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Rapid Response Tranche 10mm Rapid response: programming for education needs in emergencies Rapid response International Institute Programming for education for Educational Planning needs in emergencies The book Children are most often vulnerable victims in times of crisis and providing education is one of the most Rapid response effective ways of beginning the process of rebuilding their lives. How this is done has been the subject of much debate Programming for education among UN agencies and international NGOs. Three responses are the most common — school feeding, education kits and child-friendly spaces. But how effective are they? needs in emergencies Are these simply standard responses, and to what extent do they address the needs of children as perceived by the communities they live in? This book seeks to answer such questions. It examines the development and consequences of standardized responses, providing studies from Lebanon, Sudan, Timor-Leste and Uganda. Jonathan Penson From this analysis emerges a clearer picture of the policy choices and Kathryn Tomlinson strategic decisions that need to be addressed. Practical suggestions are made to help provide education for children in times of crisis. The authors Jonathan Penson is a management adviser at the Federal Ministry of Education, Ethiopia. He has worked in Botswana, Nepal, Rwanda and the UK as a teacher, teacher trainer and researcher. He has written on a variety of subjects, from globalization in Nepal in his book Have you eaten rice today? to ethical trading in Coffee, fairtrade and Rwanda. Kathryn Tomlinson is a strategic analyst for the UK Government. She is a social anthropologist by training, and completed her PhD after living with displaced Muslims in southern Russia. Kathryn has worked for the UK's National Foundation for Educational Research, during which time she wrote Education in conflict: research and J. Penson & K. Tomlinson research possibilities. She worked in Aceh, Indonesia, after the tsunami, followed by a number of independent research projects. International Institute for Educational Planning ISBN: 978-92-803-1325-3 Education in emergencies and reconstruction Rapid response Programming for education needs in emergencies Rapid response Programming for education needs in emergencies Jonathan Penson and Kathryn Tomlinson International Institute for Educational Planning The views and opinions expressed in this book are those of the authors and do not necessarily represent the views of UNESCO, IIEP or CfBT Education Trust. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO, IIEP or CfBT Education Trust concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. Published jointly by: International Institute for Educational Planning 7-9 rue Eugène Delacroix, 75116 Paris, France [email protected] www.iiep.unesco.org and CfBT Education Trust 60 Queens Road Reading, RG1 4BS, UK [email protected] www.cfbt.com/evidenceforeducation Cover design: IIEP Cover photo: Jonathan Penson Typesetting: Linéale Production Printed in IIEP’s printshop ISBN: 978-92-803-1325-3 © UNESCO 2009 Acknowledgements Research depends fi rst and foremost on the contributions of the people who are interviewed, and the writers are particularly grateful for the openness and generosity of those who contributed to this work. They were assured of confi dentiality, hence are unnamed in this book, but the thanks due to them is considerable. Without the generous assistance of many people across the globe, research visits at short notice would not have taken place. Again, due to the confi dentiality agreement and the sensitivities of working in confl ict zones, it is unfortunately not possible to thank individually each organization or individual who provided us with such unstinting assistance. We hope it will suffi ce to say that they know who they are, and that they are assured of our gratitude. Save the Children Alliance, United Nations Educational, Scientifi c and Cultural Organization (UNESCO) Sudan, United Nations Children’s Fund (UNICEF), War Child Canada and Holland, and World Vision International are due particular thanks for their commitment to the project beyond the call of duty in facilitating the researchers’ visits and interviews in Lebanon, Sudan, Timor-Leste, and Uganda. Managing a project across two agencies involving independent consultants was never going to be an easy task, yet UNESCO’s International Institute for Educational Planning (IIEP) and CfBT Education Trust rose to the challenge. At IIEP, Christopher Talbot and Carole Rigaud kept a wise and guiding eye on the project, while Lorraine Daniel was always at hand to help with the practicalities. Their colleagues Shérazade Mihoubi, Magali Pons and Daiana Andreoli provided additional support, for which thanks are due. From CfBT Education Trust, Susy Ndaruhutse, Carol Flach, and Laura Brannelly paid close attention to the progress of the research and their support is much appreciated. The researchers are grateful also to the other members of the research partnership for their assistance in developing the topic and making links in the fi eld, and particularly to Lynne Bethke for her careful reading of an earlier draft. 5 Foreword to the series UNESCO is increasingly requested to provide an educational response in emergency and reconstruction settings. The organization is in the process of developing expertise in this fi eld in order to be able to provide prompt and relevant assistance. It will offer guidance, practical tools, and specifi c training for education policy-makers, offi cials, and planners. The fi fth of the eleven objectives adopted by the Dakar World Education Forum in 2000 explicitly focuses on the rights of children in emergencies. The Dakar Framework for Action (World Education Forum, 2000) calls for national Education for All plans to include provision for education in emergency situations. Governments, particularly education ministries, have an important role to play in an area that has often been dominated by the actions of non-governmental organizations (NGOs) and United Nations (UN) agencies. Moreover, the fi eld of educational planning in emergencies and reconstruction is still young. It must be organized into a manageable discipline through further documentation and analysis, while training programmes are being designed. Accumulated institutional memories and knowledge in governments, agencies, and NGOs on education in emergencies are in danger of being lost due both to the dispersion and disappearance of documents, and to high staff turnover in both national and international contexts. Most of the expertise is still in the heads of practitioners and needs to be collected, since memories fade fast. Diverse experiences of educational reconstruction must be more thoroughly documented and analyzed before they disappear. This task includes the publication, in this series, of country-specifi c analyses being conducted on the planning and management of education in emergencies and reconstruction. They concern the efforts currently being made to restore and transform education systems in countries and territories as diverse as Pakistan, Burundi, the Occupied Palestinian Territory, Sudan, Kosovo, Timor-Leste and Rwanda. They have been initiated and sponsored by IIEP, in close collaboration with colleagues in other UNESCO offi ces. 7 Foreword to the series The objectives of the country studies are to: • contribute to the process of developing knowledge in the discipline of education in emergencies and reconstruction; • provide focused input for IIEP training programmes targeting government offi cials and others in education in emergencies and reconstruction; • identify and collect documentation on the management of education in various countries; • capture some of the undocumented memories of practitioners; • analyze the responses in very different situations to educational provision in times of crisis; • increase dissemination of information and analysis on education in emergencies and reconstruction. IIEP’s larger programme on education in emergencies and reconstruction involves not only these country studies, but also a series of global, thematic, policy-related studies. In addition, IIEP has published a Guidebook for planning education in emergencies and reconstruction for ministry of education offi cials and the agencies assisting them, and is developing training materials for a similar audience. Through this programme, IIEP will make a modest but signifi cant contribution to the discipline of education in emergencies and reconstruction. Its hope is to enrich the quality of the planning processes applied in this crucial fi eld. Mark Bray Director, IIEP 8 Foreword by CfBT Education Trust The educational needs of children affected by confl ict, emergencies and social, political and institutional fragility have become an increasing area of attention. The Dakar Framework for Action stresses the importance of meeting “... the needs of education systems affected by confl ict, natural calamities and instability and conduct[ing] educational programmes in ways that promote mutual understanding, peace and tolerance, and that help to prevent violence and confl ict” (World Education Forum, 2000: 9). But achieving the Millennium Development Goals and Education For All targets is being seriously impeded by continuing confl ict and persistent fragility. CfBT Education
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