Essays from the Edge of Humanitarian Innovation
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Walk the Talk: Review of Donors' Humanitarian Policies on Education
WALK THE TALK Review of DonoRs’ HumanitaRian Policies on eDucation Design and layout: Amund Lie Nitter Cover photo: Hanne Bjugstad @Save the Children Photographs: Hanne Bjugstad, Jonathan Hyams, Georg Schaumberger, Hedinn Halldorsson, Luca Kleve-Ruud, Susan Warner, Prashanth Vishwanathan, Andrew Quilty, Vincent Tremeau, Becky Bakr Abdulla, Christian Jepsen, Ingrid Prestetun, Truls Brekke, Shahzad Ahmad, David Garcia Researched and written by: this study was commissioned by the Norwegian Refugee Council (NRC) and Save the Children and written by Elizabeth Wilson, Brian Majewski and Kerstin Tebbe (Avenir Analytics Ltd). Acknowledgements Particular thanks are due to Matthew Stephensen, Silje Sjøvaag Skeie, Nadia Bernasconi (Norwegian Refugee Council), Anette Remme (Save the Children), and Elin Martinez (formerly at Save the Children). The report has benefitted from additional input by the following: Phillippa Lei, Sylvi Bratten, Clare Mason, Bergdis Joelsdottir, Øygunn Sundsbø Brynildsen and Gunvor Knag Fylkesnes (Save the Children) and Petra Storstein, Sine Holen, Laurence Mazy, Mirjam Van Belle, Therese Marie Uppstrøm Pankratov, Elizabeth Hendry, and Ella Slater (NRC), Dean Brooks (formerly at NRC and now INEE) Ronit Cohen, (formerly INEE and now Save the Children), and Thomas Norman (independent consultant). The study was financed by: the Norwegian Ministry of Foreign Affairs, Norwegian Refugee Council and Save the Children Norway. Disclaimer: The analysis of donor policies and practices in this report represent the best judgment of the review team based on careful analysis of available data and do not necessarily represent the opinions of NRC or Save the Children. The Norwegian Refugee Council (NRC) is an independent, international, humanitarian non- governmental organization which provides assistance, protection and contributes to durable solutions for refugees and internally displaced people worldwide. -
Cluster Book 9 Printers Singles .Indd
PROTECTING EDUCATION IN COUNTRIES AFFECTED BY CONFLICT PHOTO:DAVID TURNLEY / CORBIS CONTENT FOR INCLUSION IN TEXTBOOKS OR READERS Curriculum resource Introducing Humanitarian Education in Primary and Junior Secondary Education Front cover A Red Cross worker helps an injured man to a makeshift hospital during the Rwandan civil war XX Foreword his booklet is one of a series of booklets prepared as part of the T Protecting Education in Conflict-Affected Countries Programme, undertaken by Save the Children on behalf of the Global Education Cluster, in partnership with Education Above All, a Qatar-based non- governmental organisation. The booklets were prepared by a consultant team from Search For Common Ground. They were written by Brendan O’Malley (editor) and Melinda Smith, with contributions from Carolyne Ashton, Saji Prelis, and Wendy Wheaton of the Education Cluster, and technical advice from Margaret Sinclair. Accompanying training workshop materials were written by Melinda Smith, with contributions from Carolyne Ashton and Brendan O’Malley. The curriculum resource was written by Carolyne Ashton and Margaret Sinclair. Booklet topics and themes Booklet 1 Overview Booklet 2 Legal Accountability and the Duty to Protect Booklet 3 Community-based Protection and Prevention Booklet 4 Education for Child Protection and Psychosocial Support Booklet 5 Education Policy and Planning for Protection, Recovery and Fair Access Booklet 6 Education for Building Peace Booklet 7 Monitoring and Reporting Booklet 8 Advocacy The booklets should be used alongside the with interested professionals working in Inter-Agency Network for Education in ministries of education or non- Emergencies (INEE) Minimum Standards for governmental organisations, and others Education: Preparedness, Response, Recovery. -
Education Cannot Wait Facilitated Multi-Year Programme, Afghanistan 2018-2021
PROGRAMME DOCUMENT: Afghanistan EDUCATION CANNOT WAIT FACILITATED MULTI-YEAR PROGRAMME, AFGHANISTAN 2018-2021 Table of Contents Contents Programme Information Summary ............................................................................................................... 2 I. Analysis of Issues/Challenges .............................................................................................................. 5 II. Strategy and Theory of Change ......................................................................................................... 12 III. Results and Partnerships ................................................................................................................ 18 IV. Programme Management & Target Locations ............................................................................. 34 V. Results Framework .............................................................................................................................. 39 VI. Monitoring And Evaluation .............................................................................................................. 49 VII. Multi-Year Work Plan and Budget .................................................................................................. 51 VIII. Governance and Management Arrangements ............................................................................. 57 IX. Legal Context and Risk Management ........................................................................................... 63 X. ANNEXES ............................................................................................................................................. -
LEARNING to LIVE TOGETHER.Pdf
LEARNING TO LIVE TOGETHER Education for Conflict Resolution, Responsible Citizenship, Human Rights and Humanitarian Norms LEARNING TO LIVE TOGETHER Education for Conflict Resolution, Responsible Citizenship, Human Rights and Humanitarian Norms Edited by Margaret Sinclair Published by: Protect Education in Insecurity and Conflict (PEIC) Education Above All Doha, Qatar - Revised edition (2013) Copyright © 2013 Protect Education in Insecurity and Conflict (PEIC) All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a database and retrieval system or transmitted in any form or any means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of both the owner of copyright and the above publishers. Designed & Printed by: Qatar Foundation Publishing Center (QFPC) Digital Print House (DPH) T. +974 445 42597 This book is produced using paper that is made from wood grown in managed, sustainable forests. It is natural, renewable and recyclable. The logging and manufacturing process conform to the environmental regulations of the country of origin. Photo credits The Publisher would like to thank the following for their kind permission to reproduce thier Photographs: Mine risk education, Afghanistan, ICRC: Cover, Plan: 10,52, 78, 126, 172, 202, 216, 256, Humanitarian education, Colombia, ICRC: 56, Peace education programme, Indonesia, Qamar-ul Huda, USIP: 57, Youth as Agents of Behavioural Change initiative (skills and values based education fostering a culture of nonviolence and peace), IFRC: 259 CONTENTS A MESSAGE FROM PEIC 5 PREFACE 6 PART ONE. OVERVIEW 10 1. What is “Learning to Live Together”? 13 2. -
Professionalising the Humanitarian Sector a Scoping Study
Professionalising the Humanitarian Sector A scoping study Joint Authors Peter Walker, Feinstein International Center, Tufts University and Catherine Russ, RedR UK Report commissioned by ELRHA, April 2010 i ELRHA ELRHA is the first collaborative network dedicated to supporting partnerships between Higher Education institutions in the UK and humanitarian organisations and partners around the world. Today, we face humanitarian crises of increasing complexity and severity and, as we anticipate a future of increasing human vulnerability to global events, the need for expertise and research dedicated to finding solutions to humanitarian challenges has never been more pertinent. Higher Education Institutes represent a phenomenal resource that can and should be harnessed to support the humanitarian endeavor. The ELRHA project has been set up to help meet this challenge and aims to provide a bridge between the humanitarian and higher education communities. ELRHA therefore works to identify and support partnerships between Higher Education and humanitarian partners that can: • Work collaboratively to address current humanitarian challenges, and; • Support and prepare the humanitarian community for the crises of the future. ELRHA is an independent project that is hosted by Save the Children on behalf of the humanitarian and the higher education sectors. The project is directed through the project stakeholder’s network with oversight being provided by our independent project steering committee. For more details about ELRHA, or the professionalisation agenda, please visit our website at: www.elrha.org. Front cover images; by row, from top left image Mozambique - Morrumbala district Juaquim, a Save the Children Fund worker and head of the Morrumbala office. Boris Heger for Save the Children. -
Tomorrow's Standard
Today's Perfect - Tomorrow's Standard The Role of Consumers and The Limits of Policy in Recycling Jonas Kågström Faculty of Natural Resources and Agricultural Sciences Department of Economics Uppsala Doctoral Thesis Swedish University of Agricultural Sciences Uppsala 2011 Acta Universitatis agriculturae Sueciae 2011:33 Cover: Just as the traditional recycling symbol of three arrows giving chase to each other form a sort of Ouroboros , so too does this illustration from issue nr 14:1896 of the Jugend Magazine by Otto Eckmann (1865 – 1902) represent , to me, the ever cyclic and dynamic nature of the interplay between policy , implementation and citizens. ISSN 1652-6880 ISBN 978-91-576-7568-2 © 2011 Jonas Kågström, Uppsala Print: SLU Service/Repro, Uppsala 2011 2 Today's Perfect - Tomorrow's Standard, The Role of Consumers and The Limits of Policy in Recycling Abstract In this study the mechanisms influencing recycling rates around the system maximum are deliberated. On the one hand, Policies, System design and how Citizens understand the two aforementioned are pitted against each other. This is done in a setting where individual rewards from action are in turn set against the values of the community and the compliance measures/social marketing of recycling companies and policy makers. This is the dynamic setting of this dissertation. In the past much research into recycling has been focused on how to get recycling started. Sweden is in a bit of a different position with recycling levels often being very high in an international comparison. This means other challenges face citizens and policy makers alike. The determinants influencing recycling rates are studied and compared to contemporary research. -
Milestones in Humanitarian Action
Milestones in Humanitarian Action Milestones in Humanitarian Action Edited by Kevin M. Cahill, M.D. The Center for International Humanitarian Cooperation Fordham University Press IHA Book Series, New York, 2017 Copyright © 2017 The Center for International Humanitarian Cooperation Distributed by Fordham University Press as part of the IHA Book Series All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval systems without permission in writing from the publishers. ISBN #978-0-8232-7905-0 All royalties from this book go to the training of humanitarian workers. Printed in the United States of America. IHA Book Series The International Humanitarian Affairs (IHA) Book Series, authored or edited by Kevin M. Cahill, M.D., is devoted to improving the effectiveness of humanitarian relief programs. With contributions by leading professionals, the books are practical guides to responding to the many different effects of civil strife, natural disasters, epidemics, and other crises. All books are available online at www.fordhampress.com. Books marked with an asterisk are available in French translation from Robert Laffont of Paris; books marked with a double asterisk are available in Spanish, German, Arabic, and French. Preventive Diplomacy: Stopping Wars Before They Start, 1996, 2000* Basics of International Humanitarian Missions, 2003* Emergency Relief Operations, 2003* Traditions, Values, and Humanitarian Action, 2003* Human Security for All: A Tribute to Sérgio Vieira de Mello, 200 Technology for Humanitarian Action, 200 To Bear Witness: A Journey of Healing and Solidarity, 2005* Tropical Medicine: A Clinical Text, 7th edition, 2006 The Pulse of Humanitarian Assistance, 2007 Even in Chaos: Education in Times of Emergency, 2010 Sudan at the Brink: Self-Determination and National Unity, F.D. -
1 Screening Subjects: Humanitarian Government and the Politics Of
1 Screening Subjects: Humanitarian Government and the Politics of Asylum at Palawan James Pangilinan A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in International Studies: Southeast Asia University of Washington 2014 Committee: Enrique Bonus Arzoo Osanloo Christoph Giebel Program Authorized to Offer Degree: Jackson School of International Studies 2 © Copyright 2014 James Pangilinan 3 University of Washington Abstract Screening Subjects: Humanitarian Government and the Politics of Asylum at Palawan James Pangilinan Chair of the Supervisory Committee: Associate Professor Enrique Bonus Department of American Ethnic Studies Contemporary humanitarian government of refugee resettlement entails a formative politics of asylum that legally assesses the truth of persecution and thus claims to "refugee" identity. In the Palawan First- Asylum Camp from the early 1980's until 1997, forces of sovereign violence and compassion manifested how international refugee law translated through concrete humanitarian practices of camp education, emergency care, and legal contention. These multi-scalar discursive processes served the basis for resettlement of Vietnamese American. For the latter diasporic Vietnamese community, legal determination of refugee status encountered a limit in the form of hospitality that reconfigured the borders of the Philippines and Vietnam in light of cosmopolitan visions of sanctuary and pastoral care. By highlighting overlapping conditions of refuge, this thesis offers an analysis of refugee narratives and conditional recognition of refugee “identity” in relation to a selective regime of truth addressing "refugees" in contrast to other migrant subjects. A genealogy of Vietnamese-Filipino asylum-seekers underscores the mixed history of humanitarianism delivered by different stakeholders in light of militarized conflict as well as the emergence of peace, a "neoliberal" politics of immigration, welfare reform and market liberalization in the US, Vietnam and the Philippines. -
Humanitarian Visual Culture Curriculum: an Action Research Study Summary Report
Marilyn Zurmuehlen Working Papers in Art Education Article 2 Volume 2012 DOI: 10.17077/2326-7070.1477 Humanitarian Visual Culture Curriculum: An Action Research Study Summary Report Kim-ping Yim The Ohio State University Follow this and additional works at: https://ir.uiowa.edu/mzwp Part of the Art Education Commons, Curriculum and Social Inquiry Commons, and the Photography Commons Copyright © 2012 Kim-ping Yim Acknowledgements My sincere thanks and immense gratitude go to Professor Patricia Stuhr, Professor Sydney Walker, Professor John Quigley, Professor Christine Ballengee-Morris, Professor Deborah Smith-Shank, Professor Michael Parsons, Professor Terry Barrett, and OSU Department of Art Education. I am grateful for their continuous encouragement, advice, and generous support in this research study. Recommended Citation Yim, Kim-ping (2012) "Humanitarian Visual Culture Curriculum: An Action Research Study Summary Report," Marilyn Zurmuehlen Working Papers in Art Education: Vol. 2012 , Article 2. https://doi.org/10.17077/2326-7070.1477 Hosted by Iowa Research Online This Article is brought to you for free and open access by Iowa Research Online. It has been accepted for inclusion in Marilyn Zurmuehlen Working Papers in Art Education by an authorized administrator of Iowa Research Online. For more information, please contact [email protected]. Humanitarian Visual Culture Curriculum: An Action Research Study Summary Report This article is available in Marilyn Zurmuehlen Working Papers in Art Education: https://ir.uiowa.edu/mzwp/vol2012/ -
Humanitarian Relief Operations
Humanitarian Relief Operations Course Author Lieutenant Colonel René Wagemans (Retired), Belgian Army Series Editor Harvey J. Langholtz, Ph.D. Peace Operations Training Institute® Study peace and humanitarian relief any place, any time Humanitarian Relief Operations Cover Photo: © ICRC, Florian Bastian. West of Juba, camp of Dulamaya: Prior to a seeds and tools distribution, ICRC staff Joseph Mokorendere tells the affected community information about good farming practices, nutrition, and the ICRC. Course Author Lieutenant Colonel René Wagemans (Retired), Belgian Army Series Editor Harvey J. Langholtz, Ph.D. Peace Operations Training Institute® Study peace and humanitarian relief any place, any time © 2021 Peace Operations Training Institute. All rights reserved. Peace Operations Training Institute 1309 Jamestown Road, Suite 202 Williamsburg, VA 23185 USA www.peaceopstraining.org First edition: December 2017 by Lieutenant Colonel René Wagemans (Retired) Second edition: 2021 by Lieutenant Colonel René Wagemans (Retired) The material contained herein does not necessarily reflect the views of the eaceP Operations Training Institute (POTI), the Course Author(s), or any United Nations organs or affiliated organizations. The Peace Operations Training Institute is an international non-profit NGO registered as a 501(c)(3) with the Internal evR enue Service of the United States of America. The Peace Operations Training Institute is a separate legal entity from the United Nations. Although every effort has been made to verify the contents of this course, the Peace Operations Training Institute and the Course Author(s) disclaim any and all responsibility for facts and opinions contained in the text, which have been assimilated largely from open media and other independent sources. -
“Mind the Gap”: the Standardization of Master-Level Education Competencies Among Humanitarian and International Development Professionals
University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 8-19-2016 “MIND THE GAP”: THE STANDARDIZATION OF MASTER-LEVEL EDUCATION COMPETENCIES AMONG HUMANITARIAN AND INTERNATIONAL DEVELOPMENT PROFESSIONALS Polina Kadatska University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Kadatska, Polina, "“MIND THE GAP”: THE STANDARDIZATION OF MASTER-LEVEL EDUCATION COMPETENCIES AMONG HUMANITARIAN AND INTERNATIONAL DEVELOPMENT PROFESSIONALS" (2016). Dissertations. 57. https://irl.umsl.edu/dissertation/57 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. “MIND THE GAP” “MIND THE GAP”: THE STANDARDIZATION OF MASTER-LEVEL EDUCATION COMPETENCIES AMONG HUMANITARIAN AND INTERNATIONAL DEVELOPMENT PROFESSIONALS Polina Kadatska M.S., Community and International Development, Andrews University, 2009 B.A. in Linguistics/Philology, Ukrainian College of Arts and Sciences, 2004 B.A., Management, Kiev National Economic University, 2004 A Dissertation Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Philosophy in Education August 2016 Advisory Committee Carl Hoalgland, Ed.D. Chairperson Natalie Bolton, Ph.D. Keith Miller, Ph.D. Margaret Scordias, Ed.D. Copyright, Polina Kadatska, 2016 “MIND THE GAP” ABSTRACT Quality education of international development/humanitarian professionals is of high importance due to increased donor demands for projects’ transparency, accountability, and efficiency. However, there is a lack of standardization of learning outcomes among the educational institutions that train the workforce for the non-profit sector. -
Rise of the Robots
Rise of the Robots Technology and the Threat of a Jobless Future MARTIN FORD A Member of the Perseus Books Group New York 2015 CONTENTS INTRODUCTION Introduction ix Sometime during the 1960s, the Nobel laureate economist Mil- Chapter 1 The Automation Wave 1 ton Friedman was consulting with the government of a developing Chapter 2 Is This Time Different? 29 Asian nation. Friedman was taken to a large-scale public works proj- Chapter 3 Information Technology: ect, where he was surprised to see large numbers of workers wielding An Unprecedented Force for Disruption 63 shovels, but very few bulldozers, tractors, or other heavy earth-moving equipment. When asked about this, the government official in charge Chapter 4 White-Collar Jobs at Risk 83 explained that the project was intended as a “jobs program.” Fried- Chapter 5 Transforming Higher Education 129 man’s caustic reply has become famous: “So then, why not give the Chapter 6 The Health Care Challenge 145 workers spoons instead of shovels?” Friedman’s remark captures the skepticism—and often outright Chapter 7 Technologies and Industries of the Future 175 derision—expressed by economists confronting fears about the pros- Chapter 8 Consumers, Limits to Growth . and Crisis? 193 pect of machines destroying jobs and creating long-term unemploy- Chapter 9 Super-Intelligence and the Singularity 229 ment. Historically, that skepticism appears to be well-founded. In the United States, especially during the twentieth century, advancing tech- Chapter 10 Toward a New Economic Paradigm 249 nology has consistently driven us toward a more prosperous society. Conclusion 281 There have certainly been hiccups—and indeed major disruptions— Acknowledgments 285 along the way.