INEE Bi-Weekly Bulletin, 11 May 2016 - Amazon S3s3.amazonaws.com/inee-assets/resources/INEE_Bi-Weekly_Bulletin_… · education sector, including both humanitarian and development

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EiE in numbers:A child of a mother whocan read is 50% morelikely to live past age 5. GPE

11 May 2016

Highlights Education Cannot Wait: a fund for education in emergencies

Calls to Action Request for Proposals

Events Webinar EiE: Can technology make a difference?

Higher education in Syria: Protecting academia amid civil war

Resources InProgress Reflections Series Now in French!

Syrian Academics in Exile

Improving surveillance of attacks on children and education in S. Kivu

Millions Learning Project

Hardcopies of INEE Materials Available

Opinions MENA youth's future in the balance unless urgent measures taken

A space of their own: meeting the needs of the youngest learners

How to track education financial flows?

#FundEducation blog series

Amman Calling

3 Ways Technology Could Support Education for Displaced Children

INEE News Roundup

Highlights

Education Cannot Wait: a fund for education in emergencies

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.

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One in four of the world’s schoolaged children – 462 million – now live in countries

affected by crisis.

Of these, 75 million children aged 318 years, living in 35 crisisaffected countries,

are in desperate need of educational support.

Education for these children has long been neglected, but there is a growing recognition of its central

importance.

Built on extensive consultation and dialogue among a range of stakeholders, Education Cannot Wait a fund for education in emergencies is an education crisis fund designed to transform the globaleducation sector, including both humanitarian and development responses. Launching at the World

Humanitarian Summit in May 2016, the platform aims to deliver a more collaborative, agile, andrapid response to education in emergencies in order to fulfill the right to education for childrenand young people affected by crises. It is about both restoring hope to millions of children anddemonstrating that the governments who signed the 2030 Sustainable Development Goal pledge intend

to keep their promise.

This fund aims to raise nearly US$4 billion to reach 13.6 million children in need of education in

emergencies within five years, with the goal to reach 75 million children by 2030.

Visit the INEE website to read more and download background papers, resources, andinfographics www.ineesite.org/educationcannotwait

Calls to Action

Request for ProposalsUSAID Reading within Reach (REACH)

University Research Co., LLC (URC) , in conjunction with the All

Children Reading: A Grand Challenge for Development partners

(USAID, World Vision, and DFAT), is seeking proposals from

responsible organizations interested in providing the services

contained in this solicitation (hereinafter referred to as the “RFP”),

more specifically the implementation of writer's workshops

and associated activities, including the use of Bloom bookwriting

software to develop/version decodable and leveled texts in at

least 20 under served languages. URC anticipates awarding up to

eight (8) awards to complete this work..

Closing Time and Date for Proposals: May 13, 2016, 5:00pm EST

Proposals must be emailed to: reading@urcchs.com

Click here for more information.




Events

Webinar: Education and forced displacement – How can technology make a

difference?

INEE and partners

Date: 18 May 2016Time: 9:3011am EST / 3:305 pm CEST (90min.)Access: WebEx meeting

Link: https://rescue.webex.com/rescue/j.php?MTID=mc3ef518ae212c2abb2c12e92e7b509c8 or

Join by phone+18557979485 US Toll free | +14156550002 US Toll

Access code: 592 812 747Global callin numbers

Hosted by: INEE; BMZ/GIZ; UNHCRPartners: World Vision International, All Children Reading: A Grand Challenge for Development(USAID, World Vision, and the Australian Government), Creative Associates International

The webinar will consist of brief presentations by the panelists to share the highlights fromtheir respective work, followed by Q&A and a discussion among panelists and participants.When participants register for the webinar they will be given the opportunity to submit questionsin advance, which will feed into the discussion during the webinar. Participants will also be able topose questions to the panelists during the webinar.

Please register here by May 15th.

Higher education in Syria: Protecting academia amid civil war

Brookings

May 17, 201610:00 AM 11:30 AM EDTBrookings Institution, Washington, DC

On May 17, the Center for Universal Education at Brookings will host a panel discussion to explore thefrequently overlooked impact of the Syrian crisis, and the broader political and security implications onhigher education in conflict settings. The panel will also highlight the Institute for InternationalEducation’s Scholar Rescue Fund, which supports visiting appointments for threatened scholarsworldwide, as well as perspectives from a Syrian beneficiary of the fund.

After the session, panelists will take audience questions.




Click to read more and register.

Resources

InProgress Reflections Series Now In French!UNESCO IBE

We have the pleasure to announce that the blog of the series InProgress

Reflections series on Current and Critical Issues in the Curriculum and

Learning is now available in French!

A quality curriculum paves the way to the effective implementation of

inclusive and equitable quality education. This second issue of the In

Progress Reflections series on Current and Critical Issues in the

Curriculum and Learning addresses what makes a quality curriculum

(available in English and Spanish, and forthcoming in Arabic and in

French). It shares a series of guidelines and recommendations for

designing, developing and assessing a quality curriculum. We also share a

presentation of the main points addressed in the document, a series of

videos engaging educational and curriculum experts in discussing around the main features of a quality

curriculum and a wall to interact and provide inputs to deepen the discussion on a quality curriculum. On

the wall, the IBE is sharing additional resources such as IBE Curriculum Resource Pack and a series of

papers on curriculum, learning and related issues.

We invite you to share your resources, comments and suggestions on the wall.

Click here for more information on the inProgress Reflection Series.

Syrian Academics in ExileNew Research Voices

New Research Voices is happy to present our latest volume ofresearch and interviews Syrian Academics in Exile. The volumeprovides some background on the devastating impact the Syrian crisis

has had on the country's higher education system and shines a light on

some Syrian academics who are continuing their work in exile in the

hope of contributing to Syria's future rehabilitation. The volume can be

accessed here along with interview podcasts with selected contributors

here.

We have begun to put together our 3rd volume, which will look at migrant

students in exile. It will be less formal than the previous volumes and

focus more on individual stories of migrants who have traveled to the

West and are accessing higher education here. It is our intention to make this volume a guide to assist

new students settling into university life in the Autumn.

If you or anyone you know wishes to get involved please email [email protected].

Improving surveillance of attacks on children and education in South Kivu: aknowledge collection and sensitivity analysis in the D.R. CongoVulnerable Children and Youth Studies: An International Interdisciplinary Journal for

Research, Policy and Care

Armed attacks on education affect students and school personnel around the world. South Kivu province

in eastern Democratic Republic of the Congo is thought to have particularly high rates of attacks on

education, but robust prevalence estimates are challenging, as there are currently no validated,

streamlined, and pragmatic methods available for monitoring attacks on education. Drawing on the

wealth of information across organizations within the child protection and education sectors, this study

used semistructured interviews with key informants throughout South Kivu to enumerate the attacks that

took place during two separate periods.

Over the two rounds of this study, 405 attacks on education were documented in South Kivu, with 167

reportedly occurring between 25 December 2009 and August 2010, and 238 between 25 December




2012 and August 2014. Purposive samples of these reports wereverified on site through interviews with school directors, teachers, andvillage leaders, and a confirmation rate of 53% was achieved for thefirst period and 79% for the second. Realtime monitoring of attacks oneducation could achieve sizeable improvements in these confirmationrates, as a large proportion of the invalidated reports were in factcorroborated, but had taken place before the study period. Thesefindings suggest that semistructured interviews with key informantsusing a short recall period, and then confirming a subsample of thereports, constitutes a feasible, reliable, and relatively sensitive methodfor monitoring attacks on education.

Click here to access the journal.

Millions Learning

Brookings Center for Universal Education

The Millions Learning project seeks to identify where and howeducation interventions are scaling quality learning for children andyouth in low and middleincome countries around the world.

Click to access blogs, reports and learn more about the MillionsLearning Project.

Hardcopies of INEE Materials Available

INEE

INEE is pleased to provide hard copies of a variety of practical, fieldfriendlytools and resources to guide educationalists, humanitarian workers andgovernment officials working in the field of education in emergencies through torecovery. Tools are available free of charge, until funds are exhausted, in avariety of languages, including English, Spanish, Arabic, French andPortuguese.

Please keep in mind, that INEE will request members reimburse the shippingcosts. If you a training or other event coming up, please request the resourceswell in advance.

To order hardcopies of INEE materials online, click here. Please address anyquestions to [email protected].

Opinions

Middle East youth’s future in the balance unless urgent measures are taken

NRC

An entire generation of young people in the Middle East facesunprecedented challenges in an environment of insecurity andpoverty, risking losing their untapped potential to hopelessness.

Research published today by the Norwegian Refugee Council(NRC) carried out among both refugee, displaced and local youthacross Syria's neighbouring countries shows how lack ofopportunities, harassment, exploitation, discrimination andmovement restrictions dominate the lives of young people withlittle help from the authorities and the humanitarian responses tothe ongoing crises.




Click to read the full article.

A space of their own: Meeting the needs of the youngest learners in times of crisis

Mackenzie Lawrence, Education Specialist, IRC

The introduction of the Sustainable Development Goals last year was an

exciting step forward toward meeting the education goals for children

living in crisis and conflict. Sustainable Development Goal 4: Quality

Education, and recent highlevel discussions around education in

emergencies (EiE), have further reinforced the EiE community’s long

held belief that education is a lifesaving form of aid that should be

provided alongside health, food, water, and shelter.

Unfortunately, conversations and funding around education in

humanitarian aid frequently revolve around the provision of primary and

secondary education opportunities with little mention of interventions for

early learners. Rather, ECD is often seen as something that we can turn

to after primary and secondary education needs are addressed.

Click to read the full article.

How to track education financial flows?

Suzanne Grant Lewis and Silvia Montoya, GPE

Every country – no matter its level of resources – must monitor the

financial pulse of its education system. How can we expect governments

to meet their policy targets if they don’t know the precise contributions to

the sector of various funding sources? By tracking financial flows,governments can better allocate resources to areas most in need andimprove education efficiency and equity.

This information is also vital for donors seeking to support education plans, as well as civil society

organizations, households and school organizations striving to ensure systemwide accountability in

getting every child in school and learning.

Click here to read more

#FundEducation blog series

Global Campaign for Education

Click the titles to read a series of blog posts about funding education in emergencies and crisis contexts.

Education is a lifesaving humanitarian responseby Mark Engman, April 7th, 2016

Fund education to achieve accessible literacy for allby Katherine Stephans, April 11th, 2016

Rukmini High School Graduates Look To the Futureby Rukmini Foundation, April 18th, 2016

Repairing Broken Men: Engaging Youth in Education in Emergenciesby Kylie Barker, April 20th, 2016

Realigning Our Priorities – A Focus on Early Childhoodby Molly Curtiss, April 26th, 2016




Why We #FundEducation: Meet AGE Africa Scholar, Ceceliaby Claudia Gonzalez, April 28th, 2016One Year Later: Why It’s Especially Important to #FundEducation After a Disasterby Lisa Lyons, May 10th, 2016

Click to visit the full blog listing page.

Amman CallingMinna Peltola Finn Church Aid

How would you feel sending your children to study in aschool that was damaged in battle and had no learningmaterials available? What would you think if your childwas attending a class much lower than other childrenhis age because the exams were in a foreign languageand he couldn’t pass them? Would you want yourchildren to study the history of a neighbouring or foreigncountry instead of that of your own? What if yourchildren couldn’t go to school at all? And how would youdo your job if you were the only teacher in a class of198 students?

Click to read the full blog post.

3 Ways Technology Could Support Education for Displaced ChildrenEva Kaplan, UNICEF

Currently it is estimated that there are 4.6 million Syrianrefugees; 6.6 million displaced persons inside Syria. Ofthese, half are children. In March, Technology SalonAmman brought together people working in educationand technology to discuss how technology can supporteducation throughout a Syrian child’s journey.

As was noted throughout the discussion, war anddisplacement may not be the only crises related to theeducation system in the Middle East – where, someargued, despite major advances in getting kids into

school, education has largely failed to prepare kids for the labour market and has at times failed toinspire them to positively contribute to their communities.

If we strive to reinvent education via technology, perhaps we should seek not continuity but ratherdisruption in what education can deliver.

As a counterpoint, some participants underlined the urgency of delivering for Syrian children – the timewe take to reinvent the education model could be at the expense of a generation of Syrian children whostruggle to access any education at all.

In this context, UNICEF’s MENA Regional Education Advisor Dina Craissati outlined three overarchingchallenges that technology could potentially address.

Click to read the full blog post.

EiE News Roundup

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

UNHCR and GPE agree on closer collaboration to ensure children’seducation during crisisGlobal Partnership for Education (GPE), 15 April 2016Washington, D.C., April 15, 2016 – The United Nations High Commissioner forRefugees (UNHCR) and the Global Partnership for Education (GPE) signed a




milestone agreement today that will strengthen their collaboration to support education for refugee

children and youth.

Click to read more

Empowering girls through education in emergency situationsDevex, 20 April 2016In many parts of the world, girls are still denied their fundamental right to education. When a conflict or a

natural disaster strikes, the exclusion is even higher, with girls twoandahalf times more likely to be out

of school than boys. This is unacceptable and it’s why as a European commissioner, boosting support

for education in emergencies is a top priority.

Click to read more

Why education in emergencies must be a priority for world leadersA World at School, 22 April 2016Almost every morning when we open our newspapers, switch on the television or simply browse the net

for our daily dose of news, we are flooded with updates on the worsening refugee crisis in Syria. The

atrocities happening there and the injustice being faced makes us pause for a moment, before we

resume our lives as before because, after all, what can we do?

Click to read more

Qatar turns spotlight on girls’ right to education in emergency situationsThe Gulf Times, 26 April 2016The Permanent Mission of the State of Qatar to the United Nations in collaboration with Portugal,

Norway, the Ford Foundation, and the Education Above All foundation held a working session to

highlight the “girls’ right to education in emergency situations”. The session was held on the sidelines of

the UN General Assembly HighLevel Thematic Debate on Achieving the Sustainable Development

Goals (SDGs) which began last Thursday, and ahead of the world humanitarian summit that will be

convened in Istanbul on May 23.

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

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INEE Bi-Weekly Bulletin, 11 May 2016 - Amazon S3s3.amazonaws.com/inee-assets/resources/INEE_Bi-Weekly_Bulletin_… · education sector, including both humanitarian and development