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A list of resources on Education in Emergencies
Updated on Oct 25, 13
Created on Oct 25, 11
Category: Schools & Education
URL:
Teachers Without Borders's List: Education in Emergencies
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Oct 25, 11
This section of the INEE website provides an opportunity for academics to share their work with INEE members as well as the broader community working in the education in emergencies and post-crisis reconstruction field. To share your work (e.g. theses, dissertations, integrated projects, conference papers, and/or articles), please email (coordinator@ineesite.org).
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PHNOM PENH, 24 November 2011 (IRIN) - Schools damaged in Cambodia's worst monsoons in more than a decade may take up to a year to recover after flooding delayed the start of school for thousands of students nationwide, say aid workers and officials.
As of late October, 323 schools out of 1,400 damaged ones were closed; some have since reopened. Though flood waters have receded, how well those schools are functioning and how many remain closed is still unknown, as the government continues its damage assessments in a dozen flood-hit provinces.
At least 77 schools are beyond repair, while students and teachers were still pumping water out of dozens more, said the director of the education ministry's construction department on 21 November, Song Yen.
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Feb 01, 12
Developed by INEE and the IASC Education Cluster, the EiE harmonized training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages. The materials include 13 modules with PPTs, Facilitator Guides and exercises as well as guidance on adapting the training materials.
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Feb 01, 12
Defining Success: Developing Locally Meaningful Indicators for Child-centered Psychosocial Programming in Uganda
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Mar 21, 12
Education in emergencies (EiE) is both a research “field in its infancy” and a rapidly “emerging
field” (Tomlinson & Benefield, 2005). This scoping study reviews a wide range of academic
articles and grey literature in the education in emergencies field to map current and past research
methodologies used by academics and practitioners. It identifies the unique successes and gaps in
the evidence base in order to support future academics and practitioners in conducting and
documenting research. This study concludes that ensuring sound ethical and rigorous reflective
research practices is critical to fill research gaps and to move EiE from infancy to a welldeveloped, reputable research field. -
Mar 21, 12
The All India Disaster Mitigation Institute (AIDMI), Ahmedabad, India, is a community-based action research and action advocacy organisation which has been working towards bridging the gap between policy, practice and research in disaster management since 1995. AIDMI’s mission is to reduce the vulnerability of poor communities by increasing mitigation efforts, through learning and action, to ensure water, habitat, food, work and human security. The organisation operates locally but also maintains an active international presence.
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Apr 10, 12
With UNICEF support, a Temporary Learning Centre (TLC), or emergency tent school, has been established in the camp. One of her brothers is a regular attendee, and Luxmi has started going as well. It is the first chance she has had to go to school, and it is opening up possibilities that were previously unimaginable.
“I want to learn more. When I grow up, I can start working like girls in the cities,” she said. ”Maybe I can become a teacher. But it is difficult. I have only just learnt my alphabet and counting.”
© UNICEF Pakistan/2012/Chaudhry
Luxmi and her younger brother learn to count at a UNICEF-supported Temporary Learning Centre in Naukot, Pakistan.
With 60 per cent of schools in affected areas damaged, UNICEF has established 2,070 TLCs, benefiting over 100,000 children in Sindh and Balochistan. Intended to ensure that education is not interrupted, the TLCs have also attracted over 39,000 children to school for the first time, including 16,000-
With UNICEF support, a Temporary Learning Centre (TLC), or emergency tent school, has been established in the camp. One of her brothers is a regular attendee, and Luxmi has started going as well. It is the first chance she has had to go to school, and it is opening up possibilities that were previously unimaginable.
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“I want to learn more. When I grow up, I can start working like girls in the cities,” she said. ”Maybe I can become a teacher. But it is difficult. I have only just learnt my alphabet and counting.”
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During disasters, girls fare worse than the rest of the population, according to a new report released on 11 October by child rights NGO Plan International.
“Men, women, boys and girls experience disasters in different ways. Pre-existing inequalities and vulnerabilities will be exacerbated in disasters and will affect girls and women more,” said Plan International regional director Gezahegn Kebede at an event for the launch of the report. -
“In emergencies, given their gender, age, and humanitarian status [girls] experience triple disadvantage,” said Kebede. However, education can be a powerful mitigating tool, and can significantly improve their livelihoods.
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