these and more articles every day in the INEE Newsfeed.

No summer break for migrant schoolchildren in Greek camp

The Express Tribune, 05 July 2016




GREECE: “B for book, C for car…” repeat a dozen six and sevenyearolds in an

English class taught by two refugee volunteers in a makeshift classroom at a

Greek migrant camp. There will be no summer holidays for these pupils, who

have to make up for lost time as Greece prepares plans to educate around 8,500

refugee children, starting in September. The volunteer teachers from Syria, an

engineer and a university student, are among about 20 refugees giving lessons to

670 students between the ages of six and 13 at the Skaramangas camp in the

suburbs of Athens

Click to read more

Urgent funding needed to get all 700,000 Syrian refugees in Turkey into schoolThe Huffington Post, 01 July 2016

Turkey has taken in more Syrian refugee children than any other country more than 700,000 of them.

But 400,000 are out of school and a lack of funding means they will still be shut out of the education

system when the new school year starts in less than 100 days. Today the Foreign Affairs Minister of

Turkey, Mevlut Cavusoglu will be in Brussels for talks with EU Commission VicePresident Frans

Timmermans, where they will discuss crucially important funding issues as part of a new chapter in EU

talks.

Click to read more

State of the World's Children 2016UNICEF, 29 June 2016

It’s a typical Friday afternoon in the city. Amena has prepared an elaborate family meal of dal, rice,

stewed greens, pumpkin, chicken curry and fish – her daughter Hafsa’s favourite. Hafsa doesn’t feel like

sitting around with the adults, though; she’d rather go outside and play.

The family of five doesn’t have much. At US$64 a month, rent for their modest twobedroom flat in the

city eats up about a third of the combined income that Hafsa’s father and grandfather bring in. But it’s

enough to provide Hafsa with a loving, nurturing environment.

Click to read more

Pastoralist Education in EthiopiaSave The Children, 24 June 2016

For the last six months I've been focusing on getting water and food to as many schools and students as

possible. During this time I've become more and more fascinated with a way of life that is so different

from everywhere else in the world I've lived and worked: pastoralism. Ethiopia is home to the largest

group of pastoralists in Africa, estimated at 14 million strong, making up over 15% of its population.

Click to read more

The InterAgency Network for Education in Emergencies (INEE) is an open global network of practitioners,students, teachers, staff from UN agencies, nongovernmental organizations, donors, governments, anduniversities who work together to ensure all persons the right to quality, relevant and safe educational

opportunities. INEE is a vibrant and dynamic interagency forum that fosters collaborative resource developmentand knowledge sharing and informs policy through consensusdriven advocacy.

www.ineesite.org

All rights reserved. If you reprint, copy, archive, or repost this message, please retain this disclaimer. Quotationsor extracts should include attribution to the original sources.

You are receiving this message because you subscribed to an INEE email list.

Update your email subscriptions OR Unsubscribe <<Email address>> from ALL INEE email lists

InterAgency Network for Education in Emergencies (INEE)122 E. 42nd St., New York, NY 10168

www.ineesite.org


inee bi-weekly bulletin, 08 july 2016 - amazon...

Documents