Education in Times of Emergency / Edited by Kevin M

Even in Chaos ................. 17711$ $$FM 03-04-10 14:08:59 PS PAGE i INTERNATIONAL HUMANITARIAN AFFAIRS Kevin M. Cahill, M.D., series editor 1. Kevin M. Cahill, M.D., Emergency Relief Operations 2. Kevin M. Cahill, M.D., Basics of International Humanitarian Mission 3. Kevin M. Cahill, M.D., Traditions, Values, and Humanitarian Action 4. Kevin M. Cahill, M.D., Technology for Humanitarian Action 5. Kevin M. Cahill, M.D., Human Security for All: A Tribute to Sergio Vieira de Mello 6. Kevin M. Cahill, M.D., The Pulse of Humanitarian Assistance 7. Kevin M. Cahill, M.D., and Herbert Gilles, M.D., Tropical Medicine: A Clinical Text ................. 17711$ $$FM 03-04-10 14:08:59 PS PAGE ii ;l[d_d9^Wei :YjXVi^dc^cI^bZhd[:bZg\ZcXn :9>I:97NA;L?DC$97>?BB"C$:$ 6?D>CIEJ7A>86I>DCD;<EH:>7CKD?L;HI?JOFH;II6C9 J>;9;DJ;H<EH?DJ;HD7J?ED7B>KC7D?J7H?7D9EEF;H7J?ED C:LNDG@'%&% ................. 17711$ $$FM 03-04-10 14:08:59 PS PAGE iii Copyright ᭧ 2010 The Center for International Humanitarian Cooperation All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other—except for brief quotations in printed reviews, without the prior permission of the publisher. Fordham University Press has no responsibility for the persistence or accuracy of URLs for external or third- party Internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Library of Congress Cataloging-in-Publication Data Even in chaos : education in times of emergency / edited by Kevin M. Cahill.—1st ed. p. cm.— (International humanitarian affairs) ‘‘A Joint Publication of Fordham University Press and The Center for International Humanitarian Cooperation.’’ Includes bibliographical references. ISBN 978-0-8232-3196–6 (cloth : alk. paper) ISBN 978-0-8232-3197-3 (pbk. : alk. paper) ISBN 978-0-8232-3198-0 (ebook) 1. Cognition in children. 2. Crisis management. 3. Chaotic behavior in systems. 4. Interdisciplinary approach to knowledge. I. Cahill, Kevin M. LB1060.E96 2010 379.2Ј6—dc22 2010005585 Printed in the United States of America 12111054321 First edition ................. 17711$ $$FM 03-04-10 14:08:59 PS PAGE iv For my grandchildren May your lives be full of dreams, and the joy of learning, and of sharing your talents and productivity with generosity, and, above all, with love. ................. 17711$ $$FM 03-04-10 14:09:00 PS PAGE v ................. 17711$ $$FM 03-04-10 14:09:00 PS PAGE vi CONTENTS foreword H.E. Miguel D’Escoto Brockmann PGA, U.N. xi acknowledgments xv list of acronyms and abbreviations xvii introduction Kevin M. Cahill, M.D. 1 PART I Voices 1. Ensuring the Right to Education H.H. Sheikha Mozah Bint Nasser Al Missned 7 2. Protecting Human Rights in Emergency Situations Vernor Munõz 9 3. The Child Protection Viewpoint Alec Wargo 26 4. Donor Investment for Education in Emergencies Brenda Haiplik 44 5. Education as a Means of Conflict Resolution President Pierre Nkurunziza 61 ................. 17711$ CNTS 03-04-10 14:09:02 PS PAGE vii viii ͉ Contents 6. Hear Our Voices: Experiences of Conflict-Affected Children Zlata Filipovic´ 73 7. Learning from Children Robert Coles 83 PART II Tools 8. An Unexpected Lifeline Gerald Martone 89 9. The Power of the Curriculum Falk Pingel 109 10. Attacks on Education Brendan O’Malley 136 11. Minimum Standards, Maximum Results Allison Anderson and Jennifer Hofmann 160 12. Establishing Safe Learning Environments Simon Reich 178 13. Psychosocial Issues in Education Arancha Garcıá del Soto 190 PART III Places 14. Education in the IDP Camps of Eastern Chad Gonzalo Sańchez-Terań 211 15. Education as a Survival Strategy: Sixty Years of Schooling for Palestinian Refugees Sam Rose 228 16. Education in Afghanistan: A Personal Reflection Leslie Wilson 246 ................. 17711$ CNTS 03-04-10 14:09:02 PS PAGE viii Contents ͉ ix 17. Child-Friendly: The Dual Function of Protection and Education in Myanmar Ni Ni Htwe and Makiba Yamano 261 18. After the Storm: Minority School Development in New Orleans Juan Rangel 278 19. The Sudan: Education, Culture, and Negotiations Francis M. Deng 287 PART IV Credo Life Doesn’t Frighten Me Maya Angelou 321 appendix: key resources 323 notes 327 list of contributors 351 the center for international humanitarian cooperation and the institute for international humanitarian affairs 355 ................. 17711$ CNTS 03-04-10 14:09:03 PS PAGE ix ................. 17711$ CNTS 03-04-10 14:09:03 PS PAGE x FOREWORD The essays in this book highlight an inescapable fact: governments and the international community—the UN and non-governmental organizations included, have failed to ensure that the education of young people remains a priority—indeed, a fundamental human right—in the disruptive circumstances of man-made conflict and natural disasters. This book advances the international dialogue around this urgent need by identifying steps to protect our schools and ensure that they remain safe and nurturing environments even in the midst of the most difficult conditions. They point to the legislative strategies to combat the impunity of attacks on schools, students and teachers that has risen steadily in recent years. The essays by experts in a range of fields share the urgent concern that Member States, the United Nations system and our NGO partners in humanitarian assistance must make education a priority in the response to complex emergencies. We need to develop a more coherent, rights-based response to these challenges and press for clearer resolu- tions, legislation, and policies to close this glaring gap in our policies and operations. From my perspective as President of the General Assembly, I am most concerned about the recommendations that affect the policies of our Member States. As pointed out by the Special Rapporteur on the Right to Education, fully 90 percent of the countries where natural disasters and violent conflicts take place have governments that are ͉ xi ͉ ................. 17711$ FRWD 03-04-10 14:09:05 PS PAGE xi xii ͉ Foreword unable to respond adequately to the humanitarian needs of their citi- zens, much less to maintain the safe havens of schools. They need much more assistance. Government disaster-relief policies must integrate education into our humanitarian response and into the broader education framework as well. Education must be considered as important as food, shelter and medical attention. This requires cooperation and partnerships at all levels. I hope we will heed the call for more regional consultations and encourage Member States to explore this option with UN Regional Commissions, perhaps led by or with the participation of education ministers. I have no doubt that such meetings will facilitate the devel- opments of better response and monitoring mechanisms at local, na- tional, and global levels. They can also contribute in significant ways to improve data collection and analysis. We must monitor peace agreements in affected countries to ensure that they too consider the integration and protection of schools and the educational infrastructure. Our planning must keep in mind that the restoration of the education system and poverty reduction must go hand in hand. And always, we need more reliable data on the conditions that are faced before, during and after crisis situations if we are to devise more effective response mechanisms relating to education. As is so often the case, we have been reminded that the legal basis for the protection of the right to education is a part of much of our human rights legislation—from the Universal Declaration of Human Rights to the Convention on the Rights of the Child to the second Millennium Development Goal of universal primary education. But in the face of rising incidents of violence and human disasters cause by natural phenomena, these lofty goals fall victim to a culture of neglect, or even worse, impunity. Our collective failure to stop impunity serves as a license for the perpetrators. I believe that government representatives are increasingly aware of the long-term value of protecting, nurturing, and educating their children in times of terrible trauma in their communities, and many of them are calling on the governments to take on greater responsibili- ties. We must urge all those involved, including UN bodies and agen- cies as well as civil society organizations, to develop clear policies that ................. 17711$ FRWD 03-04-10 14:09:05 PS PAGE xii H.E. Miguel D’Escoto Brockmann PGA ͉ xiii call on State Parties to protect schools and make them safe havens, especially in the most difficult situations. I support the call that States should criminalize attacks on schools as war crimes in accordance with the Rome Statue of the International Criminal Court and prose- cute offenders accordingly. This must be done as a matter of course, routinely and systematically. Our work is ever more urgent. While violent conflicts are more lethal, the increasing frequency of natural disasters affects seven times more people than violent conflicts. This is a trend that we must live with and we should apply all our tenacity and creativity to develop sound responses, ones that are feasible and that work in the worst of conditions. Nearly forty years ago, when I was the director of Orbis Books, the Maryknoll publishing house, I worked closely with Dr. Kevin M. Ca- hill, publishing three of his books, Medicine and Diplomacy,1 Famine,2 and Health and Development.3 I was impressed and inspired by his deep sense of responsibility to communities in dire needs of medical assistance.

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