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EiE in numbers 617 million children

are not learning thebasics in reading andmath shyshy UNESCO

15 December 2018

Highlights shy Global Education Meeting Recap

shy UN proclaims 24 January International Day of Education - Education Cannot Wait shy Global Partners Project

Calls to Action

shy Mobile Learning Week 2019 Call for proposals

Events shy Building Resilient Higher Education Spaces for Displaced Populations

Training

- Apply today to train with IIEPshyUNESCO

Resources shy Youth and the Field of Countering Violent Extremism

shy CashshyBased Interventions shy Conference on Education for Children Affected by Emergencies

shy Refugees reports in the CRRF Global Digital Portal shy Launch of the SDG 4 Data Digest Data to Nurture Learning

shy Safe Schools The Hidden Crisis - Malala Fundrsquos Girl Advocate Guide

Opinions

shy Displaced children with disabilities face overlapping barriers

EiE News Roundup

Highlights

Global Education Meeting Recap UNESCO

The Global Education Meeting was held in Brussels Belgium from 3 to 5 December 2018 TheGlobal Meeting was convened by UNESCO in its mandated role as lead agency and coordinator of theEducation 2030 Agenda with the kind support of the Government of Belgium The Meeting reviewed

Having trouble viewing this message Click to read the online version

BishyWeekly Bulletin

We are pleased to share with you the INEE BishyWeekly Bulletin which highlights recent informationopportunities 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 bwbineesiteorg

Past editions of the INEE BishyWeekly Bulletin are available on the INEE website

progress towards the global educationtargets and commitments in the 2030Agenda for Sustainable Development Itbrought the global community together to takestock of progress and identify strategic priorityareas requiring political guidance andintervention for the effective achievement of theglobal Education 2030 Agenda

Brussels Declaration Key Messages

We reaffirm the right to inclusive quality education and the fundamental role of educationtraining lifelong learning higher education and research as key drivers for sustainabledevelopment including for climate change adaptation and mitigation and call for strengthenedcollective action on SDG4 within the 2030 Agenda

We commit to eradicate illiteracy through formal and nonshyformal education and training

We commit to instituting and strengthening legislation policy measures and strategic approachesto make education and training systems more equitable and inclusive ldquoleaving no one behindrdquoincluding in contexts of protracted crises and humanitarian emergencies

We call for a commitment to include migrants displaced persons and refugees in our educationand training systems and to facilitate the recognition of their qualifications skills andcompetencies in line with national legislation and international agreements

We commit to quality gendershyresponsive education and training to achieve the empowerment ofall women and girls

Click here to view documents and reports from the Global Education Meeting

UN General Assembly proclaims 24 January International Day of Education UNESCO

On 3 December 2018 the United Nations General Assemblyadopted with consensus a resolution proclaiming 24 January asInternational Day of Education in celebration of the role ofeducation for peace and development

As the world education community gathered in Brussels forthe Global Education Meeting the UN General Assembly voiceda strong message recognizing the foundational role of educationfor peace and development

The adoption of the resolution 7325 ldquoInternational Day of Educationrdquo coshyauthored by Nigeria and 58other Member States demonstrated the unwavering political will to support transformative actions forinclusive equitable and quality education for all

By doing so the international community reiterated that education plays a key role in buildingsustainable and resilient societies and contributes to the achievement of all other SustainableDevelopment Goals as it dedicated a special day to celebrate education worldwide

To view this full article click here

Education Cannot Wait shy Global Partners Project INEE

The Intershyagency Network for Education in Emergencies (INEE) is partnering with the Global EducationCluster (GEC) and the United Nations High Commissioner for Refugees (UNHCR) as part of a strategicpartnership supported by Education Cannot Wait (ECW) The aim is to undertake a comprehensive reviewof education in emergencies joint coordination planning and response structures The partnership willdocument existing practices challenges and gaps in coordination at the country and global level

Find out more about this project on the INEE website

Calls to Action

Mobile Learning Week 2019 Call for proposals UNESCO

The transformative power of AI crosses all economic and social sectors including the education sectorIn particular AI has the potential to accelerate the process of achieving SDG 4 It promises to reducebarriers to access education automate management processes analyse learning patterns and optimiselearning processes with a view to improving learning outcomes However the penetration of AI ineducation comes with concerns about ethics security and human rights Without policy intervention thecommercial deployment of AI will also exacerbate digital divides and deepen existing income andlearning inequalities as marginalised and disadvantaged groups are more likely to be excluded from AIshypowered education

UNESCO and its confirmed partners shy the International Telecommunication Union and the ProfuturoFoundation shy are convening a special edition of Mobile Learning Week (MLW) from 4 to 8 March 2019MLW 2019 will examine how the international educational community governments private companiescivil society organizations and other stakeholders can join forces to (1) ensure inclusive and equitableuse of AI in education (2) leverage AI to enhance education and learning (3) promote skillsdevelopment for jobs and life in the AI era and (4) safeguard transparent and auditable use of educationdata

For more information and to view the categories for submission click here

Events

Building Resilient Higher Education Spaces for Displaced Populations No Lost Generation Tech Task Force

Event recording and slides shy 28 November 2018

The number of refugees and displaced persons around the worldis the largest in history Refugee youth in particular haveextremely limited options in conflict and crisis zones At the sametime rapid advances in technology and online learning have laidthe foundations for making higher education opportunitiesaccessible for refugee youth

In this session you will hear about InZone an academic centerat the University of Geneva focused on building higher education spaces in refugee contexts InZonepartners with UN agencies NGOs private sector companies and higher education institutions to designimplement and scientifically validate learnershycentered and technologyshysupported pedagogical modelsThese partnerships empower refugee students to participate in formal and nonshyformal higher education

across different disciplines and to use technology to develop RampD projects in the field of public healthhuman rights and administration of justice engineering and the arts

Key takeaways

A guide and program design for setting up higher education spaces and learning ecosystems inrefugee contextsResearch and recommendations for fostering refugee ownership and empowerment for ensuringthe sustainability of HE spaces in fragile contexts and for fostering creativity and innovationPartnership opportunities

To view the webinar click here

Training amp Capacity Development

Apply today to train with IIEPshyUNESCO UNESCO

We are pleased to announce that applications are now open forthe 2019shy2020 IIEPshyUNESCO training programmes

The upcoming training sessions feature three key programmesin educational planning and management Blending theory andpractical elements we offer both online learning and residentialtraining at our headquarters in Paris France Programmes varyin length from our twoshyweek specialized courses to the Masterrsquoslevel equivalent Advanced Training Programme (ATP) whichtakes one year to complete including six monthrsquos residentialtraining in Paris

Designed to bolster the individual capacities of educational planners and managers our programmescontribute to the institutional capacity that ministries of education require to carry out education sectoranalyses and plans that reflect both national priorities and their commitments to SustainableDevelopment Goal 4

All of the programmes described below are offered in English and French with simultaneous translationduring the faceshytoshyface courses Participants can also pursue our courses in a modularized waymeaning that they can for example take the Education Sector Planning course first and complete theATP later

For more information regarding qualifications and how to register click here

Resources

Youth and the Field of Countering Violent Extremism Marc Sommers Promundo

Although most youth are peaceful the overwhelming majority of people who become violent extremistsare youth mdash and most are male youth The lack of clarity about the fraction of youth populationsvulnerable to violent extremism makes the practice of countering or preventing entrance into a violentextremist organization (VEO) an exceptionally challenging endeavor

The purpose of this discussion paper is to investigate the youth challenge in the field known asldquocountering violent extremismrdquo (CVE) It probes the role youth play in CVE and suggestsrecommendations for enhancing CVErsquos effectiveness The paper also examines youth with reference toviolence conflict the state and struggles to achieve adulthood

The analysis features interviews with 21 experts and a review of over 400 publications on violentextremism CVE and youth The primary contexts considered are the Middle East and Africa Thediscussion paper shares four central conclusions emerging from the analysis as well asrecommendations for the field of countering violent extremism ndash including directly linking and highlightingldquoyouthrdquo and ldquogenderrdquo in research and action

To download this full report click here

CashshyBased Interventions UNHCR

Most refugees live in environments where they have accessto markets and services in the same way that localcommunities do Providing refugees with cash enables themto fulfill their needs in a dignified manner and contributes tothe local economy

UNHCR uses cashshybased interventions to provide protectionassistance and services to the most vulnerable Cash andvouchers help the displaced meet a variety of needs includingaccess to food water healthcare shelter that allow themto build and support livelihoods and to facilitate voluntary repatriation

When people are forced to flee their homes they leave with the bare essentials They also lose theirability to earn and spend in the process Our cashshybased interventions (CBIs) seek to protect refugeesby reducing the risks they face and to maintain their capacity to spend CBIs can be used in a variety ofsettings as long as there is a stable market and a safe way to provide refugees with cash or vouchersThe flexibility that CBIs offer makes them a more dignified form of assistance giving refugees the abilityto immediately prioritize and choose what they need

Cashshybased interventions make the displaced less likely to resort to harmful coping strategies such assurvival sex child labour family separation and forced marriage They also directly benefit the localeconomy and can contribute to peaceful coexistence with host communities

At UNHCR we strive to make the best use of the latest available technologies such as cash deliverythrough ATMs iris scans and the EyeCloud in Jordan We are also building evershygrowing partnershipswithin the humanitarian community and the private sector

For more information on UNHCR and Cash Assistance please click here For any questions pleasecontact the UNHCR Education Section at hqeducunhcrorg

Conference on Education for Children Affected by Emergencies ndash Resources UKFIET

RESOURCES FROM THE CONFERENCE shy October 3rd 2018

POWERPOINT SLIDES AND KEY REPORTS

DFID Education Policy 2018 Get Children LearningEUrsquos Policy on Education in Emergencies and ProtractedCrisesEquitable Access to Quality Education for RefugeeChildren and Youth ndash by Benoit DrsquoAnsembourg UNHCRJournal on Education in Emergencies ndash by Dana BurdeUniversity of York and EditorshyinshyChief for journalGlobal Challenges Research Fund ndash by Dr Kelsey Shanks UNESCO Centre University of Ulster

Theme 1 Political Economy Theme 2 Gender and Inclusion

Theme 3 Forced Displacement

For access to the materials discussed click here

Refugees reports in the CRRF Global Digital Portal CRRF

The New York Declaration for Refugees and Migrants is a milestone for global solidarity and refugeeprotection at a time of unprecedented displacement and calls upon UNHCR to develop and initiate theapplication of the Comprehensive Refugee Response Framework (CRRF) in particular situations inclose coordination with relevant States other UN agencies refugees NGOS and other stakeholders

The CRRF specifies key elements for a comprehensive response to any large movement of refugeesThese include rapid and wellshysupported reception and admissions support for immediate and onshygoingneeds assistance for local and national institutions and communities receiving refugees and expandedopportunities for solutions The CRRF has informed the preparation of the proposed global compact onrefugees which has been included in the High Commissionerrsquos annual report to the General Assembly in

2018

You can now find these Refugees reports in the CRRF Global Digital Portal 1 Turn The Tide Refugee Education in Crisis

2 The Other One Percent ndash Refugee Students in Higher Education 3 Empower Refugee Youth Youth Education Programme

Read them at globalcrrforg

Launch of the SDG 4 Data Digest Data to Nurture Learning UNESCO

The UNESCO Institute for Statistics (UIS) is launching the SDG4 Data Digest 2018 Data to Nurture Learning whichdemonstrates how data can contribute to improve learning asministers and policymakers gather at the Global EducationMeeting in Brussels to take stock of progress towardsSustainable Development Goal 4 (SDG 4) on quality educationfor all

Inequality in education is high on the agenda in Brussels but asthe UIS points out it cannot be tackled without robust monitoringto track whether children adolescents and adults are gaining theskills they need This monitoring is vital given the current globallearning crisis with 617 million ndash or six out of ten ndash children andadolescents worldwide unable to read a simple sentence or handle a basic mathematics calculationaccording to UIS data Oneshythird of these children and adolescents are out of school and urgently needaccess to the education that is their right But twoshythirds of them are actually in school

To view this full report click here

Safe Schools The Hidden Crisis TheirWorld

The enormous scale of attacks on schools and threats toeducation suffered by millions of children is revealed today in areport by Theirworld

Every child in the world should have access to safe quality andinclusive education But over 500 million schoolshyage children andadolescents live in countries where schools face threats rangingfrom conflicts to natural disasters and gangs to gendershybasedviolence

Theirworlds report Safe Schools The Hidden Crisis projects that without urgent action that will rise by2030 to over 620 million young people shy almost one in three

In these countries only one in four children and youth are on track to learn even the most basic skillsneeded for employment by 2030 And while any child can be left behind it is marginalised groups whoare most at risk shy including girls LGBTI youth and children affected by disabilities and health problems

To view the full report click here

Malala Fundrsquos Girl Advocate Guide Malala Fund

Girls know that education can change the trajectory of their livesThatrsquos why around the world they are challenging people inpower and demanding their right to go to school and pursue thecareers they want To support the next generation of activistsMalala Fund developed a new resource ldquoRaise your voice withMalala A guide to taking action for girlsrsquo educationrdquo

Featuring real stories about advocacy tactics girls have successfully used to fight for their education theguide provides girls ages 13shy18 living in marginalised communities with the information and tools theyneed to speak out take action and create change

ldquoEquipping girls with advocacy tools can help them structure their passion into a targeted strategies andgive them a fighting chance for success in their local campaignsrdquo said Malala Fund CEO FarahMohamed ldquoIf Malalarsquos voice could stand out and affect change imagine what millions more could dordquo

Malala Fundrsquos Gulmakai Champions in Afghanistan Brazil Nigeria India Pakistan and Turkey willcirculate the guide through national campaign efforts and use the guide with girls in their programmes mdashtraining them on how to advocate for girlsrsquo education

To read this full article click here

Opinions

Displaced children with disabilities face overlapping barriers GEM Report

The 2019 Global Education Monitoring Report launched twoweeks ago focuses on migration and displacement Indiscussing displaced people with disabilities it begins with apremise established by the Convention on the Rights of Personswith Disabilities that having an impairment does not in itselfcreate disability rather itrsquos societyrsquos failure to accommodate andassist that lsquodisablesrsquo For refugee children living with a disabilitytorn from their homes the lack of assistance in their newenvironments is particularly stark

The Reportrsquos findings show that two fundamental changes inrefugee contexts will help us surmount the barriers to inclusion for disabled refugees One of theseis political will Uganda is praised for targeting funding for vocational training and income generation atdisabled refugees although such funding must be longshyterm in order to bring about real change

The other is the vital need to make local disability groups aware of the presence and the needs ofdisabled refugees This lack of awareness along with linguistic barriers can mean disabled refugeesmiss out on local NGO support and advocacy Refugees in Uganda have benefitted from the dialoguebetween local disabled persons organizations and the refugee and development agencies present in thecountry This dialogue not only improves conditions but teaches the affected refugees selfshyadvocacy andhelps raise their awareness of their own rights

To view this full article click here

EiE News Roundup

Read these and more articles every day in the INEE Newsfeed

Portuguecircs passou a ser deacutecima liacutengua da Escola Internacional dasNaccedilotildees Unidas

OEI 6 December 2018

Portugal e Brasil assinaram no dia 5 de dezembro de 2018 na Organizaccedilatildeodas Naccedilotildees Unidas (ONU) um memorando de entendimento para o ensinode portuguecircs na escola desta organizaccedilatildeo internacional em Nova Iorquetornandoshyse este idioma o 10ordm a ser ali lecionado

Click to read more

The LEGO Foundation Awards $100 million to Sesame Workshop

Sesame Workshop 5 December 2018

The LEGO Foundation Awards $100 million to Sesame Workshop to Bring the Power of Learningthrough Play to Children Affected by the Rohingya and Syrian Refugee Crises

Click to read more

Yemenrsquos Conflict Shuts A Third Of Schools UNICEF

Urdu Point 1 December 2018

The conflict in Yemen has forced over a third of all schools there to close with 15 located on the frontlineand others badly damaged or being used as shelters for displaced families a UNICEF official said

Click to read more

In Her Fight for Education She Never Lost Her Voice

New York Times 1 December 2018

Martine Edjuku was born into a country in conflict

The Democratic Republic of Congo had been in political crisis for decades something that came intosharp focus for her once Ms Edjuku reached high school As the conflict intensified teachers were notpaid and schools closed

Ms Edjuku and fellow students took up a collection to cover the transportation costs and a small salaryjust to get teachers to school and classes were able to resume

Click to read more

The IntershyAgency Network for Education in Emergencies (INEE) is an open global network of practitioners studentsteachers staff from UN agencies nonshygovernmental organizations donors governments and universities who worktogether to ensure all persons the right to quality relevant and safe educational opportunities INEE is a vibrant and

dynamic intershyagency forum that fosters collaborative resource development and knowledge sharing and informs policythrough consensusshydriven advocacy

wwwineesiteorg

All rights reserved If you reshyprint copy archive or reshypost this message please retain this disclaimer Quotations orextracts should include attribution to the original sources

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

Update your email subscriptions shy OR shy Unsubscribe ltlt Test Email address gtgt from ALL INEE email lists

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

wwwineesiteorg