Outcome Report - reliefweb.int · AFFECTED BY CRISIS AN ENABLING RIGHT: EDUCATION FOR YOUTH ROUNDTABLE 2010 INEE POLIC Y Outcome Report January 2011 INEE Policy Roundtable 2010 15–16

AFFECTED BY CRISIS

AN ENABLING RIGHT:

EDUCATIONFOR YOUTH

ROUNDTABLEINEE POLICY2010

Outcome ReportJanuary 2011

INEE Policy Roundtable 201015–16 November 2010Geneva, Switzerland

INEE Policy RoundtableAn Enabling Right: Education for Youth Affected by Crisis

Eteyamohu, 16, reads at the library of the Lagambo Youth Centre in Ethiopia.

Photo Credit: Guy Calaf, Save the Children

The Inter-Agency Network for Education in Emergencies (INEE) is an open global network of representa-tives from non-governmental organizations, UN agencies, donors agencies, governments, research and academic institutions, affected populations and interested unaffiliated individuals working together within a humanitarian and development framework to ensure all persons the right to quality and safe education in emergencies and post-crisis recovery.

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2010 Policy Roundtable | An Enabling Right: Education for Youth Affected by Crisis Outcome Report | January 2011

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Table of Contents

Acknowledgements 2

Executive Summary 3

Introduction 5

Framing Paper Presentations 6

Identified Gaps and Needs & Visions of Success 9

Collated Action Points & Key Actors 10

Conclusion 14

Annex A: Policy Roundtable Agenda 15

Annex B: Policy Roundtable Participant List 16

Annex C: Youth Partner Remarks 17

Annex D: Detailed Working Group Recommendations 19

Annex E: List of Prioritized Research Questions 22


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AcknowledgementsThe Inter-Agency Network for Education in Emergencies (INEE) is deeply appreciative for the active involvement of all INEE 2010 Policy Roundtable participants (please see Annex B for the full Participant List). Their participation and commitment to youth affected by crisis made the event and this Outcome Report possible, and are key to the success of future initiatives.

INEE also warmly thanks the following individuals for their contributions to the Policy Roundtable:

Policy Roundtable Coordinator: Jamie Vinson (INEE Consultant)

Policy Roundtable Advisory Group: Naseem Awl (UNICEF), Lori Heninger (INEE Secretariat), Marian Hodgkin (INEE Secretariat), Caroline Keenan (IASC Education Cluster, UNICEF), Ian Macpherson (Open Society Institute), Nicolas Servas (Refugee Education Trust)

Policy Roundtable Reference Group: Julito Aligaen, Emma Asomba, Zainab Bah, Katy Barnett, Brittney Bailey, Denise Bentrovato, Guy Bessette, Charlotte Beyer, Bhuwan, Brooke Breazeale, L Randolph Carter, Malvern Chikany, Philip Davis, Niamh Del and the Karen Refugee Committee Education Entity, Somaratne Ekanayake, Else Engel, Grace Ezzell, Alice Farmer, Godson Daniel Gayflor, Mark Hamilton, Valerie Haugen, Ingrid Iversen, Florence Kabahamba Ameri, Kashif Khan, Jane Kalista, Callixte Kavuro, Pawel Krzysiek, Jean Claude Manaliyo, Theodore Mauro, Julius Namisano, Audrey Nirrengarten, Martin Ogango, Abimbola Onigbanjo-Williams, Emmanuel Olabode, Arme Opheim, Jenny Perlman Robinson, Saji Prelis, Radha Rajkotia, Michael Sasi, Anna Seeger, Kujtim Sermaxhaj, Sweta Shah, Lili-Marguerite Stern, Erin Tanner, Dale Tokpah, Carl Triplehorn, Maria Lucia Uribe Torres, Romeo Serge Uzele, and Ju-lien Yombouno

Framing Paper Authors: Josh Chaffin (Women’s Refugee Commission), Janice Dolan and Laura Brannelly (CfBT Education Trust), and Barbara Zeus (Refugee Education Trust)

Youth Framing Paper Partners: Stephen Gichohi, Hibist Kassa, and Kashif Khan

Presenters, Facilitators, and Note Takers: Naseem Awl (UNICEF), Laura Brannelly (CfBT), Sandra Uwan-tege Hart (IASC Education Cluster, Save the Children), Lori Heninger (INEE Secretariat), Marian Hodgkin (INEE Secretariat), Ian Macpherson (Open Society Institute), Susan Nicolai (IASC Education Cluster, Save the Children), Nicolas Servas (Refugee Education Trust).

Additionally, INEE is extremely grateful to UNHCR for providing the facilities and refreshments for the event, and particularly to Audrey Nirrengarten and Eva Ahlen for facilitating these logistics. Many thanks also go to the IASC Education Cluster, UNICEF, the Norwegian Ministry of Foreign Affairs, and an anony-mous donor for their generous financial contributions to the Roundtable.


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Executive Summary In 2008, members of the Inter-Agency Network for Education in Emergencies (INEE) – an open global network of over 5,000 members working together within a humanitarian and development framework to ensure all persons the right to safe, relevant, quality education in emergencies and post-crisis recovery1

– convened the Adolescents and Youth Task Team (AYTT). The AYTT undertakes technical tasks to ensure a coordinated, evidence-based response to the educational rights, needs, and aspirations of adolescents and youth affected by crisis.

In large part due to the Millennium Development Goals, much attention has been paid of late to ensuring that basic primary education is provided to younger children during emergencies. However, there re-mains a significant gap in programmatic interventions, knowledge creation, and advocacy for all forms of education for youth. Given these gaps, it was decided that the 2010 INEE Policy Roundtable should lift up the right to education for youth in crisis situations. The AYTT was instrumental in shaping the Round-table, with additional leadership provided by inter-agency Advisory and Reference Groups.

On 15-16 November, INEE held the 2010 Policy Roundtable on An Enabling Right: Education for Youth Affected by Crisis. Hosted by UNHCR in Geneva, Switzerland, this one-and-a-half day event brought together a diverse group of policymakers, practitioners, donors, and youth to strategize around how to close critical gaps in advocacy, financing, and service delivery for youth affected by crisis.

The Roundtable offered the 46 participants a unique opportunity to work together across sectors on the issue of meeting the rights and needs of youth in crisis contexts. Action-oriented discussions were fo-cused around three thematic Framing Papers on post-primary opportunities and income growth, financ-ing for post-primary education, and holistic approaches to working cross-sectorally with youth. Through-out the course of the meetings, Working Groups on each Framing Paper moved through a process of identifying gaps and needs in each area to formulating recommendations and future action steps. Areas of gaps identified by participants included a need for improved data and data usage, better coordination, increased funding, and a greater focus on educational content and youth participation.

From the Working Group and plenary discussions, four foundational principles, which should undergird all work with, and on behalf of, youth emerged. These include: the centrality of youth participation in all areas of work; the need to take a balanced, sector-wide focus (including viewing education through an economic lens); the importance of utilizing a cross-sectoral approach to ensure youth are seen holisti-cally in terms of their physical, mental, social, developmental, and political needs; and the necessity for evidence-based policy and programming to ensure access to quality opportunities for youth affected by crisis.

Finally, Roundtable participants developed strategies and ways forward to address the needs and gaps in youth programming. These strategies can be clustered into four categories for action: advocacy and building the evidence base to make the case for education for youth; knowledge management and technical capacity to equip all actors; resources for all to increase funding for post-primary education; and inter-agency and inter-sectoral coordination to work together to holistically meet the needs of youth affected by crisis.

The full list of collated recommendations is included in the body of this Report; selected points that have been flagged as priorities by Roundtable participants include:

•Draw on existing emergency-focused research, as well as relevant research from development con-texts, to develop Advocacy Briefs that make the case for post-primary education. These briefs should convincingly answer the question “Why prioritize youth in emergencies?” from economic, social, politi-cal, and development perspectives, as well as in terms of peace and stability and human rights.

1. Inter-Agency Network for Education in Emergencies (INEE), www.ineesite.org, 2010.


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•Work with the Fast Track Initiative (FTI) to explore guidance given to governments relating to post-primary education within sector plans – information which can also be used to guide the preparation of the Advocacy Briefs mentioned above.

•Collate tools and, if needed, develop emergency-specific guidance on quality and relevant youth education programming (including needs assessment, market assessment, funding proposal develop-ment, monitoring and evaluation, etc).

•Collate, promote and disseminate resources already available related to youth participation in all stages of policy and programming for humanitarian preparedness, response and recovery.

•Pursue the formation of an inter-sectoral group, working beyond INEE’s education-specific mandate and structures, to explore further coordination mechanisms and opportunities for cross-sectoral part-nership on the issue of youth in emergencies.

Over the next year and into the future, the INEE Secretariat, AYTT, and INEE members and part-ners will be working to see that many of these recommendations are realized, and that youth in cri-sis come to receive the attention they deserve. To become involved in these efforts, please e-mail [email protected] for more information.



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Introduction Today one person in every five is between the ages of 15 and 24, with around 85 percent of the 1.2 billion youth worldwide living in developing countries. Furthermore, of the world’s 14 million refugees, about 35percent are young people, aged 12 – 24, and far more unaccounted for youth are seriously affected by disasters and displacement.2

Although youth comprise a significant portion of crisis-affected populations, this age group tends to be overlooked by governmental, humanitarian, and development actors alike. Caught in a tran-sitional no-person’s-land between being seen as vulnerable children or as fully capable adults, the unique developmental needs of youth – as well as their capacity for positive contributions to society – become lost amidst other competing priorities.

In reality, youth are both vulnerable and extremely capable. The particular vulnerabili-ties of youth – recruitment into armed forces, becoming targets of physical and sexual violence, lack of access to health care, or involvement in illicit means of livelihood – can be exacerbated by crisis, especially when youth do not have opportunities for personal development or the ability to contribute in a positive way to their families and communities. Youth are, and should be viewed as, an important resource for development and reconstruction; they have the ability to contribute positively to societal change. Youth participation, being allowed a “seat at the table,” is often cited as a critical component of successful youth-focused initiatives.

Youth are a heterogeneous population group, and this diversity in sub-groups within the broad youth category is an important dimension to consider in discussions around how to meet the needs of youth in crisis. Another dimension includes the spectrum of physical, social, cognitive, emotional, economic and political needs of youth. It has been recognized that the experiences of youth on a daily basis fall within the purview of the work of many sectors, including education, health, livelihoods, and protection. How-ever, with no IASC Cluster or other body specifically focusing on youth, there is a great danger of these cross-sectoral needs being overlooked.

Education can be one entry-point for action, addressing the wide range of issues affecting youth in crisis situations. Since the Education for All goals were agreed upon a decade ago, great efforts have been made towards reaching universal primary education. Providing education opportunities beyond the pri-mary level, however, comes with its own set of challenges – and ones that are often compounded in cri-sis and post-crisis contexts. Youth in crisis are often prevented from attending school because of school closures, lack of safety and security in or en route to school, family poverty, bureaucratic obstacles, or lack of access to the next level of education. Additionally, many out-of-school young people, aged 12 and older, are unable to return to school once conflict has ended.3

Given INEE’s educational mandate, the 2010 Policy Roundtable on An Enabling Right: Education for Youth Affected by Crisis utilized education as an entry-point for integrated, cross-sectoral discussion on meeting the rights and needs of youth in crisis. The Roundtable grew out of the work of the INEE Ado-lescents and Youth Task Team (AYTT) which, over the past few years, has undertaken technical tasks to ensure a coordinated, evidence-based response to the educational rights, needs, and aspirations of adolescents and youth affected by crisis.

The AYTT recognized that, while there has been an increase of attention on providing education in emergencies at the primary level, a significant gap remains in programmatic interventions, knowledge creation, and advocacy for education, in all forms, for youth. Given these gaps, the AYTT advocated for the INEE 2010 Policy Roundtable to lift up the right to education for youth in crisis situations. The AYTT was instrumental in shaping the Roundtable, with leadership also provided by inter-agency Advisory and Reference Groups.

2. UNFPA, State of World Population 2003 - Making 1 Billion Count: Investing in Adolescents’ Health and Rights, 2003.

3. UNICEF, Machel Study 10-Year Strategic Review: Children and Conflict in a Changing World, 2009.

“The main hindrance to getting a living here is the type of trainings…which end up offering us the same kind of skills with limited opportunities to implement them.”

-- youth leader in Dadaab camp

“We must ensure that youth have a place

at the table and a voice in the microphone.”

Lori Heninger


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The INEE Policy Roundtable was held on 15-16 November at UNHCR in Geneva, and was organized in collaboration with the IASC Education Cluster. The Roundtable brought together a diverse group of 46 humanitarian and development policymakers, practitioners, donors, and expert youth to strategize around how to close critical gaps in youth policies, programming, advocacy, research, and funding.

The objectives of the event were to:

•Stimulate cross-sectoral dialogue on approaches for engaging with and addressing the needs of youth in humanitarian response through to recovery.

•Review innovative youth-focused policies, programmes and funding mechanisms to determine how the rights and needs of youth in crisis can be met at scale.

•Develop targeted policy recommendations and advocacy strategies to significantly improve and expand existing and emerging policy, programming, and funding for youth affected by crisis.

Action-oriented Working Group discussions were structured around three thematic Framing Papers, highlights of which are included in the following section. Over the course of three sessions, each Work-ing Group collaboratively:• identified gaps and needs•brainstormed five-year visions of success •drafted recommendations, action steps, and identified key actors

Detailed notes on the outcomes of individual Working Groups are available in Annex D. The body of this Outcome Report presents a synthesis of points made by all three Working Groups on each of the above-mentioned tasks. Attempts have been made to accurately reflect each group’s contribution, while collating inputs into a useful list of identified needs, areas of recommendation, and action-able points to be carried forward by the AYTT, INEE Secretariat, and INEE members and partners.

Framing Paper PresentationsTo shape the Roundtable and to provide a common starting point for all participants, three Framing Papers were commissioned and authored by experts in the field, each in collaboration with a youth partner. At the Round-table, overviews of the content of each paper were presented, pointing to cur-rent work with and on behalf of youth, as well as to the needs and gaps in knowl-edge, programing, and policy. The three youth Framing Paper partners also spoke compellingly as to why they believe action on these issues is so crucial; the transcripts of their remarks can be found in Annex C.

Framing Paper 1– Education and Opportunity: Post-Primary and Income GrowthFraming Paper 1 considers the connections between post-primary education for crisis- affected youth, and Income Growth interventions. The complex and poorly-understood ‘gray area’ between emergencies and development work is of increasing interest in resource-poor contexts with youth-majority popula-tions. Given that post-primary education (PPE) is seen to have largely failed in reaching adolescent girls and boys and youth in the developing world,4 and given that current thinking on development issues is going through a shift toward labor-market-centered approaches,5 this paper reviews the current state of

4. UNESCO, Education for All Global Monitoring Report, 2010

5. ILO Geneva, Conclusions on Skills for Improved Productivity, Employment Growth and Development, International Labour Conference 2008

“The main hindrance to getting a living here is the

type of trainings…which end up offering us the same kind of skills

with limited opportunities to implement them.”

youth leader in Dadaab camp


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thought in the field, defines a number of often-confused terms, and seeks to better define the niche in Income Growth work for the education sector.

Employment and self-employment must become central to the mission of schools and non-formal education programmes. Tackling the livelihood needs of crisis-affected adolescents and youth will require governments, donors and implementing agencies to create “seamless pathways”6 through the worlds of school and work. This means a focus on the school-to-work transition (perhaps better termed “school-and-work”) throughout the education sector as a whole, perhaps in a dual-track system rather than in discrete sub-sectors such as primary, secondary, or vocational education. These actions must follow comprehensive supportive strategies through which donor and government funding are aligned to strengthen post-basic learning systems. It will require scaling up targeted approaches for adolescent girls and young women in particular, including non-formal and “modular” approaches, adopting new policies that address the reality of the burgeoning informal sector and the needs of micro- and small enterprises.7 The new emphasis on continuity along the educational spectrum will require sector actors to overcome a “cultural” division between different types of agencies, and for social partners in the INGO world to engage in areas they have traditionally resisted, not least in engaging the private sector.

Framing Paper 2– Financing for All: Beyond the Primary NeedFraming Paper 2 explores the extent to which post-primary education options are being financed, what approaches are being taken and the opportunities and chal-lenges for supporting post-primary education in the future. In situations of conflict and crisis, youth and adolescents are likely to have a diverse range of educational needs and to fall into two broad categories: those who are post-primary age but have not yet acquired a basic education; and those who have received basic edu-

cation and wish to go on to further studies. A number of different education options are required to meet these diverse needs, including second-chance education pro-

grams, technical and vocational training, work-related training and secondary education.

Financing for education can come from a number of sources – governments, bilateral and multilateral donors, foundations, non-governmental organizations and community contribu-

tions, amongst others. However, there has been limited investment for education opportunities for youth. For example, governments in conflict-affected fragile states (CAFS) are, on average, investing less in secondary education (24percent) as a share of the education budget when compared to other low-income countries (30percent).

For donors, whilst progress has been made in recent years to increase aid for education in countries af-fected by conflict and crisis, this support has typically lagged behind that provided to other low-income countries. Much of the focus of this attention has been on primary education, linked with commitments to achieve universal primary education. Evidence presented in this paper reveals that donors are invest-ing less aid in basic skills, secondary education and vocational education in conflict-affected states ($618m) than in other low-income countries ($963m), and funding to post-primary education ($618m) is at lower levels than aid to primary and tertiary education ($1056m and $766m, respectively). This is de-spite the numbers of youth who have missed out on education due to conflict and crisis, and the critical role that education at this level plays in long-term stability.

A similar pattern has been seen in humanitarian aid, with post-primary education receiving little atten-tion in the humanitarian sector. However, some funding does reach post-primary or youth interventions. A review of humanitarian appeals in 2008 revealed that at least 34 of over 200 projects were funded with some youth component.

6. ILO Geneva, Conclusions on Skills for Improved Productivity, Employment Growth and Development, International Labour Conference 2008.

7. World Bank, Youth Employment in Africa: Discussion Paper, 2010

“Education gives a person a voice. Young people want education so that their

voice can be heard.”

Hibist Kassa, Youth Partner


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The paper concludes by highlighting a number of challenges and opportunities relating to the financ-ing of post-primary education. The need for investment across all levels of the education sector is clear, and it is necessary to take a more holistic approach, recognizing the important role that youth play in post-crisis recovery and in national policy, plans and investments. Based on this, the forms of educa-tional opportunities financed need to be designed to meet the needs of the specific context, and to align with labour market opportunities. Investment must represent value for money and provide meaningful learning experiences for young people, which enable them to progress to further levels of education or employment.

Framing Paper 3–Whole People, Holistic Approaches: Cross-Sectoral Action and Learning Worldwide, adolescence and young adulthood is regarded as a transitional phase and is often associ-ated with increased vulnerabilities and challenges. These can be exacerbated by crisis, especially when youth do not have opportunities to contribute in a positive way to their families and communities. In addition, although the international community has prioritized education of children in crisis contexts, youth generally face greater challenges in accessing education and other services. This is particularly a concern as education can be an effective entry point from which to address the many physical, social, emotional, and psychological needs of youth.

In transitioning from childhood to adulthood and from education to employment, relevant youth issues fall into a variety of sectors including education, early recovery, livelihoods, protection, WASH and health.

Effectively responding to their rights, meeting their needs, and allowing them to develop to their potential – even when affected by crisis – is a key concern for international

humanitarian action. Holistic programming that capitalizes on cross-sectoral part-nerships is required to adequately address the complex challenges facing youth.

This paper also advocates that youth fill a role far greater than that of passive beneficiaries. With appropriate support structures and room for creative outlet, youth can self-initiate and play a central role in program effectiveness and in the recovery of communities and societies affected by crisis.

Through six case studies from across a range of sectors, this paper explores innovative programmatic approaches, with a particular emphasis on the role of

youth participation. From the case studies, it draws out key impacts and findings, summarizes lessons learned for the education sector, and suggests recommendations for

holistic inter-sectoral action.

Initial recommendations for areas of action within this topic include creating channels for increased co-ordination on youth issues between IASC Clusters and other relevant actors at both global and national levels. The paper calls for the systematic participation of youth in emergency preparedness, response and recovery in the education sector in order to improve the quality, effectiveness and relevance of programming. Finally, the dearth of data regarding the impact of emergencies on youth populations is highlighted.

While acknowledging the constraints facing youth-focused and youth-led initiatives, all three Framing Paper presentations highlighted the importance of renewing efforts to uphold the rights of this popula-tion group. There was consensus that youth need to be meaningfully involved and empowered in all programming and policy work. All presentations focused on the important role of a relevant, quality education for youth in emergencies, as well as on the need to work across sectors and at all levels of government to address the varied needs of youth.

“Youth have the potential to be peace makers and peace builders if the right conditions are made available to them.”

Kashif Khan, Youth Partner


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Identified Gaps and Needs & Visions of SuccessAfter the Framing Paper presentations, participants migrated to one of three Working Groups designed to focus on the specific thematic area of the paper. During these sessions, group participants brain-stormed and prioritized the current gaps and needs of their respective issues, then shared the gaps and needs in the plenary session that followed. Several commonalities emerged across the three groups, including the need for improved data and data usage, better coordination, increased funding, and a greater focus on educational content and youth participation.

The chart below summarizes specific points mentioned by multiple Working Groups:

Key Gaps and Needs

Data and Data Usage•Dearth of empirical data on what works and what doesn’t work in youth education

programming•Lack of disaggregated data by gender and population

Coordination•Need for a more explicit youth-focus within the cluster coordination mechanism •Lack of coordinated plans between relevant government ministries•Inadequate national policies regarding youth and education in emergencies

Funding•Need to bridge humanitarian and development funding pools •Lack of government prioritization for post-primary education

Educational Content

•Needto:•undertakemarketanalysistoidentifyappropriateandrelevantskills•ensureskillsareincome-oriented•prioritizepeaceeducationprogramming•focusonadultandyouthliteracy•consider‘greencollar’jobs

•LackofTeacherTrainingand‘TrainingofTrainers’programs

Youth Participation

•Needto:• linkparticipationtocommunitydevelopment•provideanenablingstructureandsafespaces•focusonallaspectsofyouthdevelopment,includingpoliticalandsocialarenas

•Lackofsystematicmeansofyouthparticipation

During the first Working Group session, groups also spent time focusing on their long-term goals for each topic, using the following prompt: In five years, if inter-agency work on this issue is widely viewed as successful, it will mean…

While responses varied somewhat across groups, some of the most commonly mentioned marks of suc-cess included:

•educational offerings are monitored and evaluated in terms of labor market outcomes for participants•an increase in adolescent-specific projects and funding has occurred•an identified model or mechanism to improve coordination amongst actors working with youth has

been created and is in use


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•an evidence-based advocacy strategy, underlining the value of post-primary opportuni-ties has been developed and is used successfully

• the increased inclusion of youth in decision-making and all aspects of policy and programming work has occurred and been measured

•vocational training and market policies, developed with youth participation and which take into account youth at national and regional levels, are in existence

•education for youth is an accepted component of humani-tarian response

•an efficient two-way flow of information and ideas between the education sector and other sectors is the norm

•smoother connections exist between primary and post-primary education levels

•a larger number of market assessments have been, and are being, con-ducted at all levels, from community to national

•effective participative national policies – which include a costed strategy, a monitoring component with youth involvement, a national inter-agency coordination body, and the regular sharing of knowledge – have been developed and implemented

With these visions of success in mind, Working Groups next moved into discussions around the steps needed to begin realizing some of the these goals.

Collated Action Points & Key ActorsThroughout the course of two break-out sessions, Working Groups developed specific recommendations and key actions on each Framing Paper theme (a detailed outline of the individual group recommenda-tions can be found in Annex D). The emerging themes and priority actions, collated from the individual group presentations, are outlined in this section. Attempts have been made to both accurately represent each group’s work, and to consolidate the ideas into concrete next steps.

Four underlying principles seemed to permeate the work of all the Working Groups, coming up again and again in discussions and final presentations. Rather than specific recommendations in and of them-selves, they seem to underpin all recommendations and should be considered foundational in all actions moving forward. These underlying principles include:

•Youth participation: Youth have the potential to be agents of change rather than simply passive beneficiaries. Effective youth policies and programs prioritize the meaningful inclusion of youth in all stages of assessment, design, implementation, and monitoring and evaluation.

•Sector-wide focus: A balanced sector-wide approach is required to ensure that youth have access to a variety of relevant, quality post-primary education opportunities. The sector-wide focus should consider options for market-driven livelihoods initiatives in addition to formal secondary school, as well as the balance of funding across all levels of education.

•Cross-sectoral approach: Youth are developing physically, emotionally, socially, cognitively and politi-cally; the issues they face do not neatly fit into any one sector. Working with, and for, youth holistically calls for cross-sectoral partnerships and action.

•Evidence-based policy and programming: A sound evidence base should be the basis of policy and programmatic decision-making. Best practices in youth policy and programming need to be shared and built upon by all stakeholders in order to ensure access to quality opportunities for youth affected by crisis.

Global consensus on investing in

youth programming

A model for coordination amongst

actors

Empowered youth


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In carefully considering all Working Group presentations, the following action points emerged, potentially to be taken forward by the INEE AYTT, INEE Secretariat, and INEE membership. These actions have been thematically grouped together under umbrella recommendations of: strengthening evidence-based advocacy, improving knowledge management and technical capacity, and increasing the resources available for post-primary education in crisis contexts.

1. Advocacy and the Evidence Base: Making the case

Action Key Actors

Draw on existing emergency-focused research, as well as relevant research from de-velopment contexts, to develop Advocacy Briefs that make the case for post-primary education:•economically, socially, politically, and developmentally •in terms of peace and stability, and human rights

Advocacy targets: national governments, donors, the private sector, priority sectors such as early recovery, protection and health.

AYTT,INEESecretariat,INEEWorkingGrouponEducationandFragility,GTZ,ActionAid

Work to ensure that national and global education information management systems collect disaggregated data related to youth.

EducationClusterKnowledgeManagementTaskTeam,UNFPA,AYTT

Supportresearchrelatingtoeducationprovisionforyouthaffectedbycrisisbyfacili-tating partnerships between practitioners, researchers and donors.*

*AlistofprioritizedresearchquestionswasgeneratedattheResearchSymposiumEventfollowingtheRoundtable,andcanbefoundinAnnexE.

AYTT,INEEStrategicResearchAgenda Initiative

ProvideinputsintotheGlobalMonitoringReport(GMR)2012onyouthand‘life-skills’ INEESecretariatandtheAYTT


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2. Knowledge Management and Technical Capacity: Equipping all actors

Action Key Actors

Collatetoolsand,ifneeded,developemergency-specificguidanceonqualityand relevant youth education programming (including needs assessment, market assessment, funding proposal development, monitoring and evalua-tion, etc).

Collation:AYTT

Tooldevelopment:AYTT,EducationClus-ter,INEETeachingandLearningInitiative

Collate,promoteanddisseminateresourcesalreadyavailablerelatedtoyouth participation in all stages of policy and programming for humanitarian preparedness, response, and recovery.

AYTT,UNFPA,UNInter-AgencyNetworkon Youth Development (IANYD)

Collatenationalyouthplansoreducationstrategiesandgoodpracticesonyouth policies (for example, emergency plans and policies which include youth, and youth plans and policies which include emergencies).

AYTT,UNInter-AgencyNetworkonYouthDevelopment(IANYD),OSF

ExploreopportunitiestopartnerwithOSFinanupcomingstudyontheaffectsof public policies on youth in 11 countries.

OSFandAYTT

RequestEducationClusterKnowledgeManagementTaskTeam(KMTT)toundertake the development of a case study, or a series of case studies, on hownationalEducationClustersareaddressingpost-primaryeducationandworking with other sectors to meet youth needs.

EducationClusterKnowledgeManage-mentTaskTeamandINEESecretariat

JointheAYTTandcontributetoinformation-sharingandknowledgemanage-ment activities

AYTTmembersandpotentialmembers

3. Resources for All: Increasing funding for post-primary education

Action Key Actors

WorkwiththeFastTrackInitiative(FTI)toexploretypesofguidancegiventogovernments relating to post-primary education within sector plans.

AYTT,INEESecretariat,FTISecretariat

Conductadonoranalysistodeterminewhichdonorsarefundingpost-primaryeducation, and compile examples of innovative funding practices.*

*See document “Mapping of Donors Active in the International Youth Sector” (OSF) as a starting point for analyzing global donors’ engagement with youth.

AYTT,OSF,Donors


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4. Inter-agency and Inter-sectoral Coordination: Working together

All three Working Groups discussed actions which would need to be taken forward by an inter-sectoral group, beyond INEE’s education-specific mandate and structures. The possibility of grounding this work under the auspices of the cross-cutting issue Age within the IASC Cluster system was proposed; as of the date of this report, the cross-cutting issue of Age primarily pertains to older persons. Immediate ac-tion steps would include:

•contacting the IASC Secretariat to explore options;•contacting HelpAge International to learn from the work they have done relating to older people;•undertaking the background work needed to make an effective pitch to donors (making key decisions

about the appropriate vehicle, organizational leaders, action plan, budget, etc.);•creating a one-page brief articulating the need for an inter-sectoral group;•mapping key actors to be engaged.

It was envisaged that the establishment of a focus and group within the cross-cutting issue of Age could help ensure the coordination and mainstreaming of youth issues into the work of all Clusters and other cross-cutting issues. Where necessary, and potentially in conjunction with INEE’s AYTT, this group could also develop tools or other products as well as acting as a space for the sharing of information and the development of collective advocacy strategies across sectors.

Forming an initial group would be required to carry out the exploratory actions. This group might include representatives from: INEE Secretariat, AYTT – UNICEF, WRC, RET, Education Cluster, Child Protection Cluster, UNFPA, and YMCA, Global Changemakers or other global youth networks.

If this group formed, a number of suggested priority actions were identified:

Action Key Actors

Develop guidance to complement inter-cluster Needs Assessment and Information Management tools and systems to ensure youth needs and capacities are included (for example, youth participation in needs assessments, inter-cluster standards for disaggregation of data).

IASCClusters–especiallyEducation,Protection,Health,EarlyRecovery

IASCCross-cuttingissues–especiallyGender,MHPSS,HIV/AIDS

NGOs–Save,IRC,NRC,WRC,PopulationCouncil,ChildFund

UN–UNFPA,UNICEFUNHCR,UNESCO,UNHABITAT,UNWomen,ILO,UNFPA

Donors

Youth–initially,workwithyouthalreadyengagedand active in the Roundtable event; in the long term, work on the systematic engagement of youth within country-level clusters, whose inputs would then be relayed to the global level by selected representatives

BuildingontheworkoftheGenderSub-WorkingGroup,developguidanceforClustersonthesystematicintegrationofyouthneedsintoCAPsandFlashAppealsprocessestoensureequitablefundingfor all age groups affected by crisis.

Building on resources already available across sectors, develop guidanceforClustersonsystematicyouthparticipationinallstagesof coordinated humanitarian preparedness, response and recovery.

Building on the work of other cross-cutting issues, including Gender andMentalHealthandPsychosocialSupport,developStandardOperating Procedures or guidance for inter-agency coordination on youth in rapid onset and ongoing emergencies.


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ConclusionThe United Nations has proclaimed this to be the Year of Youth. Consensus around the importance of investing in the world’s youth seems to be growing, and this diverse and significant population group, at 1.2 billion people strong, has our attention like never before.

Many will be quick to point out the length and breadth of the recommended action list. As one partici-pant stated, “This Roundtable is taking decades of neglect [on the topic of youth] and focusing it into a day and a half.” There is, indeed, much to be done, and identifying what needs to be done is often easier than prioritizing the list and agreeing on who should do it.

The INEE Secretariat and the AYTT are strongly committed to moving forward with the actions coming out of the 2010 Policy Roundtable. As has been true of past INEE events, this Roundtable was not de-signed to be a one-time meeting with little after-effect; in fact, it is now that the work truly begins.

The INEE Secretariat is in the process of formulating its new Strategic Plan, which will provide guidance on how to prioritize and begin implementing many of the action items listed above; this will be done in conjunction with the AYTT, which will explore, assess, build partnerships, prioritize, and implement some of the recommendations in the formation of their 2011 Workplan. You are very welcome to join the AYTT and contribute through this platform; more information can be found at www.ineesite.org/youth. In paral-lel, the Education Cluster Working Group is also in the process of developing its Strategic Plan for the period 2011-2013. This provides an opportunity to integrate activities related to youth in crisis into the work of the Cluster at both global and country levels.

There is much that needs to be done in this arena, and your role individually, or as part of an organiza-tion, is critically important. Please consider how you might fit into some of the tasks listed here – per-haps it is through sharing good practices with INEE, or by volunteering to serve on the exploratory cross-sectoral group, or by focusing your research on an issue pertaining to youth in crisis. Everyone has a part to play in renewing efforts to effectively work with, and for, youth in crisis preparedness, response, and recovery.

You are encouraged to disseminate this Outcome Report to your colleagues and to be in touch with INEE at [email protected] about specific, actionable ways that you and your organization might con-tribute to any of the action steps outlined in this Report.

http://www.ineesite.org/youth



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Annex A: Policy Roundtable AgendaMonday, 15 November

Time: Schedule:

8:30 – 9:00 Registration

9:00 – 9:30 Welcome,openingremarks,Roundtableobjectives,andparticipantintroductions

9:30 – 10:30 Framing Paper Presentations

10:30 – 10:45 GalleryWalkofYouth“RealLifeSnapshots”

10:45 – 11:00 TeaandCoffeeBreak

11:00 – 12:30

WorkingGroups,Session1(BreakoutgroupsoneachFramingPaper)Review of lessons learned and sharing of additional insights and experiencesIdentificationofkeygapsandneedsBrainstormingoffiveyearvisionsofsuccessforeachFramingPapertopic

12:30 – 13:30 Lunch

13:30 – 14:30PlenarySessionFacilitateddiscussionaroundlinksbetweentheidentifiedgapsineachtopicSharingofvisionsforsuccessforeachFramingPapertopic

14:30 – 16:30

WorkingGroups,Session2Discussion of the draft Framing Paper recommendations IdentificationofadditionalrecommendationsandprioritiesPrioritization of recommendations for preferred actionInitialidentificationofspecificactionstepsandkeyactors


16:45 – 17:30 PlenarySessionFacilitated discussion and update on Working Group progress

17:30 – 18:30 CocktailReception,hostedbyUNHCR


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Tuesday, 16 November

Time: Schedule:

9:00 – 9:15 Welcome, instructions and schedule

9:15 – 10:15am WorkingGroups,Session3Finalizationofrecommendationsandspecificactionsteps


10:30 – 11:15InteractivepresentationsbyWorkingGroupsofspecificrecommendations,accompanyingactionpoints and next steps

11:15 – 12:00 ClosingPlenarydiscussionofnextsteps

12:00 – 13:00 Lunch

13:00 – 17:00 ResearchSymposium(seeseparateResearchSymposiumAgenda)

Annex B: Policy Roundtable Participant List

Last Name First Name Organization

Ahlen Eva UNHCR

Albuja Melissa Horn Refugee and Migration Affairs

Al-Hamaydah Bilal UNESCO

Awl Naseem UNICEF

Barnett Katy ProtectionCluster(ChildProtectionAoR)

BengoaDelalande Miren Independent

Brannelly Laura CfBTEducationTrust

Brochmann Helge NRC

Chaffin Josh Women’sRefugeeCommission&FPauthor

Chikanya Malvern Independent

DeConinck Sophie ILO

Dryden-Peterson Sarah UniversityofToronto

Farmer Alice NRC

Foran Siobhán GenCapAdvisor

Funai Daisuke IRC

Giochi Stephen Youth FP Partner

Hart SandraUwantege SavetheChildren

Heninger Lori INEE

Hodgkin Marian INEE

Hyll-Larsen Peter ActionAid

Kassa Hibist Youth FP Partner


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Kenny Leo Cluster--HIV/AIDScross-cuttingissue

Khan Kashif Youth FP Partner

Kode Titise ComicRelief

Krzysiek Pawel UNICEFADAPSyria

Lattimer Charlotte SavetheChildren

Lopez Laura Arigatou International

Macpherson Ian OSI

Mc Kinnon Terra UNHCR–ChildProtection

Mitchell Kara CIDAanalyst

Morrissey Caroline BritishCouncil

Muna Maha ProtectionCluster(GBVAoR)

Nicolai Susan SavetheChildren

Nirrengarten Audrey UNHCR

Orazi Monica FAO

Rakotomalala Sabine IASCPsychosocialandMentalHealth

Rhoades Amy ILO

Selegzi Noel OSF

Servas Nicolas RET

Sheehy Ita UNHCR

Spellman Kelly Wellspring Foundation

Talbot Chris Independent

TuttleWiddus Diane Cluster–HIV/AIDScross-cuttingissue

UlHaque Wasim Norwegian Ministry of Foreign Affairs

Vinson Jamie INEEConsultant

Weiss-Yagoda Jamie IRC

Annex C: Youth Framing Paper Partner Remarks

Presentation by Stephen Gichohi, Framing Paper 1 Youth Partner A few weeks ago I had conversations with groups of young people at the Dadaab refugee camp in Kenya and two IDP camps in the Rift Valley Province of Kenya. As many of you may be aware, Dadaab is a safe haven for refugees from the war torn Somalia. It is indeed clear in line with the framing paper on Educa-tion and Opportunity: Post-Primary and Livelihoods that something has to be done on the quality and relevance of education being offered to these young men and women by various stakeholders. The view held by many is that the education being offered to them is not in tandem with the local skills and market demand and I quote one youth leader at the Dadaab camp:

“The main hindrance to getting a living here is the type of trainings we are getting which end up offering us the same kind of skills with limited opportunities to implement them. We end up ven-turing on the same kind of livelihood activities within this limited market interms of skills and geo-graphical location. We are getting desperate because the situation back in our country doesn’t seem to get any better and this means more years for us here”


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This calls for all stakeholders involved to look into ways of diversifying skills and trainings offered in the post primary setup to provide more opportunities to young people. The IDP youth seem to share similar sentiments with their refugee counterparts. Notable is their plea for broadening and increasing capabili-ties of the already existing structures and opportunities for education. One such girl had this to say dur-ing the discussions:

“In this camp today we are just too many and with only one organization providing training to a few of us on tailoring and a few young men being enrolled in the local technology (jua kali) training. I wish these opportunities would cover more of us in the camp. I feel that some of the already trained youth could be a resource in training the rest not covered by the programme in this camp. This would only happen if we are better equipped in terms of knowledge and tools”.

In my view therefore there is a need to devise mechanisms of reaching out to more young men and women in these situations through such means as use of mobile telephony, mobile trainings, ToTs, etc., which the youth have commonly come to identify with.

Broadly certain policies would be of great input to the post primary education context if put into prac-tice with speed. These include such policies as the national youth policies which continue to lie in dust in many countries especially in Africa whereas the youth these policies are meant to serve continue to languish in despair due to limited access to opportunities for skills development. All stakeholders includ-ing governments must ensure that the national youth policies are put into practice if they truly believe in providing opportunities for youth development. For instance if the policy was in practice in Kenya some of the problems cited above would perhaps not have existed.

Presentation by Hibist Kassa, Framing Paper 2 Youth Partner All children have a right to receive primary education. This is not a platform which seeks to launch a po-litical attack on this concept. Instead, we seek to provide a basis to rethink the implications of the above for the creation of stable political systems. A highly educated populace has the potential to channel its collective power to transform the power structures in a state to fit within a framework which responds to the needs of the citizenry. This implies that they can shape their democracies to achieve the outcomes they desire.

Increasing existing tensions on a global scale

Not all tension implies that a state is unstable. Politics is about struggle. Education is often a politically sensitive issue, because, it has the potential to empower groups which have been excluded from power. Today the UK’s coalition government is facing intense resistance to the plans to reduce public spend-ing in higher education. Some view this as a repeat of the resistance to neoliberal reforms introduced by Thatcher in the 1970s. In developing countries like Ghana tuition in public universities are being gradually increased due to the falling financial support by the state.

I argue that education is a potent weapon in the pursuit of social and political change. Creating a glass ceiling at the primary level can serve as an instrument to contain such a potentially dynamic social force. Post primary education provides the basis for supporting these disempowered groups to shape their societies in a manner which would serve their needs and priorities.

What is the relevance of this to conflict and fragile states?

These states face extreme conditions. Basic infrastructural needs are desperately required. Agriculture and the informal sector become the shelter for survival. High unemployment levels, against the context of globalization, feeds into increased pressure for neoliberal principles to permeate into public policies. This is reflected in the education sector. Against this context, it is possible for donors, multilateral institu-tions and recipient governments to question the point of public funding for post primary education.

There is a need to create conditions where diverse forms of educational opportunities are available to individuals which can feed into a process of state building. This process should lead to the growth of


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institutions which would be constantly examined by an empowered citizenry so that their needs and pri-orities are not ignored. This requires a long term perspective which is often not the focus of most donors funded projects or programs. In as much as the current mantra is that recipient governments are to lead the process, donors and multilateral institutions such as the World Bank must be held accountable. This is the gap which must be filled.

Presentation by Kashif Khan, Framing Paper 3 Youth Partner I have just returned from Pakistan’s Swat valley, which is still reeling from years of protracted conflict and the worst floods in living memory. I went there to see the death and destruction first hand in connection with my doctoral research which focuses on the conflict-affected areas of North Western Pakistan.

The Pakistan conflict is a classic case of the youth bulge theory, wherein large youth populations be-came a threat to social and economic security.Youth are the largest target group affected by chronic conflicts and emergency situations and unfortunately the biggest causality in the Swat tragedy have also been youth. They have lost all their schools; that were burned down by the extremists. In addition their needs were neglected over time, which has led them to be easy recruits for extremists who use them at will as suicide bombers. Unless and until their rights are duly protected and safeguarded; and education and livelihood opportunities are provided Pakistan’s youth will continue to remain prone to radicalisation and the conflict will not stabilise.

From the humanitarian relief perspectives in this region, I observed that little or no attention has been forthcoming to youth as a group. It is thus important that challenges facing youth affected by crisis requires the need for holistic and inter-agency approaches. A holistic approach to working with youthin humanitarian situations requires that equal attention is placed at different sectors, such as education, health, protection, early recovery and livelihoods. As one of my young respondents in Swat emphasized: “The potential of youth involvement; who bring in lots of exuberance and promise; in the recovery effort following the conflict in Swat needs to be harnessed fully. This should take into account the strengths, interests and abilities of young people and lead to provision of opportunities such that youth are directly involved in deci-sion making that affects them.”

Youth must be given a greater voice and be the primary framers of formulating long-term youth policies. This paper emphasizes that National youth policies should include an emergency component identifying the roles and needs of youth during crisis preparedness, response and recovery across sectors, with the education sector taking the lead role. I believe the process of forging youth partnerships in the conflict and disaster affected areas needs to be fostered, given state patronage and should be built upon exist-ing youth networks. Youth have the potential to be peace-makers and peace-builders if the right condi-tions and environment is made available to them.

Annex D: Detailed Working Group Recommendations

Framing Paper 1 – Education and Opportunity: Post-Primary and Income Growth

Global Level1. Balance investment across education levels and types of education

•Make an economic case for post-primary education and income growth• Identify youth needs:

•Provide tools for mainstreaming contextual analysis in the needs assessments and M&E processes•Promote and disseminate UNICEF and other guidelines on youth participation in policy

• Increase funding for post-primary education and income growth

Key Actors: Academia, INEE (particularly the Working Group on Education and Fragility), IASC – Age, Education, Protection, Early Recovery (ER), and Health – funding mechanisms such as CAP and FTI, donors, youth


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2. Systematically address the rights and needs of youth affected by crisis across sectors

•Constitute a cross-sectoral, inter-agency group within the IASC Age area:•Creation of a ‘Transition Team’ to being this process: develop ToR, identify funding, identify key

agencies to engage, plan first meeting and submit proposal to IASC•Focus of the group: To ensure mainstreaming of youth issues into the work of all clusters and other

cross-cutting issues; where necessary to develop tools or other products to support this; to act as a space for sharing of information and the development of collective advocacy strategies.

Key Actors: • ‘Transition Team,’ perhaps made up of Roundtable participants•Actors to engage in the IASC Group:

•All clusters – Education, Child Protection, Health, ER•NGOs – Save, IRC, NRC, WRC, Population Council, CFI •UN – HCR, UNICEF, UNFPA, UNESCO, UNHABITAT, UN Women•Youth – initially work with youth already engaged and active; in the long term work on systematic

engagement of youth within country-level clusters to be fed to the global level by selected representatives

3. Increase political advocacy on education for youth in emergencies, with a particular focus on refugees and IDPs

•Gather and disseminate data on the benefits of youth education• Intra-agency advocacy for increased focus on youth education•Approach donors with collected data to illustrate the need for post-primary education•Share collected data and advocate for youth education with national ministries in CAFS•Ongoing advocacy of international and regional human rights instruments ensuring the rights

to education

Key Actors: INEE Secretariat, AYTT, and members, UN agencies and NGOs, Education cluster

National Level1. Make a strong Global Monitoring Report (GMR) 2012 economic case for linking education and income growth

•Review and map what case is currently being made•Tailor reform for emergency settings•Engage with the GMR 2012 process

Key Actors: INEE, GTZ, development banks

2. Create an enabling environment for IDPs, refugees, and target populations for income growth

•Understand different interest groups and roles•Use local knowledge to influence

Key Actors: international organizations (UNHCR, UNWRA), local implementing partners, national governments

3. Balance immediate needs and long-term priorities as well as investment across the education sector

•Quality M&E •Making the case for balance (multiple actors)

Key Actors: donors, international organizations, universities and research institutes, youth, key government ministries (including labor, education, youth, security-related ministries), inter-ministerial committee?

4. Ensure that skills training at the national level is relevant and of high quality

Key Actors: UNHCR, UNWRA, INGOs


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Framing Paper 2 – Financing for All: Beyond the Primary Need1. Advocate for youth to donors

•Evidence that funding is needed through a “tip sheet” to support arguments•Evidence should be in a form that is accessible•Perhaps INEE and cluster youth groups and task teams should merge to look more broadly at this issue•Look at what UNICEF has done and their views for the future•Advocate for immediate prioritization of formal early secondary education to governments and donors •Conduct an assessment of what exists and compile a short information sheet and longer profile booklet

on the following: i. Donor positions/strategies on youth policiesii. INGO, NGO, CBO programs regarding youthiii. Multi-lateral involvement with youth iv. National policies and programs regarding youth (in order to identify gaps in program expertise,

raise questions for research, and put forth visions and strategies for the future)

Key Actors: INEE AYTT, IASC clusters, UNHCR, UNICEF, youth groups, NGOs, OSF Youth Initiative academics

Key Targets: governments, donors, private donors, new resources

2. Balance sector development

•Understand the needs and link to long-term planning, including coordination of multiple ministries •Explore coordination mechanisms that exist and how they can be leveraged to strengthen or develop

comprehensive national plans to include youth •Compile three or four case studies to highlight best practices•Create a “Key Considerations” document for plan development, including checklists regarding:

•Needs assessments•Funding assessments•Key stakeholders•Technical support•Best practices in donor support

•Explore additional or innovative funding mechanisms for post-primary education in emergencies, including encouraging private sector investment

Key Actors: governments, donors, civil society, multilaterals, researchers

3. Move beyond the Millennium Development Goals (MDGs)

•Build momentum now to look beyond 2015 and the EFA goals (we need another ‘Dakar’)•Make the case regarding the need for post-primary education by broadening the focus through build-

ing the information base:•Obtain statistics on the numbers of youth who are missing out on education•Highlight and expand on the success for primary education initiatives

• Identify partner countries with the UN for support

Key Actors: UN partner countries – youth, donors, IASC – civil society, academics


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Framing Paper 3 – Whole People, Holistic Growth: Cross-Sectoral Action and Learning Identified Objective: To improve access to a full range of services and mechanisms for participation for adolescents and youth in humanitarian settings

It was suggested that the areas for action and exploration listed below initially be undertaken in three different countries. These in-depth case studies would then be used to inform a global approach. The country level mapping would also be used to inform the process of streamlining youth targeting within the cross-cutting issue of Age.

• Inter-sectoral coordination•Map existing tools and mechanisms across sectors•Define ‘holistic’

•Working with duty bearers• Identify ways to strengthen national policies regarding youth in emergencies and make these avail-

able to partners at country level•Strengthen existing capacity-building opportunities•Consider preparedness as a critical opportunity (for example, building youth networks and peace

education)•Mainstream adolescents and youth in existing capacity building materials and opportunities across

sectors•Youth participation

•Remove obstacles to sustainable youth participation•Systematize mechanisms for youth participation•Use innovative communication mechanisms such as SMS messaging to exchange information with

youth networks•Develop Minimum Standards for Youth Participation•Ensure enabling and safe spaces for youth that enable mobilization and participation

•Use and analysis of existing data•Undertake a comprehensive analysis of existing data on youth in a given context, including what ac-

tions have been taken• Improve availability of data

Key Actors: OSF (explore options of integrating the above objectives into an upcoming study of the affect of public policies on youth in 11 countries), INEE AYTT (in bringing in actors and representatives from other interested sectors).

Annex E: Prioritized Research Questions•How can meaningful youth participation in humanitarian action be systematized and scaled up?•How can we increase financing for post-primary education in emergencies?•What is the relationship between educational content offered and the type of knowledge and skills

needed to rebuild infrastructure and local economy?•What mechanisms and tools are needed to overcome challenges of data collection on crisis-affected

youth? •How can education in crisis contexts be tailored toward market demand, community needs, and youth

people’s opportunities for employment? •Do current investments in youth programming represent value for money and therefore improve the

incentive for donors and governments to invest in them?

Inter-Agency Network for Education in EmergenciesRéseau Inter-Agences pour l´Éducation en Situations d´UrgenceLa Red Interagencial para la Educación en Situaciones de EmergenciaRede Inter-Institucional para a Educação em Situação de Emergência

Documents

Outcome Report - reliefweb.int · AFFECTED BY CRISIS AN ENABLING RIGHT: EDUCATION FOR YOUTH ROUNDTABLE 2010 INEE POLIC Y Outcome Report January 2011 INEE Policy Roundtable 2010 15–16