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MGIEP/2016/PI/H/2
Education and Crisis GdYW]U`FYdcfh: The Syrian refugee crisis in Germany Choosing hope over hate: Prof. Dana Burde on education and peace Digital learning helps children in India escape poverty Living in the shadow of Armenia’s earthquake MGIEP/2016/PI/H/2 DIRECTOR’S MESSAGE
ISSUE 3 . 2016 In this third issue of The Blue Dot, we have chosen to
PUBLISHED BY UNESCO MGIEP focus on the often forgotten aspect of education in the United Nations Educational, Scientific and Cultural Organization | Mahatama Gandhi Institute of context of crises. Education for Peace and Sustainable Development In this issue, we have brought together 35 Ferozshah Road, ICSSR, Building, 1st Floor expert contributors from academia New Delhi 110001, INDIA and the feld—from countries such as THE BLUE DOT features articles showcasing Afghanistan, Nepal and South Sudan— UNESCO MGIEP’s activities and areas of interest. and have dedicated a large section to the The magazine’s overarching theme is the relationship ongoing civil confict in Syria, which will between education, peace, sustainable development soon enter its ffth year. With almost half and global citizenship. THE BLUE DOT’s role is to Education and crisis: of Syria’s population living as refugees or engage with readers on these issues in a fun and as internally displaced persons, an entire interactive manner. The magazine is designed to paving the way towards a address audiences across generations and walks of generation of young people risks losing out life, thereby taking the discourse on education for more peaceful future on stability and a better future. Our Syria peace, sustainable development and global citizenship Section explores how these young people, beyond academia, civil society organizations and with a particular focus on those who have governments, to the actual stakeholders. rom the earthquake in Nepal sought refuge in Germany, are faring and in April 2015, which killed what their hopes are for the future. THE BLUE DOT is published biannually. “Look Again at that dot. thousands and destroyed In other parts of the magazine, we Subscription That’s here. That’s home. That’s us. homes, schools and focus on technology and on how modern infrastructure throughout The Blue Dot is available free of charge. On it, everyone you love, information and communications theF country, to the ongoing confict in technologies (ICTs) can help students To receive all future issues of the THE BLUE DOT, subscribe to [email protected] everyone you know, everyone you ever heard of, Syria, which has displaced millions, crises access a better education. From every human being who ever was, continue to hit many parts of the world. impoverished communities in Calcutta Managing Editor lived out their lives. Especially for young people and children, using Skype to connect with teachers Sigrid Lupieri, UNESCO MGIEP The aggregate of our joy and sufering, crises not only disrupt their daily lives, around the world, to new interactive but also interrupt their education. In these platforms built for young people to Publication Coordinator thousands of confident religions, contexts, disasters and conficts have the discuss global issues, we hope the stories Sadia Tabassum, UNESCO MGIEP ideologies, and economic doctrines, potential to mar the future prospects of and experiences we have collected for Design every hunter and forager, every hero and coward, entire generations of the world’s citizens. our readers will give a new and fresh Firefly Communications every creator and destroyer of civilization, In this third issue of The Blue Dot, we perspective on what it means for education
ISSUE 3 . 2016 1 MGIEP/2016/PI/H/2 FOREWORD
income countries are most vulnerable to with the stability, structure and routine total socio-economic instability of the Even in times of crisis, such situations. According to UNICEF, they need in order to cope with loss, country during this period. Education 36% of the world’s 59.3 million out- fear, stress and violence during and after also served to bridge the gaps between of-school children live in countries crises. In addition, education empowers different ethnic groups. education is a affected by war and violence. It is also children by providing them with the In the wake of any crisis, countries are noteworthy that each year 100 million wisdom necessary to protect themselves left to deal with damaged infrastructure children and young people are affected by by identifying signs of forthcoming and heavily bruised minds. Mending fundamental natural disasters that prevent them from disasters. It was reported that during damaged property or infrastructure is pursuing education. In most countries, the 2004 tsunami that devastated easier than mending bruised minds. the frst choice of location for makeshift parts of South and Southeast Asia It is necessary to handle these sensitive human right refugee camps during disasters or knowledgeable children saved thousands situations extremely carefully so that we situations of war and confict is schools. of lives by recognizing such natural can heal the wounds and scars that are Such a scenario thus deprives the school’s warning signs and advising people of left in the minds of children and young students of their right to education. In the dangers accordingly. Education for adults and to ensure the country’s steady growth. This is of critical importance for the psychological development of Akila Viraj Kariyawasam (MP) children affected by war or any other such Minister of Education, Sri Lanka UNESCO, especially those of MGIEP, disaster. Sri Lanka has the bitter taste of in this regard. Learning to live together both. In the midst of a confict, which was being one of the four pillars of education, running for three decades, the country ducation has been globally we must put a greater emphasis on then had to deal with the overwhelming accepted as a fundamental global citizenship education in order to damage left by the 2004 tsunami. right of all children, which promote sustainable peace by inculcating The devastation of losing one or both should be available without acceptance, tolerance, empathy and parents along with other loved ones left restriction with respect to a culture of sustainable consumption hundreds and thousands of children boundariesE and discriminations. Most in the minds of younger generations. feeling helpless and without hope. It international organizations including These proactive measures will contribute took many years of careful counseling, UNESCO and UNICEF have reiterated this towards the reduction of conficts and 3 million children psychological treatment and, most time and time again. It is the responsibility wars. Natural disasters are on the rise in the Middle East and North Africa are being importantly, inclusive education to bring of relevant governments to ensure the mostly due to un-inhibited human prevented from attending school due to conflict. them back to a world of renewed hope. provision of quality education to all. activities and various malpractices. If we It is necessary to devise special However, in the current context of can instill ideas such as the sustainable methods of education delivery for those increasing incidences of natural disasters utilization of non-renewable resources some instances, schools have become Disaster Risk Reduction has used novel children who have come through crises and armed conficts, innocent children and the respect of nature in the minds unwitting targets of long-range weapon methods including electronic media and because many youth are left with lasting suffer the most and their universal of young children, then there will be strikes leaving many casualties as well as simulation exercises to make them more physical as well as mental trauma. Novel right to education becomes increasingly a tendency towards a reduction in the the destruction of the school’s property. user-friendly and appealing to children. teaching and learning tools coupled with jeopardized. number of natural disasters occurring. A UNICEF report noted that schools and It is also important that educational the use of modern technologies will play Education can be linked to crises Our research and development universities that had been taken over authorities develop more electronic study a pivotal role in educating affected youth in three main stages; that is, in the also require more emphasis on the for military purposes were intentionally materials and establish the necessary in the aftermath of wars and natural prevention of a crisis, during a crisis development of child-friendly teaching targeted for attacks in 70 countries over infrastructure so that even a displaced disasters. Our future investment should be and in post crisis. and learning materials using games and the last few years. It is heart wrenching child can access learning materials from targeted towards innovation, Information War as well as peace begins in the simulations to improve child and public to learn that over 13 million children in wherever they are through different and Communications Technology in minds of people. That is the reason why awareness on these aforementioned the Middle East and North Africa are electronic media. education and disaster preparedness in UNESCO has taken over the mission issues. being prevented from attending school Consecutive governments in Sri Lanka addition to the development of improved of building peace in the minds of both A crisis will always leave its impact due to confict. did their best to ensure children received education quality. I urge all countries to men and women. Prevention is always on education in one way or another. Queen Rania of Jordan in 2013 said uninterrupted education during a 30-year consider these issues in the preparation better than cure. Hence, it is of the Whether in the form of natural disasters that children need education more during confict. This prevented damage to Sri of their mid- and long-term education utmost importance that all countries such as earthquakes, tsunamis, and emergencies. Education can help children Lanka’s human capital although during planning in order to restore the lives try to inculcate the concept of peace and cyclones, or armed conficts, children’s deal better with the ordeals they are faced this time there were several incidences of and the futures of children affected by sustainability in the minds of their youth. right to education is threatened during with in times of hardship. It has been forced recruitment of child soldiers. This disasters by ensuring they continue to As such, we commend the initiatives of emergency situations. Children in low noted that schools can provide children is one of the major factors that prevented have access to education.
2 ISSUE 3 . 2016 ISSUE 3 . 2016 3 MGIEP/2016/PI/H/2 CONTENTS
Photo contest COVER STORY 19 Youth Lens 2016 40 How does crisis affect education? SPECIAL REPORT: SYRIAN REFUGEE CRISIS ǩ(GXFDWLRQDQGFULVLV /HVVRQVIURP/HEDQRQ Sarah Lee from Concern Worldwide Director’s Message 7 discusses the challenges of the Syrian crisis FEATURES 40 1 Education and crisis: paving the way response with a focus on Lebanon. towards a more peaceful future OVERCOMING CRISES THROUGH ǩ(GXFDWLRQLVDKXPDQULJKW By Anantha Kumar Duraiappah, Director, TECHNOLOGY: UNESCO MGIEP AND DIGITAL Stories from Afghanistan UNESCO MGIEP LEARNING 9 Pete Simms shares his perspective on education in crisis situations based on ǩSkype in the classroom: digital learning his experiences in Afghanistan. Foreword helps children in India escape poverty 2 Even in times of crisis, education is a ǩ1HJOHFWHGDVSHFWVGXULQJWKH 28 by Sigrid Lupieri, Public Information Officer, fundamental human right Reconstruction of Education Systems UNESCO MGIEP ACTIVITY BULLETIN By Akila Viraj Kariyawasam (MP), 11 in Post-conflict Contexts: 52 Minister of Education, Sri Lanka Case study of South Sudan ǩ3OD\LQJDWSROLF\PDNLQJ What we’ve been up to at UNESCO MGIEP Michael Lopuke Lotyam, Undersecretary UNESCO MGIEP’s Wealth Generator Game of the Ministry of Education, Science and 32 by Geetika Dang, Programme Analyst, Technology in the Republic of South Sudan, Innovations Team, UNESCO MGIEP on education and crisis. ǩ7KH.QRZOHGJH&RPPRQV $QHZRQOLQH ǩ&KRRVLQJKRSHRYHUKDWH platform to talk about peace and A call to educators everywhere 36 sustainable development 16 Professor Dana Burde discusses the role by Sana Khan, Communications Officer, 3 of education in building peace. UNESCO MGIEP 55 17 Crossword 57 Free as a word : Follow the clues on education and crisis Photo essay 58 Temporary life: Living in the shadow of Armenia’s 1988 earthquake Artist’s corner 68 What does happiness mean to you 9 36 Children from Delhi’s Jamghat School drew us their answers 4 ISSUE 3 . 2016 ISSUE 3 . 2016 5 MGIEP/2016/PI/H/2 OPINION Education LESSONS FROM EXPERT PERSPECTIVES and Crisis: L EBAN O N Education and conflict From Afghanistan to South Sudan, millions of children are out of school due to crises in their home countries. And while international aid provides emergency support, education is often overlooked as an essential need and a basic human right. Renowned experts from diferent backgrounds in education have contributed their opinions on the challenges children in crisis contexts face — and on what can be done better. ne February morning safety in this neighbouring country. in 2014, I found myself The Lebanese government, humanitarian sitting with a group of actors, and host communities have Syrian refugee community made continued efforts to manage the members in one of immense impact the crisis has had on Lebanon’sO hundreds of informal refugee the country’s infrastructure and public settlements. With a noticeable number services including education. With the of school-aged children joining in on crisis entering its ffth year, the delicate Sarah Lee is a Canada-born aid worker our discussion, rather than attending discussion of a longer-term response who has been actively involved in the classes, we talked about education. The continues. There is a risk of an entire development and humanitarian sector community was prioritizing needs such as Syrian generation being left uneducated, for eight years. Sarah has carried latrines, water and livelihoods frst, which which is well understood by stakeholders, out fieldwork in Iraq, India, Liberia, was understandable considering their but planning for the delivery of education Vietnam, Ghana and, most recently, vulnerable living conditions. to the predicted 655,000 school-aged in Lebanon. For the past three years, The children in this community are Syrian children in Lebanon by the end her work has been focused on the Syrian crisis response including part of the 75% of over 500,000 school- of 2015 is not a humble effort. leading the development of a non- aged Syrian refugee children not accessing Even with efforts from the Ministry formal education program for Concern formal education in Lebanon. Since the of Education and Higher Education Worldwide in northern Lebanon. start of the Syrian Civil War in March 2011, (MEHE), international donors and UN almost two million refugees have sought agencies to make formal education ISSUE 3 . 2016 7 MGIEP/2016/PI/H/2 OPINION programmes. Both were designed to provide children with the key skills Concern Worldwide established basic literacy and numeracy Education is a STORIES FROM expected of them to enter into and be (BLN) and homework support programmes. Both were designed successful within Lebanese public schools. AFGHANISTAN to provide children with the key skills expected of them to enter The aim is to support the transition to human right into and be successful within Lebanese public schools. formal education for those children not registered, and improve retention rates for those who were. To mitigate access issues, spaces available through double shift BLN classes are held in temporary learning classes, the overwhelming majority of spaces established within the informal Syrian households are not enrolling their refugee settlements, and homework children in school. Contributing factors support is held within municipality, to low registration rates are numerous, association, and public school buildings. intertwining and complex, including The programme has had a strong impact long gaps in education due to the war, on building children’s core learning the absence of subsidised transportation, competencies, even when facing challenges 58 million household income needs, and highly which include households relocating transient communities. mid-course, unsuccessful negotiations children Recognizing these challenges, national for free land for learning spaces, evictions are missing out on primary and international organizations have of settlements by the local authorities, turned to non-formal education (NFE) as a poor weather conditions and inconsistent school education and up to means to respond to the growing education attendance by students. For the 4,400 two-thirds of them are based needs of Syrian refugee children. However, children, both Syrian and Lebanese, in crisis settings. no two programmes are alike, and who were reached with Concern’s NFE curricula and learning expectations vary programme, the classes provided a window greatly depending on each organization’s of educational opportunity as part of a approach. How the success of NFE closely monitored programme. programmes is measured is still largely NFE programmes have addressed discussed between humanitarian actors; some of the immediate education needs, however without consistency between but they cannot act as the sole means to risis situations inevitably and mitigating their start. The frst reason programmes, standard indicators for support pathways to formal education. require resources to be is the recognition that crises, whether achievement are a challenge to establish. Factors such as consistently shifting prioritised. Scarcity is through natural disaster or confict, are There are also concerns by some that NFE populations, weak social cohesion inescapable, and may even where the most serious challenges exist. is contributing to the lack of formal school between host and refugee communities, be a driver of the crisis itself. Improved monitoring over recent years registrations by offering additional benefts household income priorities, reports ThereC is a hierarchy of human needs with has told us that of the 58 million children that the public schools cannot support, like of corporal punishment, and lack of food, water, shelter, and sanitation at the missing out on primary school education, refreshments or transportation subsidies, confdence by households in actual top. Education has long been considered up to two-thirds of them are based in which draw more interest from households learning outcomes, are external on the secondary tier of services required. crisis settings. A lack of education in than over formal schooling. considerations which cannot be resolved This is understandable – many of the emergency contexts is now the greatest When Concern Worldwide launched by one organization or sector alone. Only Pete Simms is from the United benefts of education are long term, barrier to reaching full primary education. its NFE programme in north Lebanon in after the community referenced above Kingdom and has worked in education indivisible with other infuencers on well- The second reason is the way in which the 2014, it aimed to strike a delicate balance received support in sanitation, was the and development for the last eight being, and frequently assessed through perception of crises has changed. Rather between the need to respond to the growing BLN programme then brought to the site. years. Originally trained as a teacher, economic return, which may not be of than short-term emergencies, the majority Pete has worked in various parts of gaps in children’s education, while trying The opening day of classes saw children up immediate importance in the aftermath of humanitarian contexts around the world Asia and the Middle East, focusing to avoid a long-term dependency on to 14 years old learning to read and write of a humanitarian crisis or in the midst of are now considered to be ‘protracted’, on Iraq and Afghanistan in the last few its services. Field assessments revealed their own names for the frst time in their years. Pete previously specialized in a war zone. with conficts lasting an average of at least noticeable gaps in literacy competencies lives. The children have now taken the literacy and non-formal education However, for two reasons education in a decade. for children in school as well as those skills learned and used them to enrol in a with UNESCO and currently oversees emergencies, meaning in a context where Crises are now more frequent, longer, who were out of school. Concern MEHE accelerated learning programme, the Afghanistan program for Children state provisions are eroded, non-existent, and represent the greatest barrier to therefore established basic literacy and bringing them one step closer to enrolling in Crisis. or not ft for purpose, is now recognised as accessing education. However, there numeracy (BLN) and homework support in formal public schools in Lebanon. fundamental in both responding to crises still remains the issue of outcomes. 8 ISSUE 3 . 2016 ISSUE 3 . 2016 9 MGIEP/2016/PI/H/2 OPINION Considering that these protracted contexts For instance, last year I spoke to a girl The vast majority of funding are inherently unpredictable, the usual called Hiba, who was 14 years old, born in Neglected aspects during returns to education of skilled labour, Daikundi Province but having left there for education in Afghanistan having socially-aware citizens, and a before she could remember. She moved the Reconstruction of has gone to the Ministry knowledge-based economy become with her family, frst to Pakistan and of Education – building a increasingly less likely in such situations. then back to Afghanistan after a lack of system from the top down, A wider, rights-based conception of documentation forced them to do so. Education Systems in C ASE STU D Y OF seeing the children as the education has developed that instead She had moved to three different provinces S O U TH SUDAN looks at education as a form of resilience in the last fve years and is now in Kabul, Post-conflict Contexts end point rather than at the and social justice, a tool for maintaining the capital, in a makeshift house half way start...In the meantime a psychological health, and as a way of up a hillside. generation is missing out on integrating displaced populations. Hiba has had a hard life, and this will their right to education, and Indeed, the argument should be less continue to be the case. She talked about the country is, as a result, about why children in crisis settings should the places where she had lived; the camps receive an education but rather why they near the border, and the rooms and tents losing even more. should not. What is different about these where she had stayed, sometimes for children, already suffering from multiple years. She spoke with a mix of dejection levels of inequality, which means that they and humiliation. We started to talk about are denied access to something we consider school and she suddenly changed. She a human right for those living outside talked about a small town where she had emergency settings? lived for a year (she thinks it was in Khost Afghanistan, where I have worked Province but could not be sure). It was for several years, is very much in the there that she frst went to school. Her midst of a protracted crisis – insecure, teacher was a woman called Mohira. politically fragile, poor, and prone to What she remembered most was having natural disasters. As much as 75% of the a set of colouring pencils for her to draw population has been displaced at least once pictures with. She remembers that she was in their lives, while the limited reach of put in a class with other girls who spoke public services means that most children her language. She made friends, played do not have the chance to go to school. cricket, and sat and chatted around a big tea urn that was never let off the stove. The family moved a year later to fnd Michael Lopuke Lotyam is the work and the next place did not have a Undersecretary of the Ministry of he people of South Sudan between the predominantly Arab and school; neither did the place they moved Education, Science and Technology have been forced into a series Muslim government based in the north to after that. in the Republic of South Sudan. He of emergency situations by and the Christians and animists from is the youngest person ever to serve The vast majority of funding for senseless wars that have a variety of ethnic groups. In justifying as undersecretary in the country. He education in Afghanistan has gone to been promoted by successive this argument, the military government also held the post of State Minister of the Ministry of Education – building a governmentsT of Sudan from the onset of of President General Abbud followed a Education in Eastern Equatoria State system from the top down, seeing the from 2010 – 2014. Sudan’s independence from the Anglo- policy of Arabization and Islamization children as the end point rather than at As a young man who grew up and Egyptian Condominium Rule. According in the south of the country, focusing on the start. Almost nothing has gone to the received an education in the war-torn to Douglas H. Johnson, Sudan was the frst education. The missionary schools were humanitarian sector. In the meantime Sudan, Lopuke believes that education African territory administered by Britain transferred over to government control a generation is missing out on their right cannot wait for the war to end. Currently, to be granted independence after World and the Arabic language was progressively as a senior technocrat in the education to education, and the country is, as a result, War II with Sudan’s civil war also being introduced as the medium of instruction, sector, Lopuke is confronted with the losing even more. the frst in post-colonial Africa having while the activities of the Christian demands of delivering education to Hiba is now in one of our adult literacy children in the war-torn region of the started a few months before independence missionaries were placed under restriction classes. We opened a centre soon after we country. Together with other senior on 1 January, 1956. until all in the south were expelled in 1964. met. Now 15, she is pregnant with her frst government officials, he has managed Sudan’s civil war is complex and it is For economists, it was a war between the child. When I saw her recently she asked to mobilize resources for the education diffcult to single out a specifc cause of impoverished herdsmen and civilians of me when we would be starting classes for of all children in South Sudan. why it started. The confict has been drawn the south and the north who were being children at the centre. primarily along religious and ethnic lines made wealthy from oil proft. 10 ISSUE 3 . 2016 ISSUE 3 . 2016 11 MGIEP/2016/PI/H/2 OPINION OPINION Education in South Sudan has survived Impact of the current have been closed; about 10,000 children limited services. In Equatoria States, for through several major periods of neglect have been recruited into armed forces and instance, schools in Juba, Yei, Kajokeji, Conflict has a devastating and confict: a) Anglo-Egyptian rule 1898 conflict on education groups since January 2014; more than Nimule, Yambio among others are – 1955; b) Post-independence Sudan 1956 in South Sudan impact on education, both 90 schools in the country are occupied overwhelmed with the infux of learners – 1972; c) Inter-wars period 1972 – 1982 in terms of the sufering by fghting forces while over 800,000 feeing confict-affected areas. Although On 15th December 2013, violence broke d) The Sudan People’s Liberation and psychological impact children have been internally displaced. article 1 of the Convention against out in the South Sudan capital city of Juba Movement 1983 – 2005; e) CPA Interim on pupils, teachers, and Eleven containers full of primary school Discrimination in Education (CADE) as a result of political misunderstanding Period and Post-Independence South textbooks which were part of 9.4 million expresses the fundamental principles within the leadership of the ruling party, communities, and in the Sudan 2005 – 2015. However, in this primary schools textbooks and readers of non-discrimination and equality of paper, we will briefy examine the SPLM. The violence quickly spread to degradation of the education printed by the Ministry of Education, educational opportunities enshrined in reconstruction efforts made in the Jonglei, Upper Nile and Unity States. system and its infrastructure. Science and Technology (MOEST) UNESCO’s Constitution, Mangateen IDPs post-confict periods and also examine With the vicious circle of violence that with the support of the Department for camp in Juba remains a typical example the impact of the current confict on the pitched the SPLA-IO led by former Vice International Development (DFID) were of discrimination among humanitarian education system. President Dr. Riek Machar Teny and the set on fre in Malakal town in November actors. The camp accommodates over national army SPLA under the leadership 2014 while other learning and teaching 3,500 children of school-age and despite of H.E Gen. Salva Kiir Mayardit, three materials fell into the hands of warring this it has never attracted the attention The Education Rehabilitation Project received USD 45.4 main towns of Bor, Malakal and Bentiu parties and were misused. Thousands of humanitarian actors. UNICEF and other million which was used during the six-year interim period to became battlegrounds as opposing forces have fed to the neighbouring countries of humanitarian actors have continued to build 52 primary schools and 33 training rooms and dorms continued to claim control. Sudan, Ethiopia, Kenya and Uganda. Those behave like tourists who come and take The confict continues to affect the lives in multipurpose education centers. who could not cross the borders ended up pictures of children playing around in of millions of people. According to South as Internally Displaced Persons (IDPs) in and around the overcrowded camp near Sudan UN-OCHA 2015 Humanitarian camps mainly in Lakes, Central Equatoria, the military headquarter; an act of neglect Twenty-one years of civil war in Sudan Response Plan, tens of thousands have Western Equatoria and Eastern Equatoria and discrimination in the sphere of came to an end on 9th January, 2005 been killed or injured while many others States. Others who could not move at humanitarian intervention in South Sudan. with the signing of the Comprehensive have lost their homes and livelihoods. all in the embattled towns of Malakal, Other host states like Western and Eastern Peace Agreement (CPA) in Nairobi, Kenya Since the beginning of the current crisis, Bentiu and Bor ended up in Protection Equatoria that host a large number of IDPs between the Government of Sudan and the some 1.9 million people have been of Civilians sites under the protection are neglected and preferences are made Sudanese People’s Liberation Movement displaced from their homes; 1.4 million of the United Nations Mission in South towards the areas where tensions continue (SPLM). Among the six protocols of the of which are still inside the country while Sudan (UNMISS). to grow. agreement, Protocols on Wealth Sharing the rest are now refugees in neighboring While much of the attention tends to be provided the strategies for sharing the countries. The confict also affects the directed to the embattled states of Greater 244,600 refugees currently inside South existing national resources, mobilization of Upper Nile, little is afforded to IDPs’ host The Role of external resources and the implementation Sudan as over 100,000 have sought refuge states within the current confict. The of the reconstruction programs. from attacks in Protection of Civilians infux of people into relatively peaceful Educational Actors Two trust funds were established in 2005 (PoC) sites inside UN bases. states has created pressure on the already in response to the as part of the CPA Protocol on Wealth Sharing: In the three affected states of Greater the Multi-Donor Trust Fund-National and Upper Nile, for example, Primary Leaving Crisis in South Sudan the Multi-Donor Trust Fund for Southern Examinations (PLE), which were due Confict has a devastating impact on Sudan. The total funds received for MDFT- to be conducted in the second week of education, both in terms of the suffering SS was USD 728 million, which then went December, 2013 have not taken place to and psychological impact on pupils, to 21 projects in fve Strategic Priority this date in Upper Nile and Unity States. teachers, and communities, and in the areas. The Education Rehabilitation Project Jonglei State managed to conduct PLE degradation of the education system received USD 45.4 million which was used where 60% of the registered candidates and its infrastructure. Yet research also during the six-year interim period to build were able to sit these. In February this demonstrates that schools and education 52 primary schools and 33 training rooms year, 89 boys who were due to sit PLE systems are surprisingly resilient, and that and dorms in multipurpose education were abducted in Upper Nile Wau Shilluk the disruption caused by confict offers centers. No money, however, was used – a small town north of Malakal - by opportunities as well as challenges for to improve the levels of Early Childhood militia forces. social reconstruction. Development Education, Technical and Since the current crisis began in Education in crisis affected areas has Vocational Education and Training and December 2013, 1,188 schools in the three attracted little attention from donors and secondary school education in South Sudan. most affected states in Greater Upper Nile humanitarian actors alike in the event 12 ISSUE 3 . 2016 ISSUE 3 . 2016 13 MGIEP/2016/PI/H/2 OPINION OPINION of humanitarian emergency responses Plan to address the situation. Prior to sovereignty of the Republic of South Sudan. until, that is, the ground-breaking report the eruption of the confict, MOEST was There is a risk that this trend can develop Education ofers published by Susan Nicolei and Carl in its frst year of implementation of the into a culture of dependency on external practical skills. A teacher Triplehorn was released in 2003. Earlier, School Capitation Grants, Girls’ Education actors and create a negative impression in Malakal explained that education was placed as part of a long-term South Sudan (GESS) challenge funds. amongst the population towards the having schools gives them intervention that did not correspond well The government in the 2014/15 fscal government. At the same time they also “the opportunity to teach with immediate humanitarian needs. This year allocated the equivalent of USD 20.3 do not plan for the sustainability of the understanding tends to ignore the fact that children how to respond million and again a similar amount for programme beyond the donor-funding education is not about preparing young 2015/16. The Department for International period. While much current international to threats of illness, fire people for future challenges. According Development committed GBP 6.5 million operating. UNICEF and a large number interventions seem to focus on the three or gunfire. A number of to Susan Nicolei education provides safe for a period of 5.5 years beginning from of NGOs in the EiE Cluster have provided affected states of Upper Nile, Unity and parents and children also spaces during crises, is life-saving and April, 2013 to September 2018. Last year, schooling in PoC camps and temporary Jonglei, often little attention is given to the noted that educated families provides vital psychosocial support, which 2,718 primary and 204 secondary schools shelters under the ‘Back to Learning’ relatively calm and peaceful states, which often made better decisions is crucial to the longer-term development received capitation grants for the frst time; initiative funded mainly bilaterally with also have similar dire needs with regards of children, youth and communities. while 25,438 received cash transfers each some limited support from the Common education, water and sanitation, health about where to seek shelter It is also signifcant to the success of being the equivalent of GBP 28. Humanitarian Fund. among others. The international response when fighting breaks out. interventions in other sectors, such as water appears to demonstrate that where there Crucially, education allows and health. Education is vital for the peace is smoke, killing and destruction, only to communities to prepare and and stability of countries (INEE, 2010) and The approach of the Establishment of these areas do such actors go, thus ignoring is often identifed as a high priority sector Reaching out to areas of stability and relative peace. For plan for the future, to hope international community by affected communities themselves (Save children in opposition- parallel systems and example, Greater Pibor Administrative and to envisage rebuilding in crisis afected situations the Children and NRC, 2014). controlled areas neglect of relatively Area has become a new attraction point their lives. This is vital if needs to focus on long- In a research paper carried out by calm areas and hub for humanitarian agencies development gains are to be Save the Children International with a and refugee camps term issues such as the following the conclusion of a 3-year sustained. consortium of international organizations in neighbouring professional development With the emergence of another confict in the area when the Government in South Sudan, it was established that: humanitarian intervention in South Sudan, countries of teachers and the of the Republic of South Sudan signed a “Education offers practical skills. A however, humanitarian actors sometimes peace deal with the Murle tribesmen under teacher in Malakal explained that having On 6th – 8th February 2014, MOEST construction of learning appear to be returning to old ways as seen the command of David Yau Yau SSD/A- schools gives them the opportunity to convened an emergency meeting attended space, and focus on equitable during the 16 years of Operation Lifeline Cobra Faction of Jonglei State on 9th May, teach children how to respond to threats of by the state ministers of education and accessibility of humanitarian Sudan (OLS). OLS was a humanitarian 2014 in Addis Ababa. Such approaches illness, fre or gunfre. A number of parents development partners to determine benefits to all citizens. intervention led by the United Nations. can serve to encourage and justify the and children also noted that educated the direction in which education actors It was the frst humanitarian programme initiation of armed conficts in the region, families often made better decisions should follow during this time of crisis. that sought to assist IDPs and war-affected which suggest that the only way the needs about where to seek shelter when fghting The meeting resolved that “education civilians during the on-going confict with of a community can be heard by both breaks out. Crucially, education allows cannot wait for the war to end”; that the a sovereign country, as opposed to refugees government and international community communities to prepare and plan for the current confict has nothing to do with beyond its border. It created an equivocal is by taking arms against the system. future, to hope and to envisage rebuilding the common vision of the people of South and temporary ceding of sovereignty their lives. This is vital if development Sudan and hence access to education to the UN of parts of South Sudan that education cannot gains are to be sustained.” should not be restricted with regard to any were outside government control. The wait for the war to end Schools in crisis affected areas act as kind geopolitical control. Today, education ceding of sovereignty in areas outside Conclusion a zone of peace in South Sudan, a shelter partners are operating from the capital government control created a tendency Despite the challenges that South Sudan for children who are separated from their city of Juba and reaching out to children for humanitarian actors to undermine the has gone through in the last 60 years, “ parents, a rallying point for the provision in need in the entire Greater Upper Nile responsibility, leadership and ownership education has become a means through of curative and preventive health services, region in all the areas under the control of local and national authorities. Even with which people fnd hope in their lives. The a place for psychosocial support for of the government or opposition. For the establishment of the Government of approach of the international community traumatised children, and as a secure place example, the Girls Education South Sudan South Sudan following the Comprehensive in crisis affected situations needs to to live as warring parties can act humanely programme funded by DFID is supporting Peace Agreement (CPA) in 2005 and the focus on long-term issues such as the towards school facilities. schools and girls in both government subsequent declaration of independence in professional development of teachers The Ministry of Education, Science and and opposition-held areas of Unity and July, 2011, some international community and the construction of learning space, Technology (MOEST) with the support of Jonglei States, and in a few areas of Upper actors were often viewed by the South and focus on equitable accessibility of 25 active partners formed a Crisis Response Nile, regardless of which schools are still Sudan government as undermining the humanitarian benefts to all citizens. 14 ISSUE 3 . 2016 ISSUE 3 . 2016 15 MGIEP/2016/PI/H/2 OPINION A CALL TO EDUCATORS EVERYWHERE Dana Burde is Associate Professor that education is not a priority among and Director of International Education crisis-affected populations. Indeed, desire DW1HZ 16 ISSUE 3 . 2016 ISSUE 3 . 2016 17 MGIEP/2016/PI/H/2 OPINION sensitive since outsiders as well as insiders seek to infuence and often manipulate them. History shows some suspicions were well-founded. For example, during the Soviet invasion THE BLUE DOT of Afghanistan in the 1980s, the US government—to their chagrin today— PHOTO funded the design and publication of CONTEST textbooks called the Alphabet of Jihad Literacy. These books exhorted Muslim children to fght the Soviets, referring to it as their religious duty. All of these tensions raise urgent research questions. Today, educators and policymakers want to understand the links between negative classroom practices and Above Syrian refugee children attend a poor or biased textbooks and behavioral make-shift school built by UNHCR. A large raising questions about how safe schools outcomes, to ensure that violent extremism MCIH<@9BG2016 number of Syrian refugee children are not in really are, and by the rise of extremist school, despite efforts by governments and UN is not promoted but rather diffused. agencies. violence, often perpetrated by educated Yet despite these urgent research How does crisis young men. However, the large majority needs and calls to strengthen the of educated young men do not turn to evidence on which program decisions are terrorism. Rather, terrorist organizations affect education? based, rigorous research on education likely recruit among the educated. interventions and related topics remains Finally, and perhaps most pressing, s many as 69 million jeopardy. These circumstances include scarce and diffuse, which makes it the Syrian crisis has underscored the children are missing out violent confict, persistent poverty, diffcult for practitioners to fnd and fact that the vast majority of refugees in *-a]``]cb on the basic human right social exclusion, gender inequality apply up-to-date information in the the world in 2015 come from Muslim- to an education. Many of and natural disasters. Children living feld and diffcult for scholars to build a majority countries. The plight of Muslim W\]`XfYb these children are out of in these situations lose out on crucial refugees coinciding with the amplifcation body of knowledge and theory. Research schoolA because they live in a part of the years of learning and often experience are missing out on on questions of critical importance to of religious claims of violent extremists the basic human right world that is affected by crises—including psychological scars from witnessing or practitioners working in crisis-affected extreme poverty, conficts and natural experiencing violence, destruction and has produced counterproductive anti- to get an education Muslim rhetoric and a virulent reaction contexts, such as those related to access, disasters. Considering the recent violent other hardships. in much of the Western world against funding, protection and quality, as well as events taking place around the world, the Choosing the top three winners was refugees as a whole. In education, this research that illuminates the relationship time to put education frst is as crucial as not an easy task as many of the images perceived ideological battle manifests between education and confict, is ever. At UNESCO MGIEP, we have decided displayed amazing creativity, talent, itself in struggles over content and quality especially limited. to launch a photo contest to give young and enthusiasm - which made the judging of textbooks in foreign aid-supported In practice, the urgent requests for photographers a platform to show how extremely challenging! So we decided to schools. access to education from some of the education, and hence the lives of children showcase other images as well to give Although parents throughout the world most marginalized, remote, and confict- in crisis-stricken parts of the world, is a broader picture as to how the meaning are suspicious of outsiders who suggest affected communities in the world, should affected by crisis. of crisis varies in different parts of the what their children should be taught, convince remaining skeptics that education We received almost a hundred world. The images were evaluated after refugee populations may be particularly is a real priority even in conditions of photographs from participants between rounds of thorough discussions where war or humanitarian emergency. People the ages of 18 and 34 from 17 countries three criteria were taken into consideration in these communities may be occupied across the world, including from — 1) relevance 2) visual appeal and Today, educators and policymakers want to understand with immediate survival, but that does Afghanistan, Germany, Indonesia, 3) original perspective on the theme. not preclude them from looking toward a Tanzania and , Turkey to name a few. Congratulations to the winners and a the links between negative classroom practices and poor Sadia Tabassum better day and a better future with equal The photographs we received capture huge shout-out to all the participants for or biased textbooks and behavioral outcomes, in order that Communications Consultant, urgency. Such a view toward the future is UNESCO MGIEP a broad range of circumstances in which capturing their thoughts so creatively. violent extremism is not promoted but rather difused. otherwise known as hope, and children’s children’s access to education is in Enjoy! education is an embodiment of hope. 18 ISSUE 3 . 2016 MGIEP/2016/PI/H/2 PHOTO CONTEST PHOTO CONTEST ST 1 In Nepal, lack of education is PRIZE a result of many factors – political instability, poverty, lack of awareness, and most recently the earthquake which has had a great impact on everything including the education system. Most people here are not able to read or write because there are not enough schools in the country, and \UfX`mUbm `YUfb]b[UbX hYUW\]b[cWWifg ]bfifU`diV`]W gW\cc`g" “This image is a clear reflection of how poverty is crushing the dreams of millions of children in Nepal. The photo shows a girl wearing a school skirt uniform and represents the economic instability and living conditions of schoolchildren in the country.” RISHAV ADHIKARI AGE: 21, NEPAL FIRST PRIZE Rishav Adhikari is a photography enthusiast and a traveller. He is currently pursuing a Bachelor’s in Computer Science from Pokhara Engineering College, Nepal. He also works as a photographer at Cityof7lakes.com and as an IT Consultant at Hotel Day Break. 20 ISSUE 3 . 2016 ISSUE 3 . 2016 21 MGIEP/2016/PI/H/2 PHOTO CONTEST PHOTO CONTEST 2ND 3RD PRIZE PRIZE BRIAN OTIENO, AGE: 23, KENYA HAROON JANJUA, AGE: 27, PAKISTAN “7-year-old James Omondi sits alone in a Standard 2 classroom at the Olympic SECOND PRIZE THIRD PRIZE Primary School in Kibera, studying all he can while his schoolmates play outside. This comes at a time when the education “These girls belong to a Bakarwal Brian Otieno is a 22-year-old undergraduate student of journalism at the Haroon Janjua is a freelance journalist in Islamabad, Pakistan. He has won several system in Kenya was undergoing an community in Pakistan. People of this absolute crisis and teachers were on Multimedia University of Kenya. He is a freelance photojournalist in Kibera and awards for his work such as the 2015 UNCA Award, 2015 Global Media Awards from community have lived a nomadic life strike asking for a pay raise in early is passionate about meeting new people, telling their stories and raising awareness The Population Institute, Washington DC, and the 2015 IE Business School Prize for for generations and are subject to September 2015. The government later about different issues. best journalistic work on Latin America’s Economy in Asia. He can be reached on marginalisation. Due to lack of relevant gave a nationwide directive to close all Twitter @JanjuaHaroon. educational opportunities they remain public schools indefinitely because the largely illiterate and at an economic strike was intensifying beyond its control.” disadvantage.” 22 ISSUE 3 . 2016 ISSUE 3 . 2016 23 MGIEP/2016/PI/H/2 PHOTO CONTEST RUNNERS-UP ISLEM ABCIR, AGE: 23, ALGERIA “This photo was shot in Ghardaïa, Southern Algiers. These kids live in a neighbourhood that is well known for poverty and segregation. What makes the image special is the happiness you can see on the faces of these children who don’t understand the gravity of how lack of educational opportunities can affect their future. They are enjoying their lives irrespective of the odds.” SUPRIYA BISWAS, AGE: 34, INDIA “These people lost their legs in the Bhuj SOURAV KARMAKAR, AGE: 34, INDIA earthquake on January 26, 2001. A rural teacher is giving them basic education so “This is a very common scene in Kolkata they can live independently.” during the monsoon season. These kids are on their way back home from school. As you can see, there isn’t enough space for kids to sit properly and their safety is also a concern here as these rickshaws are not always in good shape. Their wheels break down very often in this season because of uneven roads and water logging.” 24 ISSUE 3 . 2016 ISSUE 3 . 2016 25 MGIEP/2016/PI/H/2 PHOTO CONTEST FEATU RE ARTICLE ABDUL GHAFFAR RABIU, AGE: 28, NIGERIA “10-year-old Aminu and his 3-year-old sister Amina live in an Internally Displaced Persons (IDPs) camp in Durumi, Nigeria. Like many other children, they are out of school due to the activities of the Boko Haram terrorist group.” Photo credit: Sigrid Lupieri/UNESCO MGIEP Overcoming crises through technology: UNESCO MGIEP and digital learning At UNESCO MGIEP, we believe that technology and digital tools both play fundamental roles in teaching and learning. As a result, all of our programs integrate Information and MATEJA JEREMIĆ, AGE: 19, SERBIA Communications Technologies (ICT) into most of their activities. From the Knowledge “This shows the real picture of our society. They Commons, which provides a virtual platform for young people and experts from different take away creativity and individualism and leave backgrounds to voice their opinions, to the Wealth Generation Game, which allows no space for real learning to happen. You learn players to experiment with policy decisions affecting the economy and the environment, something that you are not interested in...and what happen to things you don’t need? You throw them our activities refect our belief that future generations will increasingly rely on these tools away, just like these books.” to understand and interact with the world in which they will live. 26 ISSUE 3 . 2016 ISSUE 3 . 2016 27 MGIEP/2016/PI/H/2 FEATU RE ARTICLE Digital learning Skype helps children in India escape in the classroom poverty Photo credit: Sigrid Lupieri/UNESCO MGIEP credit: Photo Photo credit: Sigrid Lupieri/UNESCO MGIEP t’s an early July morning in onto benches and on the foor, working Tikiapara, one of Calcutta’s in teams to create a slideshow on the poorest neighborhoods—one origins of coal. For many of the school’s Sigrid Lupieri with an unenviable reputation for 1,500 students, most of whom are sons Public Information Officer, UNESCO MGIEP drugs, crime and high illiteracy and daughters of daily laborers, rickshaw rates.I But at the Samaritan Help Mission pullers and migrant workers, this is their School, in the heart of the slum, the frst experience of using a computer. voices of children chanting the national “Technology is a very big, cheap anthem waft through the humid and attractive tool,” says Mamoon Monsoon air. Then, the bell rings and Akhbar, the school’s principal and hundreds of students in crisp blue founder, sitting in his cramped offce uniforms pull out their notebooks plastered with children’s drawings and Technology is a very and begin their unusual lesson plan. motivational quotes. After dropping out big, cheap and attractive In one of the Spartan classrooms of seventh grade because he could not tool...Technology attracts with wooden benches and peeling paint, afford school fees, Akhbar managed children to come to school, the teacher switches on a projector to complete his education and began “ and begins a Power Point presentation teaching children in his home in keeps them interested and on English grammar. In another 1999. Today, he oversees two schools retains children in school. classroom, ninth graders listen to a which offer classes in English and use Mamoon Akhbar, principal and founder, teacher explaining algebra equations on technology to reach a total of 2,500 Samaritan Help Mission School a video conference call. In the school’s children in some of Calcutta’s poorest only computer room, students squeeze communities. 28 ISSUE 3 . 2016 Photo credit: Sigrid Lupieri/UNESCO MGIEP ISSUE 3 . 2016 29 MGIEP/2016/PI/H/2 FEATU RE ARTICLE FEATU RE ARTICLE As part of a growing trend, affordable Help Mission is not just a school,” Akhbar basic concepts and were able to teach their technology is helping children in says. “It is a movement.” peers how to play games. impoverished or remote locations to access Across the city, in Calcutta’s Salt Lake “This proves that, irrespective of an education they would otherwise have to City neighborhood, young members of location, culture, or ethnic background, forego. With a youth population expected to a non-proft called Prayasam have been children are the same,” says Purnendu be the largest in the world by 2020 and youth using flmography and smartphone Hota, the project manager at Hole- illiteracy rates hovering above 10 percent, apps to bring about change in their slum in-the-Wall. “What drives them is the digital learning may help develop the skills communities. More than 1,000 children curiosity to know.” With more than 300 that many students need to compete on the and young adults are now either leaders computer stations around the world, the job market. In particular, the use of ICTs in or members of the organization. Survey organization has been tracking its users’ classrooms can extend student participation apps on their phones have allowed them progress. According to Hota, children using from poor or marginalized communities, to map their communities and ask local the computers perform better in school, decrease drop-out rates, and provide access governments to provide access to safe are more internet savvy and are overall to experts around the world at any time. drinking water. more confdent. Furthermore, children “Technology attracts children to Their short flms on the importance sharing the computers learn the value of come to school, keeps them interested of vaccinations and mosquito nets collaboration and of teaching their peers. and retains children in school,” Akhbar have helped reduce the incidence of On a weekday afternoon, the yellow says about reduced drop-out rates and malaria by 50 percent and have received computers in Chanakyapuri are in full use. higher levels of student engagement in international acclaim at flm festivals. Small groups of children crowd around his classrooms. In addition to providing Under the watchful eye of the the screens and cheer each other on. Skype lessons with teachers from around organization’s founder, Amlan Ganguly, Nine-year-old Ankush is absorbed in a India and the United Kingdom, the school the children and young people take classes game of intergalactic warfare which also helps students and their families to open on gender equality, flm-making and teaches basic principles of math. When their own bank accounts. While banks leadership skills. All members have to eight years ago, Salim says he has changed asked whether he had ever seen a computer usually avoid opening branches in slum attend school and must give back to their before, Ankush looks up from the screen communities, online banking and a new communities by teaching what they learn considerably and has gained the trust Photo credit: Sigrid Lupieri/UNESCO MGIEP long enough to shake his head. He types in smart card system allows everyone to to their peers. “Most people say we have of his family members and friends. the answer to a subtraction and a spaceship manage their savings. “The Samaritan nothing,” says 17-year-old Salim Shekh, “I am responsible and I think about my community,” he says. fickers and falls off the screen. According 3KRWRFUHGLW 6DSWDUVKL5D\35$<$6$0 a project associate at Prayasam and a to Subhash Swraup, who runs a small store flm-maker. “But that is not true, we have Across the country in the capital, selling chicken and snacks next to the resources.” Since joining the organization New Delhi, children living in city slums are also gaining access to computers and computers, more than 100 children show educational games. In a community in up in batches every day to play with the Chanakyapuri, where ramshackle houses computers. “The parents in the community hug high, barbed-wire embassy walls and are happy because the children are learning where women line up in the summer heat something new,” he says. to collect water from a truck, children However, for Akhbar, Ganguly and crowd around two unusual-looking ATMs. Hota, who are using modern technology Painted a bright, cheerful yellow, the to help children access a better education, ...computer literacy and machines are sturdy computers built to computer literacy and educational games are more than just teaching tools. Children educational games are weather any climate and heavy usage. What had started out as a social who are technologically empowered, more than just teaching experiment in 1999 is now an international say the determined trio, gain a different tools. Children who project called Hole-In-The-Wall, which perspective on life and a new vision for the are technologically sets up computer screens in poor or future. “Often children think, ‘This is my empowered, ...gain a remote locations to allow children to teach fate, so why try?’ They become fatalists and diferent perspective on themselves to use technology as a tool for don’t aspire,” Ganguly says. But computers and modern communications can open a life and a new vision for learning. After setting up a computer in a slum, the founders of the organization window to the world for many children. the future. realized that children who had never been “The eradication of poverty starts from the 3KRWRFUHGLW 6DSWDUVKL5D\35$<$6$0 exposed to computers quickly grasped the mind,” he adds. 30 ISSUE 3 . 2016 ISSUE 3 . 2016 31 MGIEP/2016/PI/H/2 FEATU RE ARTICLE The earthquake that shook Haiti destroyed or damaged some 4,000 schools. In the Playing at immediate aftermath of policy making: the earthquake, temporary learning spaces were set up in large tents with water and UNESCO sanitation facilities adapted to children’s needs. These MGIEP’s temporary tents were then over the next few years transformed into semi- Wealth permanent structures. a strained country, over an extended Generator planning period, tries to cope with a disaster that has hit its economy and its Game These temporary tents were then over the people by maximizing economic growth — next few years transformed into semi- often measured in terms of Gross Domestic permanent structures. Product (GDP). Some would argue that education is However, one of its shortcomings acertained as not an essential service and is that the GDP often classifes non- takes a back seat in the advent of such infrastructure related investments in a disaster. However, by stripping away education as expenditures. For example, the child’s access to education over an building a school is considered an extended period of time we systematically investment. However, directing resources reduce the economic opportunities of towards teacher training is considered an that child; and in doing so, indirectly, expenditure. If we are to truly recover from and somewhat ironically, decrease the disasters, it is essential that we take a more economic potentiality of the country. But comprehensive approach by adopting more more importantly, studies strongly suggest holistic indicators that show us the bigger ver wondered how are then moved to temporary structures that a school’s daily routine provides picture. A prerequisite for such an indicator Geetika Dang policymakers cope with which in many cases end up becoming stability and comfort in unstable times, to be effective is for it to adequately capture Programme Analyst, Innovations catastrophic disasters? permanent or semi-permanent over time. which are essential for a child’s mental the investments made in the productive Team, UNESCO MGIEP Disasters can be man- In areas of confict, schools are one of the health and cognitive development. base—the sum total of a country’s natural, made or natural, though frst structures converted into safe havens So, when a country is affected by crisis, human and manufactured capital. someE argue that almost all disasters are, for feeing civilians. These structures also why do policymakers repeatedly fail to The Inclusive Wealth Index (IWI) to some degree, the result of the former. over time become permanent shelters for ensure that education is and remains a developed by Nobel Laureate Kenneth A few would reason that we are, at this the homeless. priority? One school of thought is that Arrow and the Blue Planet Laureate Sir moment in time, and as a species and A number of countries affected Partha Dasgupta proposes accounting for as a civilization, systematically working by natural disasters or conficts have such a productive base. The key advantage towards one of the most devastating experienced the above narrative. The ... when a country is afected of capturing the productive base of an disasters of all times—global warming. earthquake that shook Haiti destroyed by crisis, why do policymakers economy is that it makes sustainable What cannot be denied, however, or damaged some 4,000 schools. In the repeatedly fail to ensure that development quantifable and measurable. are the social and economic impacts of immediate aftermath of the earthquake, education is and remains a The indicator moves away from the tenous any such disaster on education. When temporary learning spaces were set up and always much debated discussion school infrastructure is destroyed due to a in large tents with water and sanitation priority? on what really constututes human well- calamity, it is often noted that the schools facilities adapted to children’s needs. being and focuses on the assets that a 32 ISSUE 3 . 2016 ISSUE 3 . 2016 33 MGIEP/2016/PI/H/2 FEATU RE ARTICLE society needs to maintain or improve its of many” and Remission that helps well-being over time. Such an approach young cancer patients with maintaining The goal of the game is to balance “Economic Growth” would treat funding for teacher training, dialogue have all shown that the purview of which increases the productive base, as an impactful games that result in learning has with “Sustainability”. The mechanics of the game have been investment rather than an expenditure. both matured and magnifed. woven around both the science behind the GDP calculation This was clearly shown in the Inclusive To this end, we have developed a digital as well as the calculation of the IWI. Wealth Report of 2014 which was produced simulation game, the Wealth Generator, by UNESCO MGIEP and other partners. which captures the essential elements of The next logical argument is one that an economy using the Inclusive Wealth periods of fve years each and spanning Thirdly, the player is able to navigate supports the dissemination of the IWI Index, and have used it as a learning and across two generations. The engagement in through times of disaster using a number through the education system. We at entertainment tool to play policy scenarios the game is enhanced with inbuilt features of combinations of investment decisions, UNESCO MGIEP believe that students and observe potential outcomes. such as natural calamities, including and thus learns about the impact of should be taught to think critically and to The wealth generator simulation earthquakes and tsunamis, and how different policy instruments over the challenge existing paradigms. There is a game starts from a randomized state resource mobilization and capital stocks health of the economy as well as the growing body of literature that supports of biodiversity with the player having a are hit in such times. The game also has environment — imbibing the effcacy the effcacy of video gaming in ensuring range of natural resources such as oil, event-based shocks like fash foods of different investment approaches. experiential and transformative learning. forests, minerals and fsheries. The player and oil spills that occur based upon This game, we believe, has come around Games such as iCivics that teaches civics, then assumes the role of a policymaker the previous actions of the player. at the right time when the UN has agreed FoldIt that effectively exploits the “power and is asked to make various investment Additionally, keeping the game on the post-2015 agenda and has fnalized decisions on human capital, renewable close to real life mechanics, the “Sustainable Development Goals”, natural capital and manufactured capital it has an inbuilt feature of recognizing sustainable economic and while ensuring that the player’s overall carbon emissions that, again, social practices as the need of the hour. ...we have developed a digital simulation game, the Wealth wellbeing is maintained or increased pans out based on the policy decisions This game is targeted at the moment as a Generator, which captures the essential elements of an across generations. The goal of the game of the player. fun game for students at the undergraduate economy using the inclusive wealth index, and have used it is to balance “Economic Growth” with Viewing the impact of policy decisions level. A more comprehensive teaching as a learning tool in order to run policy exercises and observe “Sustainability”. The mechanics of the game that potentially increase or decrease game on the IWI using the full 140 country potential outcomes... This game is targeted at undergraduate have been woven around both the science overall wellbeing, not only for the current database of the IWR is being presently generation but also for future generations, built. This game will ideally be used as and postgraduate students studying economics, who will behind GDP and IWI calculation. Players are able to see the impact of results in three strong outcomes. Firstly, a classroom teaching tool for students assume the roles of policymakers in the near future. their policy decisions over a 60-year the pedagogy being intuitive, visual taking classess in sustainable development period, which is divided over 12 planning and fun ensures that policymakers and and sustainbaility science. With all this in students, who don’t have exposure to mind, we can only hope for a future that economics as such, are able to understand blossoms around sustainable economic the IWI. Secondly, the player is able to policies that are based upon holistic relate to the nature of the impact certain indicators that truly measure the wellbeing policy decisions have in the long run. of a nation-state and the world at large. MGIEP/2016/PI/H/2 FEATU RE ARTICLE To harness the potential of technology and to bring young people together to talk about issues regarding education, peace, sustainable development, global citizenship and what these things mean to them in everyday life, UNESCO MGIEP has developed a new online platform: The Knowledge Commons esigned to promote dialogue Commons will be to make relevant the and the sharing of ideas, plethora of information already available this online platform on the web. The platform makes use of specifcally seeks to engage cutting edge technology in order to enable with young people across the visualisation of latest trends from social theD globe to share ideas and practices from media platforms. The moderators will be their grass-root experiences. The platform able to choose relevant themes and pose aspires to break geographical barriers and questions while the platform is equipped differences between disciplines and aims to to present all permissible data available build a global community of stakeholders from the Internet in an interesting visual in order to create a discourse on peace format. Such visualisations help to and sustainable development, which has elucidate the discussions and debates and become more and more relevant to the over a period of time these will allow the times in which we live today. audience to better observe any signifcant Knowledge Commons, the virtual changes in terms of trends and behaviours. interactive platform of UNESCO MGIEP, The platform is also equipped to analyse goes live in February 2016 and will bring dialogues which are taking place on it. This together contributors and stakeholders means that all interaction that takes place from among educationists, policy makers, on the platform on any given topic can be experts, civil society organisations and, examined by the complex algorithms built above all else, the youth. It will serve as into the platform, which is then used to a converging point where each contributor inform research. This feature works on the has a democratic space to share their principle of anonymity with the end result experiences and views and to interact later made public on the platform itself. Sana Khan actively with like-minded people as well Communications Officer, UNESCO MGIEP The as with those from differing points of view. The need for an online Dialogue and the sharing The platform will provide an excellent knowledge network a new online platform of views is one of the opportunity for people to forge alliances Knowledge most powerful tools for and collaborate on projects and ideas. Dialogue and the sharing of views is one to talk about peace and learning. We tend to learn The platform will also allow young people of the most powerful tools for learning. and absorb more when to discover the latest news and relevant We tend to learn and absorb more when sustainable development opportunities in the feld of education freely discussing ideas and sharing our Commons: freely discussing ideas and for peace, sustainable development and experiences. Peer-to-peer learning can sharing our experiences. global citizenship. serve as a potent method for overcoming A unique feature of the Knowledge the shared problems of the world today. ISSUE 3 . 2016 37 MGIEP/2016/PI/H/2 FEATU RE ARTICLE We believe that the youth are the primary stakeholders today and that their opinions need to be heard regarding matters of global significance such as conflict, climate change, poverty and migration. In today’s densely interconnected world, How can you the problems of one can take little We are looking for time to spill over and impact a much contribute? strong voices and radical larger context. In such a scenario, this The efforts of UNESCO MGIEP are opinions. We are looking interconnectedness needs to be utilised for especially intended to mobilise the youth. to talk about the issues human learning with experience sharing The Institute recognises the dearth of that most concern you a proven technique that works to resolve meaningful platforms on which young our problems. We are encountering new and your surroundings people can not only express themselves, challenges along the path to progress; but in fact lead the dialogue for change. problems for which we have no ready- The Institute is making a consistent effort made solutions. It is thus imperative that to overcome the problem of “youth- we forge networks of learning and thus washing” that often occurs in international build upon one another’s knowledge. fora and platforms. The idea that youth is UNESCO MGIEP is launching the Knowledge Commons In this quest to collectively tackle our a category that needs to be added to most in the frst quarter of 2016. problems, technology can play a crucial policy recommendations as an appendage role. Regarding how we understand is now considered passé. We believe that the If you are interested in being a part of a global community the most pertinent issues; for instance, youth are the primary stakeholders today of young leaders, then sign up today! what different aspects the problem and that their opinions need to be heard consists of, existing points of view on the regarding matters of global signifcance If you think you have something to contribute to the matter, its relevance in different regions, such as confict, climate change, poverty discourse on education, peace, sustainable possible solutions and impacts and so and migration. Problems of a global nature on, technology intervenes and guides our call for an inclusive approach, a democratic development or global citizenship, or if you would like to quest at each and every step. Technology mind-set and for innovative thinking that be part of this global movement, please sign up at brings with it effciency, transparency, will affect change for the greater good www.knowledge-commons.com and a global outreach, which breaks down of all. barriers of geography, compartmentalised We are looking for strong voices and academic disciplines and opinions. The radical opinions. We are looking to talk power of social media today makes our about the issues that most concern you and connections more visible. It has come to your surroundings. Consistent dialogue Knowledge Commons is UNESCO MGIEP’s virtual interactive platform, designed to foster networks play a crucial role in all aspects of our life, and collaborative efforts amongst global and collaboration among young leaders across the globe. Using cutting edge technology, the platform whether in international politics, outer stakeholders is the only way forward if showcases unique insights from ongoing dialogues across social media. space scientifc discoveries or simply the we are to achieve peace and sustainable sharing of personal experiences. societies. 38 ISSUE 3 . 2016 ISSUE 3 . 2016 39 MGIEP/2016/PI/H/2 COVER STORY From refugee camps to German classrooms: Syrian students build a new life in Germany Sigrid Lupieri Public Information Officer, UNESCO MGIEP A special thank you to Max and Christiane Bauernfeind who helped make our mission in Germany a success. ix months ago, 57-year-old the night with little to eat along the way. Mohamad Akram Halawa was “I can’t describe it,” Halawa says of the a farmer living on the outskirts 3,400km journey to Germany. Now, the of Damascus. Today, he is one father of six hopes his children will receive of 40 Syrian refugees living an education, integrate into German inS a bright yellow house near the centre society and build a better future. of Augsburg, Germany. He sits at the head With more than 1 million refugees of the table in a crowded room furnished from Syria estimated to have reached with three beds and a wardrobe. His wife Germany by the end of 2015, stories such and one of his nephews sit on each side as Halawa’s are becoming increasingly and listen to the retelling of a story they common. And while the refugees often know very well—their escape from war- come from very different backgrounds, a torn Syria. shared hope is that education in Germany After selling their farm and belongings, can pave the way towards a brighter Halawa and 12 members of his extended future. However, accommodating this family managed to scrape together enough sudden infux of children and young money to pay smugglers to help them adults into German-speaking classrooms fee across the Syrian border. For almost is a challenge Germany is struggling a month, the family traveled through to overcome. SPECIAL REPORT In this special report, we investigate how one of the largest and most protracted crises han/UNESCO MGIEP of our times—the crisis in Syria—is afecting K Syrian education. To this end, we traveled to Germany, a country estimated to be hosting as Refugee many as 1 million Syrian refugees, to speak to Sana credit: Photo both refugees and German residents on how the crisis has afected their hopes and dreams Mohamad Akram Halawa with his wife and nephew Crisis for the future. 40 ISSUE 3 . 2016 ISSUE 3 . 2016 41 MGIEP/2016/PI/H/2 COVER STORY COVER STORY These courses focus on imparting language For most refugees, education is skills and bringing children up to speed essential to creating stability and hope we accept everyone with the German curriculum. According to in the face of uncertainty. In one of the into the school system so Rehm-Kronenbitter, most children make government apartments set aside for In the Bavarian city that they have a chance... the transition into the regular classroom refugees in Augsburg, Yasmin Kanhash within one or two years. For older children, of Augsburg, which I believe that every child Khedir and her two children are among 10 “ who are no longer required to attend other families crowding into a three-story has a total population that comes here has a right to quality education. mandatory schooling, one option is to building. Before arriving in Germany, the of 300,000, enroll in vocational training schools which 28-year-old single mother had fended for Ingrid Rehm-Kronenbitter, School provide skills-based training required more than Inspector, Augsburg herself in Turkey where she worked odd to pursue a trade or profession. Special jobs as a waitress to make ends meet. The 3,000 refugees transitional classes now prepare refugee money, however, was not enough to send children above the age of 16 for the German her children to school. “Now they have han/UNESCO MGIEP have recently K job market. been going to school for the past month,” settled. “Whatever their status, we accept Khedir says of her eight-year-old son and everyone into the school system so nine-year-old daughter. “They are happy that they have a chance,” says Rehm- to be able to go back to school.” Their Photo credit: Sana credit: Photo Kronenbitter about the Education future, she adds, now lies in Germany. Authority’s efforts in dealing with the Mohammed Nur, a bright 11-year-old Refugee children at Augsburg crisis. “We have to manage it even if the with an infectious smile, also lives in the numbers (of refugees) keep growing. I While previous years saw an average For students arriving from war- house with his father. Since arriving in believe that every child that comes here of 40,000-50,000 refugees arriving in torn countries who have sometimes Germany, he has been separated from his has a right to quality education.” Germany, since 2014 these numbers spent months or even years in refugee mother and three sisters who are living in According to Dr. Stefan Kiefer, the have risen exponentially. In the state of camps, school attendance has often a refugee camp in another city. Despite his mayor of Augsburg, one of the challenges he Bavaria in southern Germany, thousands been interrupted. “The refugees that are father’s increasingly desperate attempts is working on is instilling a greater feeling of refugees have been pouring in every arriving today are very heterogeneous and to reunite the family, bureaucratic hurdles of acceptance among the city’s residents. To day having made long journeys through are not all necessarily educated,” Rehm- have prevented them from residing in the this end, he organizes groups of volunteers neighboring countries. While many of Kronenbitter says. “We have children who same place. In the meantime, however, to help refugees living in government these refugees are then sent on to other are 12 or 13 years old who have never been Mohammed has learned German and housing and sets up neighborhood locations in Germany based on a quota to school, and children and young people loves his school. While he doesn’t know meetings for German residents to interact system, nearly 15 percent of all Syrian who cannot read and write.” what he wants to be when he grows with their new neighbors. “The people in refugees in Germany end up remaining Other challenges include fnding up, he knows his future will likely be our city need to get to know the refugees to in the area. In the Bavarian city of qualifed teachers to teach German as in Germany. “In Syria, everything is overcome their fears,” Kiefer says. “We have Augsburg, which has a total population a second language, suitable textbooks broken,” he says. to work together.” of 300,000, more than 3,000 refugees for teaching basic literacy skills to older For the Halawa family, life and an have recently settled. children, and trained specialists to support appearance of normalcy seem to have For Ingrid Rehm-Kronenbitter, a school children dealing with emotional trauma resumed. On a blustery day in November, inspector dealing with refugee children in or physical challenges. Even more diffcult they celebrated a new addition to the Augsburg, one of the main challenges is has been providing suitable education family—their frst child born in Germany. the neglect with which education is often for children around the age of 16—when Passing around a bowl flled with treated in confict and crisis situations. education is no longer compulsory. For 14- chocolates, Halawa says he is grateful or 15-year-olds who do not speak German, to Germany for the opportunities it has time is running out for them to pick up a afforded him and his relatives. Especially The refugees that are arriving today are very new language and beneft from the regular when it comes to education, he has high heterogeneous and are not all necessarily educated. We have classroom experience. hopes for his younger family members. children who are 12 or 13 years old who have never been to However, as part of a nation-wide effort Halawa’s 15-year-old nephew, Ahmed, school, and children and young people who cannot read and to integrate children into the German is studying hard at one of the transitional “ school system, the city of Augsburg has school programmes and hopes to enter the write. Ingrid Rehm-Kronenbitter, School inspector, Augsburg set up 40 transitional programmes for Yasmin Kanhash Khedir and her son regular classroom soon. “I want to become children between the ages of six and 16. a doctor,” Ahmed says. Photo credit: Sana Khan/UNESCO MGIEP 42 ISSUE 3 . 2016 ISSUE 3 . 2016 43 MGIEP/2016/PI/H/2 COVER STORY Syrians Willkommen: A German organisation helps refugees to settle in Interview by Sana Khan Communications Officer, UNESCO MGIEP Photo credit: Sana Khan/UNESCO MGIEP Why do you think it is important What is your typical mode of A challenge in the near future is to ensure the What have been some of your lessons to focus on education in the context of functioning? integration of refugee children as soon as possible. There needs learned over the past few years? refugee integration? Education is not restricted to to be a concerted efort to make sure that these children gain We have learned that raising levels of Education plays a critical role in the schools and formal systems alone. empathy can change people’s attitudes. On access to equal opportunities. acceptance and integration of refugees. Awareness campaigns, hands-on “ many occasions, it has been helpful to just Our organization came into being workshops, public talks - all form a talk about simple issues like why people during the re-integration of East part of education for us. Often our leave their homes. And there are a number of and West Germany. It has been our intervention goes beyond schools kids, reasons for migration, ranging from climate so we focus on the training of trainers. experience that awareness and empathy to their parents and neighbourhoods. change to hunger and war. Perceptions These ‘multipliers’ are mostly volunteers not only work to reduce friction but It is important to bring about a shift change when you ask a person to step into the and freelancers committed to the cause of also pre-emptively resolve a lot of other in thinking about the complete shoes of someone who has had to leave their education and integration. issues. We have also observed that in environment of a young person. home behind. When people actually think of Jessica Weiss is currently the Program Manager of the Division of Education regions where there is a lower presence We run programmes for young What are some of the challenges you the diffcult journeys undertaken by refugees at the non- governmental organization of foreigners, there tends to be higher people and adults, which are tailored foresee in the near future? and the challenges posed by statelessness, Ökohaus e.V. Rostock, Germany. She prejudice against the “other”. It is for both local residents and refugees. A challenge in the near future is to ensure their attitudes begin to change drastically. is leading the Training of Trainers really quite remarkable how people’s We often pair up a local German- the integration of refugee children as soon At our public events, we talk about programme at the organization and views change once they have to deal speaking trainer with a person who as possible. There needs to be a concerted the lives of refugees before the crisis. is responsible for the implementation with people from diverse backgrounds. is currently, or has in the past held effort to make sure that these children This helps overcome pre-conceived and evaluation of projects within the Our work is currently focussed on the status of an asylum seeker. This gain access to equal opportunities. Due to notions about the new arrivals. We speak context of Education for Sustainable rural areas in northeast Germany. helps put a face to large numbers of Germany’s low birth rate and the migration about their day-to-day struggles such as Development (ESD). She has extensive experience in working with rural youth, This region has a high rate of youth previously faceless refugees and make of East Germans to western Germany, language barriers, loss of privacy, and lack youth in difficult circumstances, and in unemployment and ranks low in their stories real. These sessions are much educational infrastructure, especially of medical care. Our overall effort is to issues such as migration of displaced population diversity. These conditions interactive and we have seen a lot of in East Germany, was rendered useless raise levels of empathy amongst people and populations and ESD. Jessica has been make it easier for extreme ideologies to friction diffuse after people talk with due to the low population. However, with this can only happen through education actively involved with designing and take root and we have observed a direct one another. the current surge in pupil numbers, there and vibrant public discourse. implementing educational projects and correlation between low exposure to For the refugees, we offer courses is a sudden need to rejuvenate the old We have also seen that the best ideas workshops for the better integration people from diverse backgrounds and in German language and also try to redundant infrastructure and create more and greatest success stories come from the of refugees in Germany. For the past high unemployment vis-à-vis a rise inform them about their rights under of it. In addition, we need more teachers people themselves. Change happens when three years she has been responsible for the coordination of the international in fundamentalist ideologies. Hence, existing legislation. Mixed sessions also who can teach German as a foreign people take initiative and responsibility cooperation project Learning Across education plays a central role in raising help the refugees share their concerns language to Arabic speakers. At the same for their projects. Global challenges are Borders. awareness and empowering people to and to develop a better understanding time, we need to integrate young teachers not only about the negative. The coming make informed decisions about their of their new environment. Our aim is who can improvise pedagogies and make of refugees is also an opportunity for present and future. to reach a maximum number of people, our curricula relevant to Syrian children. Germany to become more diverse. 44 ISSUE 3 . 2016 ISSUE 3 . 2016 45 MGIEP/2016/PI/H/2 COVER STORY refugees and volunteers When the revolution began, I was studying Mcih\jc]WYg literature in Aleppo (Syria). Now, I work as a journalist discuss the Syrian crisis in Germany and run a radio programme for refugees. My duty is to stand at Zfca;YfaUbm My radio show focuses on the problems refugees the main station and face, tells their stories, and gives information about distribute bananas, coffee opportunities in Germany. I hope to go back to and bread to our guests. Living in temporary shelters or apartments around Germany, university to study politics. I will remember this as hundreds of thousands of young Syrian refugees are waiting Ameen Nasir, 24, Syrian refugee one of the most gratifying in Munich moments in my life. to find a job, go to school and resume their day-to-day My wife and 3-year-old son are living in Saudi Katreen, Youth Volunteer helping activities which have been disrupted by war. Young volunteers Arabia. It’s too dangerous refugees in Rostock (requested anonymity for security reasons) across the countries have signed up to help them settle into for them to travel to their new country. These are some of their stories: Germany so I am waiting for my papers confirming my refugee status. Then I can get permission to I have been in Germany When we think of war, we tend to bring my wife and son. for nearly two months now and think of large scale devastation and the more I was working as a software developer in I hope to offer my son the I have met so many nice people. Even overt consequences. However, coordinating Dubai when the Syrian consulate refused to opportunity to go to school when people don’t understand my the efforts of the refugee camps has given renew my passport and said I had to either join and to have a better life. language, they try to help. My point me a glimpse of the real damage done. Loss the military in Syria or pay USD 8,000. I didn’t of view about humanity has changed Bader Houari, 32, Syrian of privacy, walking across forests with sick have the money so my brother and I decided refugee in Augsburg drastically and I have learnt to respect children, waiting for food are more harmful to leave. Germany is great for education. I am people for who they are. I just want to get for a human soul than one can express. studying the German language and plan to on with life and have a decent education. Reshma Houari, Coordinator Refugee Camp, go to college to study programming. I want to see my family again. Rostock Sam Kurabatak, 22, Syrian refugee Alayn Badari, 26, Syrian Refugee in Augsburg in Rostock I am a Palestinian refugee. In Germany, they don’t recognize Palestinian citizenship so my ID says “no citizenship”. Here, I am taking vocational training courses because I want to work as a hairdresser or There was a train from a make-up artist. Italy to Munich and I Abdel Rahman, 19, Syrian refugee took it. It’s really strange in Augsburg how one moment My mother is a pharmacist and my father is a civil engineer. decides your life. Here I moved here because of the war and My parents have invested a lot into the education of their four children. in Germany it has been because there was no hope anymore in Syria. I am an engineer and had the privilege of private education in Syria, really stressful thinking Even in the neighboring countries I couldn’t which is why I can speak English. I did not want to leave Syria but my about my family and send my children to school because I had no parents panicked after my 20-year-old cousin died in bomb shelling at the my future. But now money. I am divorced and am taking care of basketball court. Even if I didn’t die in the shelling, I would have I can finally rent an my two children on my own. Now they can go been compulsorily recruited in the army where I would have apartment and study, to school and they are happy. to kill people, my own people. and I am attached Yasmin Kanhash Khedr, 28, Nour El Sadat, 24, Syrian Refugee in Rostock Syrian refugee in Augsburg to Munich. Karmel Zarzar, 24, Syrian refugee in Munich 46 ISSUE 3 . 2016 ISSUE 3 . 2016 47 MGIEP/2016/PI/H/2 COVER STORY refugees with an academic background to study at German universities. For the frst time, the University of Bremen, in northern Germany, is opening its doors to han/UNESCO MGIEP the newly established Syrian community— K irrespective of transcripts, previous academic credits or refugee status. The university’s IN-Touch programme, Photo credit: Sana credit: Photo listed by the European Commission as an example of good practice and a role model for other institutions, allows all refugees with some academic background and a basic knowledge of German or English Karmel Zarzar to participate in university lectures and seminars, access the library, and connect But more than anything, he hopes with other German students. Through a he can eventually get into an academy for “study-buddy” system every refugee who Lots of people are graphic design and study there. His dream enrolls in the programme partners with a against the refugees... You is to create paintings and digital art to German volunteer student. The volunteers can only understand what represent the voices of the refugees trying then help their partners to settle into that feels like if you have to build a new life far from their homes. university life and access the resources “ “Lots of people are against the refugees,” they need, including books, to participate been in such a situation. Zarzar says in his nearly impeccable in their courses. It’s just luck. According to Dr. Yasemin Karakaşoğlu, Tent housing 400 refugees on the University of Bremen’s English. “You can only understand what Karmel Zarzar campus in Bremen, Germany that feels like if you have been in such Vice President for International Affairs and Sigrid Lupieri/UNESCO MGIEP Photo credit: a situation. It’s just luck,” he adds. Diversity at the University of Bremen, the Though higher education in Germany idea of the IN-Touch programme refects is mostly free of charge, refugees such the university’s philosophy of offering German universities as Zarzar face particular hurdles due to accessible, high-quality education, as well as A meeting missing transcripts, different academic an identity and a home for refugees who have open their doors to credit systems, and a long wait before lost both. “The idea of sitting in a tent waiting Syrian refugees gaining offcial recognition as a refugee— for a future that may begin in a few weeks, of minds a necessary requirement for enrollment. months or even years would drive anyone However, new initiatives in Germany crazy,” Karakaşoğlu says. “We offer access to may soon offer opportunities for Syrian knowledge, development and education.” ometimes, Karmel Zarzar staring contemplatively into his coffee dreams he is back home mug at a café in Munich, a pair of large in Damascus, Syria. In his headphones slung around his neck. dream, he is very happy. When Tall and lanky, with short cropped hair, he wakes up in the temporary brown eyes and thick-rimmed glasses, apartmentS he shares with four other Zarzar could pass for a student almost Palestinian Syrians in Munich, Germany, anywhere in Europe. Unlike European he thinks about going back. students, however, Zarzar cannot rent his Home, however, is quickly becoming own apartment, apply for a job or enroll a distant concept. A little more than six in a university until his papers confrming months ago, the 23-year-old graphic his refugee status are completed— designer escaped his war-torn country a process that has taken months. In and boarded the frst train headed to January, he may once again be transferred Sigrid Lupieri Public Information Officer, UNESCO MGIEP Germany. “It’s really strange how one to a tent housing more than 300 refugees. moment decides your life,” Zarzar said, He hopes not. Photo credit: Sigrid Lupieri/UNESCO MGIEP 48 ISSUE 3 . 2016 ISSUE 3 . 2016 49 MGIEP/2016/PI/H/2 COVER STORY COVER STORY With only € 6,000 (approximately USD has been a high drop-out rate. This is According to Karakaşoğlu, who is also 6,500) in funding for 2015 and 2016, the often attributable to unaffordable public a professor of Intercultural Education, It’s touching programme has started helping around transportation to and from the university, the programme’s benefts go beyond because you can see how 150 young refugees access the university insuffcient language skills, and other university credits and the possibility of this is changing (students’) resources and seminars. After attending family commitments such as caregiving, one day earning a degree. The mentorship upieri/UNESCO MGIEP perspectives and allowing lectures and successfully completing which take up time otherwise devoted L system ensures that German students are “ coursework, students registered in the to studying. exposed to different realities and begin them to prove themselves in an academic environment programme receive a certifcate. Though For those currently enrolled in the to appreciate what it means to come the certifcate is not yet the equivalent of programme, however, the advantages to another country as a refugee. Most Jens Kemper, Project Manager, IN-Touch university credits, it allows students to have been apparent from the outset Sigrid credit: Photo importantly, student volunteers get to make good use of their time and invest for both German and Syrian students. know the refugees as more than helpless in something meaningful. Pelumi Olusanya, a German student in individuals and recognize their strength “It’s touching because you can see how her second year of public health studies, in overcoming challenges and starting this is changing (students’) perspectives and volunteered to help one of the refugees their lives again. For the professors, allowing them to prove themselves in an integrate into the university system. “I’ve who open their seminars to refugees, academic environment,” says Jens Kemper, learned a lot,” Olusanya, 21, says refecting this is a frst-hand experience of global the project manager of IN-Touch. “We had on her experience as a mentor. “I never interconnectedness. underestimated the emotional impact.” knew anything about Syria and now I get For the refugee students, the Though support through volunteers and to hear other things from what you hear experience is about shaping their identity Camps for Syrian refugees in Germany professors has been overwhelming, Kemper in the media,” she says, adding that the and allowing them to prove themselves in says that there have also been challenges mentorship has developed over time into an academic setting. “People need more and limitations. One of the problems a friendship. than shelter and food,” Karakaşoğlu says. Olusanya’s mentee, Saleh Shehada, “Education is a core human right, but a Syrian student from Aleppo, sits across we act as if it were a luxury. In a wealthy from her in an empty seminar room. At country we need to share our facilities 27, Shehada has a bachelor’s degree in with people who can not only beneft business administration and has worked but also contribute.” And, even if the for several years in marketing. But when refugee students end up returning to their he was drafted into the army, he fed to Germany in the hope of fnding a job and homes in a few years, the programme will continuing his education. In July 2014, have helped to create a bridge between upieri/UNESCO MGIEP L after a harrowing trip partially conducted Germany and the students’ home on foot, he spent the last of his money and countries. According to Karakaşoğlu, arrived in Bremen. Here, he slept on the programme is also an investment in a mattress in an overfowing camp and international relations. Photo credit: Sigrid credit: Photo says he felt hopeless and depressed. Other universities around the country After hearing about the IN-Touch have also begun to recognize the merits programme, he enrolled in psychology and of the programme, which may soon be marketing psychology classes and began replicated in major cities such as Bonn Education is a core to take a new interest in his future. “I got and Berlin. An estimated 80 universities human right, but we act as out of my depressed mood and started in Germany are also setting up similar if it were a luxury. In a wealthy to get involved and people here were initiatives. In the meantime, the University country we need to share very helpful,” Shehada says. “Students of Bremen is starting to scale up its efforts “ approach me and translate for me because in the hope of accommodating close to our facilities with people who the psychology classes are in German. And 500 refugee students in the coming years can not only benefit but also I help them with their projects.” Though through increased federal funding. contribute. the current courses do not offer him credits “Academic knowledge seeking is Dr. Yasemin Karakaşoğlu, Vice President or a degree, he hopes to become fuent in universal. This is where we can all for International Affairs and Diversity at the German and someday study neuroscience. meet at the same level and this is what University of Bremen Pelumi Olusanya, a German student “I really like it here and I would like to higher education can contribute,” mentors Saleh Shehada, a Syrian student from Aleppo stay,” he says. Karakaşoğlu says. 50 ISSUE 3 . 2016 ISSUE 3 . 2016 51 MGIEP/2016/PI/H/2 ACTIVITY BU LLETIN WHAT WE’VE BEEN UP TO AT UNESCO MGIEP International Youth Day 12 August, 2015 81(6&20*,(3FHOHEUDWHG,QWHUQDWLRQDO 13th International International Workshop Association of on Preparing Teachers Research on Launch of LIBRE (Learning for Global Citizenship Webinar with Asi Burak Text Books and through Issue-Based Education –‘Games for Social Good’ Educational Media July 27-29, 2015, Bangkok, Thailand Reverse Embedding) Pilot 20 August, 2015 11-13 September, 2015, Berlin, Germany Portal on Climate Change During the most July, 2015 recent instalment of The first pilot portal on the UNESCO MGIEP Climate Change was webinar series, Asi UNESCO MGIEP presented a paper launched in July inviting Burak, the former on ‘Embedding concepts of Peace and teachers from across the president of Games Sustainable Development in textbooks world to come together for Change, made an of mainstream subjects’ at the 13th and collaboratively create impassioned case for International Association of Research lesson plans to teach Asi Burak, the President of Games using video games on Text Books and Educational Media for Change climate change through for the greater good, (IARTEM) Conference. their own subjects. The with an overview of the Our Programme Officer, Yoko Mochizuki, with educators latest trends and core challenges. He shared prominent case portal is hosted on www. from nine countries studies and success stories from around the world, including debategraph.org and an advisory group has been UNESCO MGIEP participated in this workshop organised his own unique entry into the field; namely, leading the team formed to guide the initiative. The next focus for by UNESCO Bangkok and is planning to actively behind the award-winning game PeaceMaker. LIBRE will be on the theme of migration. participate in the project by providing support for teachers to engage on an online platform. The project aims to empower teachers in Bhutan, India, Sri Lanka, Malaysia, Philippines, Thailand, China, Japan and the Republic of Korea. 52 ISSUE 3 . 2016 ISSUE 3 . 2016 53 MGIEP/2016/PI/H/2 ACTIVITY BU LLETIN ACTIVITY BU LLETIN Consultation on Youth Leadership | 25–27 September, 2015, Rajasthan, India 9th UNESCO Youth Forum on the Theme ‘Young Global UNESCO MGIEP organized a consultation with 20 youth Citizens For A Sustainable Planet’ experts on youth leadership at the Neemrana Fort | 26–28 October, 2015, Paris, France Palace, Rajasthan. Experts from the fields of psychology, In partnership with the UNESCO ESD Section, economics, youth leadership, social media, grassroots UNESCO MGIEP organized a capacity-building activism, peace education, education for sustainable session on youth-led monitoring of SDG Target development, and spiritual education were invited to 4.7. UNESCO MGIEP supported 13 youth from brainstorm on the visions of youth leadership for the 21st 11 countries to participate in the forum. Simon century in the wake of rising extremism, increasing youth Kuany Kiir, a young refugee, presented his population and poverty, advancements in communication journey from South Sudan to Kenya and his and the spread of social media. pursuit of academia at Symbiosis University in Pune, India. The recommendations from Participants at the workshop at Neemrana Fort, Rajasthan WKH81(6&2 Launch of the ‘Wealth Generator’ game—beta version Lecture based on the 15 September, 2015, New Delhi, India ’Wealth Generator’ game 14–15 | October, 2015, Tokyo, Japan UNESCO MGIEP’s UNESCO MGIEP’s director, Announcement of the Winner of | 29 October, 2015 Dr. Anantha Duraiappah, Gaming Challenge addressed a class of UNESCO MGIEP announced the winner of its Gaming graduate students on Challenge, which was piloted in 2014. The winning team, the topic of inclusive Pocket Scientists from Hungary, was chosen by our jury after wealth. The students a rigorous selection process. The team will produce a digital then played the game in a game that can be used to promote a greater understanding facilitated session, which on issues regarding peace and sustainable development to helped incubate possible be released in 2016. improvements for a bigger A snapshot of ‘Wealth of Generations’ IW digital simulation project tentatively entitled ‘Levers of Change’. A snapshot of the winning game, World Rescue, The UNESCO MGIEP Executive Committee members by Pocket Scientists from Hungary played the game ‘’Wealth of Generations” during a facilitated session. The game was created to give players an understanding of how investment decisions by policy-makers can encourage or discourage sustainability. 54 ISSUE 3 . 2016 ISSUE 3 . 2016 55 MGIEP/2016/PI/H/2 ACTIVITY BU LLETIN CROSSWORD Nations India International Model United Fr e e a s Conference | 21 August, 2015, Aamby Valley City, India Professor Anantha Duraiappah, the Director of UNESCO MGIEP, presented at the India International Model United a word 1DWLRQV+HVSRNHDERXWWKHFRQFHSWRI Participants at a Model UN Conference Incubator Workshop for the Gaming Challenge Winner | 7–9 December 2015, Budapest, Hungary The Pocket Scientists, the winners of the UNESCO MGIEP gaming challenge, received intensive mentoring on their game design from a panel of international experts. The focus of the workshop was to explore ways to create games that are both educational and entertaining. Across Down 3. What people use to 1. The C in UNESCO communicate with each other 2. Fitting into a new community 4. Payment for work completed Sketch of a potential element of the game created by one of the 5. Capital city of Syria Pocket Scientists 6. Being able to read and write 7. Paid work 9. A word for school term 8. Essential skill for understanding 13. What university graduates written words receive 9. Where education for youth takes place 16. Continent in which Syria is 10. Chance located World Encounter on 11. As well as seas and oceans, these 17. ID documentation needed to separate countries cross borders Sustainable Actions conference 12. Successful conclusion of school or 24 November, 2015, 19. Educational institution where Saltillo, Mexico university people attain degrees Ms Deepika Joon, a Programme Officer at UNESCO MGIEP, 14. Acquiring knowledge spoke about the Global Action Programme on ESD and youth 15. A school day is made up of these leadership responses to contemporary challenges. 18. School work station * CHECK OUR WEBSITE (mgiep.unesco.org/bluedot/) FOR THE SOLUTION. 56 ISSUE 3 . 2016 ISSUE 3 . 2016 57 MGIEP/2016/PI/H/2 PHOTO ESSAY HYadcfUfm In 1988 a devastating LIVING IN THE SHADOW OF earthquake hit Armenia, ARMENIA’S 1988 EARTHQUAKE destroying homes and `]ZY infrastructure, killing more than 25,000 people, and leaving half a million homeless. Almost three decades later, the small country in the heart of the Caucasus region is still struggling to come to terms with the disaster. A former hot-spot for cakes and coffee, this building is now a temporary shelter for 77-year-old Chichak Petrosyan and his 12-year-old granddaughter Sosi, who attends school whenever she has clothes and shoes to wear. ISSUE 3 . 2016 59 MGIEP/2016/PI/H/2 PHOTO ESSAY PHOTO ESSAY MORE THAN 4,000 PEOPLE STILL LIVE IN TEMPORARY SHELTERS—THEIR MANY OF THESE FAMILIES LIVE ON AS LIVES SUSPENDED INDEFINITELY. LITTLE AS 18,000 DRAMS (OR USD 50) A MONTH, WHICH MEANS THAT EVEN CHILDREN HAVE TO WORK Above and below: Chichak’s cafe cum home. A look at the shanties — temporary shelters — constructed from scrap metal and scavenged material in the Savoyan district. RESIDENTS LIVE IN SHANTIES, Gyumri, the country’s second-largest Savoyan is one of the 95 domik— CONSTRUCTED FROM SCRAP city, bore much of the damage. Though temporary shelters—in Gyumri, created METAL AND OTHER SCAVENGED new districts have sprung up from the after the 1988 earthquake. Here, residents rubble over the past 25 years, the Shirak live in shanties, constructed from scrap MATERIAL. region, of which Gyumri is the capital, metal and other scavenged material. harbors the highest poverty rates in the Many of these families live on as little country. And despite efforts to rebuild the as 18,000 drams (or USD 50) a month, area, more than 4,000 people still live in which means that even children have temporary shelters—their lives suspended to work—often at the expense of their indefnitely. education. 60 ISSUE 3 . 2016 ISSUE 3 . 2016 61 MGIEP/2016/PI/H/2 PHOTO ESSAY PHOTO ESSAY 26-year-old Arev Davtyan lives in the ‘fower shop’ where fowers were sold during Soviet times. Now the walls of this fower shop are made out of glass and Arev Davtyan 6-year-old daughter in her cardboard. Dogs and cats sleep with her flower shop cum home. 6-year-old daughter and her 3-year-old Arev Davtyan’s 3-year-old son. son to prevent rats from gnawing the children’s ears or noses. WHILE MANY FAMILIES RELY ON THE EXTRA INCOME, CHILDREN WHO ARE FORCED TO WORK ARE DEPRIVED OF THEIR RIGHT TO AN EDUCATION While labour market analysis from 2014 shows that adolescents aged 15- 19 years comprised 1.2 percent of the workforce, in reality teen employment rates are severely underreported. As unskilled laborers, children fnd odd jobs washing cars, carrying groceries and produce at the local markets, working in the felds, or earning 1,000 drams (about USD 2.50) a day for opening and closing mini-bus doors. While many families rely Arev Davtyan on the extra income, children who are forced to work are deprived of their right Dogs and cats sleep with the kids to keep rats away. to an education. 62 ISSUE 3 . 2016 ISSUE 3 . 2016 63 MGIEP/2016/PI/H/2 PHOTO ESSAY PHOTO ESSAY Chichak Petrosyan Armine Davtyan with her younger daughter, Marianna. Two of Geghetsik Yenokyan’s three grandchildren—another family living in extreme conditions. THE CHILDREN OF THESE THREE FAMILIES ARE Chichak Petrosyan is 77 and lives Before the earthquake, coffee and home- Farther down the road is 72-year-old pension and social benefts amounting to DEPRIVED OF THEIR with her 28-year-old daughter, Armine made pastries were served here; today it is Geghetsik Yenokyan’s domik. After her 40,000 drams ($100). RIGHTS TO EDUCATION, Davtyan, her son-in-law, who suffers a shelter to fve people living on an income son’s death, her daughter-in-law left home Leading in extreme poverty in HEALTHCARE AND OFTEN from a mental disability, and her two of 65,000 dram (USD 155). Twelve-year- and she is the one looking after her three temporary shelters, the children of these A FUTURE grandchildren—Sosi, 12, and Marianna, 4. old Sosi attends school whenever she has grandchildren between the ages of 9 and three families are deprived of their rights The family lives in the neighboring ‘cafe’. clothes and shoes to wear. 12. She supports her family on her meagre to education, healthcare and often a future. 64 ISSUE 3 . 2016 ISSUE 3 . 2016 65 MGIEP/2016/PI/H/2 PHOTO ESSAY PHOTO ESSAY NAZIK ARMENAKYAN Nazik Armenakyan has been working as a photojournalist since 2002 with $UPHQSUHVVQHZVDJHQF\ 66 ISSUE 3 . 2016 ISSUE 3 . 2016 67 MGIEP/2016/PI/H/2 ARTIST’S CORNER What does Children from Delhi’s happiness Jamghat School drew us their answers mean to you ? Sadia Tabassum Consultant - Communications, UNESCO MGIEP UNESCO MGIEP has taken up an exciting initiative called “Adopt a School”. Under this project, we have been tutoring 25 students from Jamghat (http://jamghat.org/) — a non-governmental organization that provides an environment where street children can evolve as physically and emotionally healthy, self-dependent individuals. Students visit our institute on a monthly basis to participate in a series of ICT-based activities designed to supplement their existing education with additional computer training and to increase their oral and written English comprehension — two key areas necessary for future professional success in a rapidly changing, globalized economy. We have been doing different activities with these children for the past nine months, such as creating a Gmail account, writing emails to pen pals, or preparing PowerPoint presentations. But our latest activity was a bit different — it was about encouraging them to express themselves and to draw something that makes them happy. Each one of them drew different things, such as their friends, family, nature, cartoons, sports and even historical monuments with a caption in English. It was amazing to see their perspectives on happiness and how creatively they were able to express them. Here are a few of their drawings to enjoy! 68 ISSUE 3 . 2016 MGIEP/2016/PI/H/2 To sign up online, please visit mgiep.unesco.org