EDUCATION in EMERGENCIES It Is Time to Learn

Thematic Report EDUCATION IN EMERGENCIES It is time to learn

EDUCATION IN EMERGENCIES 01 PHOTO: Jonathan Hyams Op-Ed JAN EGELAND is the Perspective is a production series that aims to provide insight, raise Secretary General of the debates and stimulate ideas in an on-going effort to improve the lot of Norwegian Refugee Council Content millions of people suffering from the effects of today’s humanitarian crises.

Time to learn

reat strides have been made in The communities affected by on-going con- ensuring that we deliver the right flict in Masisi are also emphatic that educa- kind of assistance at the right tion cannot wait for development. Rather, time. Yet at least one serious gap it is education provided in emergencies that remains: the strong demand for can lead to stability and development in the G education in emergencies. A recent survey of longer term. In Masisi, a community leader aid recipients in Masisi, DRC, showed that 30 explains, “We see that the school is a stabili- per cent prioritised receiving access to edu- sing influence on the community.” A parent cation over food, health services, water, or notes, “It was education that helped me un- shelter. Recent surveys in Haiti and the Syria derstand that the land here is very fertile, region also revealed a similarly strong de- and how to manage it.” mand for education, underscoring that this People living with conflict know that is an underserved sector. Yet humanitarian education is an investment that can not

PHOTO: Jonathan Hyams PHOTO: funding for education globally has fallen to be lost. A 13-year-old girl explains to us the a new low of 1.4 per cent. universal value of education: “If I have to It can be easy to dismiss calls for more flee again, all the things I have I will have to education in emergencies with arguments leave, but I will always bring the knowledge 04 A LIFE-SAVING LESSON such as: “it isn’t life-saving”, “more educa- I have in my head.” Can education really matter as much as food, water and sanitation tion means less food or health”, and “it is the job of development actors”. But accor- n n in emergencies? Those affected by conflict certainly believe so. ding to those struck by emergencies, edu- If you wait three months, many of these cation is absolutely life-saving. children will go with the armed forces or In an emergency, schools are a secure face violence, and they may die. location for children to be while their parents go about securing other necessities. COMMUNITY LEADER, Masisi, DRC “School is the only safe place for children 08 10 13 14 15 to be,” according to a community leader in FACTS & FIGURES DRC PROFILE COLOMBIA SYRIA CRISIS Masisi. “If you wait three months, many of It is a well-established tenet of huma- these children will go with the armed forces nitarian action that we who deliver assis- An overview of facts Meet the real Nobel Teacher Esdras Biri- Mauricio dreams of It is graduation day in or face violence, and they may die.” tance must be accountable to those whom and statistics, including Peace Prize winners giro knows all too well starting his own prawn Zaatari refugee camp quotes from international of 2012, in a school in how war can affect chil- business. With a cur- in Jordan, and Ahmad Rather than competing with other se- we seek to assist. Among other things, this leaders supporting the Masisi, eastern DRC. dren’s learning. riculum adapted to his from Syria is one of ctors, schools have long been a platform means ensuring that affected communities claim to education in background, that dream the lucky few who has for delivery of nutritious meals, health are consulted when determining the assis- emergencies. may now be realised. access to education. services, and life-saving knowledge about tance we provide. It is common sense; help hygiene, sanitation and the conflict. A that people are not asking for is not really parent in Masisi noted that their children help at all. “come home from school and share all this People affected by emergencies are tel- knowledge with their little brothers and sis- ling us what they need. It is up to us to learn WRITERS AND CONTRIBUTORS DESIGN Teft Design as QUESTIONS REGARDING THE Tiril Skarstein, Sara Tesorieri, Jonathan PRINTING Gamlebyen Grafiske NRC SHOULD BE DIRECTED TO: ters, and even with us”. the lesson. n Hyams, David Garcia, Oscar Rodriguez, [email protected] CIRCULATION15,000 EDITOR Anna Tresse Christian Jepsen, Andreas Stensland, Norwegian Refugee Council Matthew Stephensen, Odette Asha, PUBLISHER Box 6758 St. Olavs Plass 02 EDUCATION IN EMERGENCIESBrooke Lauten. The Norwegian Refugee Council (NRC) 0130 Oslo Norway EDUCATION IN EMERGENCIES 03 SAFETY IN CONFLICT. In eastern DRC, armed groups routinely recruit or abduct children. But according to Congolese communities, a child in school is much less likely to be a target. Photo: Marcus Bleasdale A LIFE-SAVING LESSON Half of the world’s out-of-school children live in conflict-affected areas. Getting those children back to school can save their lives and their futures.

TEXT: Sara Tesorieri

The basic survival needs of humans mething else scored higher on their list household possessions, and most pro- are well-known. When crises strike, of necessities: education. bably their source of income, asking whether natural or man-made, clean Across both communities, educa- for education over shelter or food may water, nutritious food and safe shel- tion was prioritised by 30 per cent seem an odd choice. But where peo- ter are the first things relief workers of respondents, with food coming se- ple are often displaced not once but usually provide to the people affected, cond, chosen by 19 per cent of respon- multiple times, it is seen as a good in- along with medical attention. These dents. This observation is backed up vestment. New houses and crops can four sectors are the focus of most hu- by UN Secretary General Ban Ki-moon, be burned, newly-distributed posses- manitarian response, and are conside- who in September 2012 stated, “In al- sions looted or destroyed, and water red to be ‘life-saving’. most all my visits to areas ravaged by sources polluted or poisoned – all for- But a recent survey by NRC and Save war and disaster, the plea of survivors cing people to flee again. Knowledge, the Children of people receiving huma- is the same: ‘Education first’”. however, cannot be destroyed. nitarian assistance in North Kivu, De- A woman who fled the conflict in BACK IN SCHOOL. Children at the Don Bosco school in Goma, DRC. mocratic Republic of the Congo (DRC), A SMART INVESTMENT Darfur summed up the reasoning of The school works to get vulnerable children into the classroom. and Dollo Ado, Ethiopia, found that so- When people have lost their homes, many people in a similar position Photo: Tiril Skarstein

04 EDUCATION IN EMERGENCIES EDUCATION IN EMERGENCIES 05 around the world: “We had to leave behind all of our possessions. The only thing we could bring with us is what we have in our heads, what we have been taught – our education. Education is the only thing that cannot be taken from us.”

SCHOOLS GIVE SAFETY Several studies have found that where there is fighting, schools can provide particular safety for children, keeping them out of harm’s way physically, and giving them a constructive alternative to joining – or being forced to join – the conflict. In eastern DRC, armed groups routinely recruit or abduct children. But according to Congolese communities, a child in school is much less likely to be a target. In a forthcoming report by NRC and Save the Children on education in emergencies, a young boy explains his first-hand experience, “I was in the militia and I wanted so badly to leave, SAFE LEARNING SPACE. Congolese children attending NRC’s education programme at Lushebere Primary School, DRC. The education in emergencies project will ensure that over 7,000 children across 13 schools in Masisi have access to quality basic so I asked for an authorisation to go education. For many this will be the very first time that they have been given the opportunity to learn in a safe, protective and nurturing environment. The schools also provide child friendly spaces for young children to play. Photo: Jonathan Hyams for four days. I took the opportunity to escape. School is the only safe place for me now, because even if they find me here it is hard for them to take me.” tegy for reducing the need for other ires either pooling of a community’s should be integral to the humanitarian of emergency funds for education, ar- houses 500,000 Somali refugees, He continues, “Once, when I was kinds of aid. In Ethiopia, for example, resources or outside assistance. emergency response. guing that schools are the responsibi- some of whom have been there for still with them they found someone refugees with access to education In the Lushebere camp for displa- In Syria, the world’s biggest current lity of development actors. The impli- two decades. Children and young pe- who had escaped to a school but they have learned to build and use irriga- ced people in DRC, the community humanitarian crisis, almost 2 million cation is that education can wait for ople from Somalia have been stranded couldn’t get permission from the tion systems, making the next drought was so concerned about the lack of a children have dropped out of school. the longer timelines and slower adjust- there for years, the majority without commander to take him back, because less likely to impact their food supply. school that a group pooled their sa- The situation for Syrian refugees is ments – and of course, the greater fun- proper access to education. Their lack the commander had studied a little, A community leader in a refugee vings in order to buy land on which also dire: in Lebanon, only a quarter ding amounts – of development actors. of skills means that they have little to and he said ‘no, we can’t take him camp in Dollo Ado, Ethiopia, explai- to build a school, and re-purposed of Syrian children are in school. Yet Meanwhile, proponents of educa- contribute to a post-conflict Somalia. from school.’” ned how education is linked to ba- materials given to them for shelter to even accommodating this minority tion in emergencies urge sceptics to “If they ever get to return home, sic needs: “In the future, before the provide classrooms instead. But with has the Lebanese school system bur- re-evaluate the potential for the life- they will be a lost generation, rather PREPARING FOR THE FUTURE drought comes, the educated children few resources for such a large project, sting at the seams. Projections indi- saving impact of education provided than a generation who can contribute The importance of not just surviving, will know how to save water and food. they struggled. cate that refugee children will soon in conflict and disaster settings. to rebuilding their shattered country,” but also recovering, is cited as a prio- They will help the community change A local leader explained, “So many outnumber locals in many areas, in a “Emergencies are not just sudden and says Brooks. He believes that the hu- rity by aid recipients. Education is seen our lifestyle. The educated children members of the community gave the school system that does not have the transitory,” says Lori Heninger, Director manitarian sector has failed to do- as a key ingredient in this respect. will help their community to better little that they had to contribute to resources for the dramatic expansion of the Inter-Agency Network for Educa- cument the vital importance of inte- In the Horn of Africa, where survive.” this, and we built the school using this forecast would warrant. tion in Emergencies (INEE). “Often the grating education into humanitarian droughts are common and often di- leftover tent sheets. The conditions While the need and demand are cle- emergency phase lasts for years.” She emergency response. sastrous for the population, learning IT TAKES A VILLAGE were very bad – even with the sheets arly great, available funding – already points out that the average length of dis- how to cope with them better is seen However, establishing schools is no to help protect the children from the stretched thin – is even scarcer for edu- placement for refugees is 17 years, and “MORE THAN WHAT WE EAT” as a matter of survival, and as a stra- simple task. Building a school requ- storms and rain, it was still wet and cation than for other needs. According the average length of conflict in the least If the views of the communities of pe- full of mud. The quality was low, and to UNICEF, “education is the least-fun- developed countries is 12 years. ople displaced by conflict in DRC and it was so hard because we had no ma- ded area of UNICEF’s emergency re- She is supported by NRC Education Ethiopia are any indication, people affe- terials or funds. How can we do this sponse and its importance is not reso- Advisor Dean Brooks. “We know now cted by emergencies see education as a n n School is the only safe place properly on our own?” nating enough with donors.” that it is too late to wait for education high priority, and for good reasons. Now for me now, because even if they activities until the emergency phase humanitarians and their donors just WHO DECIDES? EMERGENCY OR DEVELOPMENT AID? is over, and the development phase need to catch up with their reasoning. find me here it is hard for them to Those affected by conflict have under- Syrian refugees are not alone. Edu- begins. Yet we still struggle to finance A Congolese parent puts it best: take me. stood the importance of education. cation is the least-funded sector of education in emergencies.” “You can’t just bring food and forget However, aid organisations struggle humanitarian response globally, and The Daadab refugee camp in Kenya about education – as people we are ■■ SCHOOL BOY, DRC to convince donors that education some donors oppose entirely the use serves as a cautionary tale. The camp more than what we eat.” n

06 EDUCATION IN EMERGENCIES EDUCATION IN EMERGENCIES 07 Why invest in Education Facts And Figures in Emergencies?

Comments from the Education Cannot Wait conference, New York, September 2013

n n Education 28 500 000 n n My country is broken and should never be a 28.5 million children in countries affected by conflict are denied education. In other words, half of the children out of school world wide (57 million) live in in countries affected by conflict. our children are calling for casualty of crisis. help from the international Education can- SOURCE: globaleducationfirst.org community. Almost 4.4 not wait for wars to end, for million children, half of our child disasters to be over or for population, are out of school. We’ve funding to be available. Edu- lost two generations already, and we cation cannot wait because cannot afford to lose a third generation. children cannot wait. HON. ABDI FARAH SAEED, Minister of Education, Puntland, Somalia ANTHONY LAKE, Executive Director of Unicef

INEE Minimum Standards

n n n n In order to achieve a minimum level of educational access and quality Our message is The world has denounced military in emergencies, as well as to en- 1.4% sure the accountability of the wor- not that children recruitment of children as child Education projects receive only 1.4 per cent of global kers who provide these services, need education soldiers; the world has decried sexual humanitarian funding, a decrease from 2.3 per cent in 2010. The Inter-Agency Network for Education in Emergencies (INEE) even in violence. Let us work to condemn The goal is to reach at least 4 per cent. has developed the INEE Minimum emergencies. It’s and take action against attacks on Standards for Education: Prepa- SOURCE: globaleducationfirst.org redness, Response, Recovery. that they need schools with the same strength The INEE Minimum Standards it especially in and conviction. And let us do it now are designed for use in emergen- emergencies. before another school year passes. cy preparedness, response, and recovery and in humanitarian ad- QUEEN RANIA of Jordan LEILA ZERROUGUI, UN Secretary-General’s Special Representative for vocacy. They are applicable in a Children and Armed Conflict wide range of situations, including natural disasters and armed conflicts. The standards give guidance Education Cannot Wait on how to prepare for and respond to acute emergencies in ways that reduce risk, improve future prepa- In support of the UN Secretary General’s five year education strategy Education First, the redness and lay a foundation for education in emergencies community came together to initiate Education Cannot Wait, quality education. They provide a call to action to address the three fronts that are essential to ensure that children and flexibility in responding to needs youth in situations of conflict and humanitarian emergencies do not lose their right to a qu- at the most important level – the ality education: community – while providing a har- n n Education is a compelling priority, but sadly the Plan for emergencies by integrating emergency prevention, preparedness, response and monized framework to coordinate recovery in education sector plans and budgets. the educational activities of natio- mobilization of resources is not following that priority. nal governments, other authorities, We are not even asking for the right amount of money. Prioritise education in emergencies by increasing humanitarian aid to education and im- funding agencies, and national and proving the way it is delivered on the ground. international agencies. JOHN GING, Office for the Coordination of Humanitarian Affairs (OCHA) Protect students, teachers and education facilities from attacks. SOURCE: INEE (ineesite.org)

08 EDUCATION IN EMERGENCIES EDUCATION IN EMERGENCIES 09 RETURN TO SCHOOL. 13-year-old Domina (third from left) is glad to be back in school. The young girl spent several years away from the PEACE PRIZE WINNERS. They are all winners, the pupils at Bukombo Primary School in Masisi, DRC. With money from EU´s Children of Peace classroom after she had to flee her village in eastern DRC. Initiative, NRC has been able to rebuild several schools in Masisi, provide school kits and catch up classes for for those who have missed vital time at school, and vocational training such as weaving, sewing and carpentry for older children.

DRC “I was out playing with the other TEACHER IN THE MAKING LOST GENERATION children, when the militia came. We When the young girl arrived at a dis- More than 2.7 million people in DRC quickly fled into the forest and kept on placement camp in Bukombo together are living in displacement as a result running,” Domina remembers. with her aunt, they could not afford of more than two decades of war, and It was during her first year at school to enroll her in school. It would take the fighting is on-going. Many fami- THE REAL PEACE that her village in Masisi in eastern De- several years before she was back in lies have been forced to flee several mocratic Republic of the Congo (DRC) a classroom. times. was attacked. There was no time to “Education is really important. I learn Last year, the fighting in parts of prepare, no time to bring any belon- a lot of things I did not know before. If I eastern Congo escalated again, and PRIZE WINNERS gings, no time for the children to se- finish studying, I will be able to work, get more than 500 schools in North Kivu arch for their parents. money, support my family and become were occupied, looted or destroyed When the EU was awarded the Noble Peace Prize, it was also a victory for “There was a relative of mine there independent,” Domina says. by rebel groups. with me. When we were running, she Every day she goes to school in the “We risk losing a generation due to Domina (13) in DRC and for all children affected by war. was shot and killed. She was even yo- morning. Then, in the afternoon, she the conflict and this on-going crisis. unger than me. We just had to conti- helps her aunt cultivate their land. It is evident that the education sector TEXT: Tiril Skarstein PHOTO: Jonathan Hyams nue running,” Domina says. The young girl is already determined here has not received a lot of funding For months the children hid in the to become a teacher so that she can in the course of the last decade. The forest. At some point Domina was re- give everything she has learned back priorities have been towards basic united with her aunt. She is not sure to the next generation. household items, shelter, and water what happened to her mother and “If all children were educated, the and sanitation,” says NRC´s Educa- father. She thinks they were killed. war would stop. If people are edu- tion Programme Manager Nadia Ber- People said nobody was left in the cated they will learn why joining the nasconi. village. militia is bad,” she explains. “There are major gaps in child

10 EDUCATION IN EMERGENCIES EDUCATION IN EMERGENCIES 11 PROFILE: TEACHER Facts DRC

■■ More 2.7 million are inter- “Traumatised students nally displaced and more than 500,000 have fled DRC, as a result of more than two decades of conflict.

■■ need special attention” Heavy and sporadic fighting continues in the Eastern pro- vinces of the country. In North Kivu, 529 schools were either When some children in his class act out, teacher Esdras Birigiro (58) gives occupied, destroyed or looted in them special attention and love. 2012, affecting the education of almost 85,000 children. TEXT: Tiril Skarstein PHOTO: Jonathan Hyams

■■ It is estimated that only 37 per cent of children living in “I have to show the traumatised stu- flee the house without even having the “My hope is to see all children in camps in North Kivu are enrol- dents my love so they do not feel aban- time to bring any belongings,” Birigiro Congo be educated. Some children led in some sort of education IDP CAMP. An internally displaced persons camp, Masisi, North Kivu, DRC doned,” says Birigiro. recounts. are not in school because they have scheme, and this figure drops The teacher at Lushebere primary They arrived in Lushebere where no money or because they have been as low as 20 per cent for those in spontaneous sites around school in North Kivu, in the eastern they now live in displacement. taken by the rebel groups. By having the camps. protection and education activities, education being a priority in emergen- part of the Democratic Republic of “My children did not go to school many children out of school, we are and there is a need to refurnish and cies,” says Bernasconi. the Congo (DRC), understands what at that time. Being a teacher myself, preparing the ground for a society of ■■ The government has current- rehabilitate schools after occupation Her experience from DRC has con- some of the troublemakers in his class I was feeling bad. I know the impor- bandits,” he explains. ly no capacity to respond to the or attacks. It is estimated that up to 70 vinced her of the importance of edu- may have gone through. Many of the tance of education and I also wanted Birigiro believes that education will specific needs of the displaced and there are no funds to repair per cent of the displaced children in cation, especially in emergencies. The children have fled their homes seve- my children to be educated,” Birigiro be the key to peace in his country. and resupply schools. North Kivu are not attending school,” risk for young boys and girls of being ral times when armed groups have says, before quickly adding that all his “If all these children were not in she adds. forcibly recruited to armed groups attacked their villages, and they fear children are now back in school. school, where do you think they and used as porters, soldiers or sex it may happen again. Some of the would be?” he asks, looking over at PRIORITISING EDUCATION slaves is high. Schools offer a safe ha- children have seen family members A KEY TO PEACE the young children playing innocently With money from EU´s Children of ven for many children. executed. Others have been raped by The high number of Congolese chil- in the school yard. EU CHILDREN OF PEACE Peace Initiative, NRC has been able “If the children are not going to armed rebels or recruited and forced dren who never get the opportunity “They would be in the militias, ma- to rebuild several schools in Masisi, school, they are in great danger of to commit unspeakable atrocities. to go to school, worries the teacher. king war.” n ■■ Upon receiving the 2012 No- and provide school kits and catch-up being recruited by the militia,” says “It is difficult to teach children who bel Peace Prize, the EU decided to dedicate the prize money to classes for children who have spent Bernasconi. are affected by war. Many are trau- those most vulnerable and often years out of school. Domina is one of In addition, school helps children matised and their lives are not easy. hardest hit by war and conflict, the children who benefits from the overcome some of the traumatic con- While you are teaching, the child HAS A DREAM. “Those children who do not go to school are easily recruited or namely children. project. sequences of war. may be thinking about what he or she forced to join the militias,” says teacher at Lushebere primary school in Eastern The initiative was launched after “Staying in school can help a child experienced in the past,” explains Bi- Congo, Esdras Birigiro. His wish is that all children will go to school. ■■ The EU uses the prize money to fund humanitarian projects the EU received the Nobel Peace remain a child. We train the teachers rigiro. providing 28,000 conflict-af- Prize. The EU wanted to dedicate so that they know how to handle trau- When he has children in his class fected children in Africa, Latin the prize money to children in con- matised students and to understand whose minds are wandering, he ma- America, and Asia with edu- flict areas. the children’s fears,” explains Ber- kes an additional effort to tell them cation. “It was obvious for us that the Nobel nasconi. stories, play with them and give them ■■ While the EU Children of Peace Prize money should be allocated advice. Peace Initiative helps con- to the most vulnerable who are often “These children are the future of flict-affected children with their the hardest hit by wars: the children of THE BIGGEST FEAR Congo. Maybe among these children educational needs, it is also this world. We want ‘children of war’ Domina’s biggest fear is losing her we will find the future leaders of our meant to raise awareness and advocate for more integrated to become ‘children of peace’,” said aunt. In November 2012, the young girl country,” he says. support in this area. Jose Manuel Barroso, the President of had to flee for a second time when her the European Commission, when he camp was attacked by a militia. ■■ One of the projects is run announced the initiative. “I was very afraid my aunt would FORCED TO FLEE jointly by the Norwegian Re- fugee Council and Save the be killed. I have no parents. What will The teacher knows just too well what Children and will ensure that PROVIDES PROTECTION happen with me if I lose my aunt as war may do to children and families. over 14,000 highly vulnerable “This was a very important decision well?” she asks. In 2004 he and his family were them- children displaced by conflict in by the EU, not only because the fund- The thirteen year old girl prays it selves forced to flee. DRC and Ethiopia have access to quality education, many for ing would make a difference for the will never happen again. “Different rebel groups came to the the very first time. children receiving assistance but also “I want peace. If we have peace we village attacking and killing people. because it sent a clear message about will no longer have to flee.” n They set our house on fire. We had to

12 EDUCATION IN EMERGENCIES EDUCATION IN EMERGENCIES 13 SYRIA CRISIS Facts Colombia

■■ One out of ten Colombians has been Hope for the Future forced to flee. 5.1 million are internally displaced and more than 500,000 have fled Colombia, as a result of more than Education and vocational training brings normality and hope to Syrian five decades of conflicts. refugee children and youth who have been forced to leave their homes and ■■ The armed conflict and general violence affect Afro-Colombians and indigenous everyday life behind. communities adversely. TEXT: Christian Jepsen and Andreas Stensland PHOTO: Christian Jepsen ■■ 33 per cent of the displaced population are between 10 and 24 years of age It is graduation day in Zaatari refugee Ahmad boasts as he holds up the cer- PSYCHO-SOCIAL NEEDS and an estimated 1.1 million children and camp in northern Jordan. Ahmad, an tificate. “My hope is to one day return For those who are given the chance, young people fail to overcome barriers to 18-year-old Syrian refugee, holds his to Syria and help weld it back toget- informal education programmes are access education after displacement. head high as he exchanges a firm hands- her,” the young graduate states. of great value. ■■ Between 1991 and 2012, 871 te- hake with Mr. Bashar Al Asal from Jor- “I recently witnessed how a group achers were killed, about 3,000 threate- dan’s Ministry of Education. Ahmed LIMITED CAPACITY of girls in Zaatari changed through a ned and 60 reported “missing”, according glows with pride as he returns to his Ahmed is one of the lucky few in Zaa- six-month educational programme. to a teacher’s union. fellow classmates with a certificate, of- tari. Humanitarian agencies offering At the outset many of them were shy Sources: UNICEF, NRC, UNESCO fering proof of a successful three-month such alternative education program- and withdrawn, but over time they be- training stint as a welder at the NRC mes in the vast refugee camp can only came much more engaged and eager IMPROVISED. In the absence of education facilities, some young students attend classes in Youth Center. accommodate a small percentage of to express themselves,” says Jennifer improvised spaces. Most of the students are women who attend classes with their children. “The training was great – I can now the more than approximately 20,000 Roberts, an education in emergencies weld doors, windows and chairs,” children and youth in the camp who are expert with NORCAP, NRC’s standby in need of education roster. “In the end, they wrote and per- outside the formal formed a play about issues affecting COLOMBIA government, the lack of state presence education system. girls for community leaders. An enor- and limited education opportunities in “Don’t forget that mous change from when they were areas of conflict deepens the serious many children have almost too shy to look directly at the situation of the displaced population. often missed out on mentors working with them.” Fishing dreams The poverty levels in the displaced po- school in Syria for For the past four months, Roberts pulation surpass 50 per cent before dis- many months due has been deployed to UN’s Organi- placement and 94 per cent after it. to the raging war,” zation for Education, Science and With books tailored to his cultural background, Among the displaced there are large says NRC’s Country Culture (UNESCO) in Jordan to help Afro-Colombian Mauricio is back in the classroom. numbers of Afro-Colombians and indi- Director Carsten the organisation develop and ma- genous people, many of whom do not Hansen. “And the nage programmes for young Syrian TEXT: David Garcia and Oscar Rodriguez PHOTO: David Garcia find the existing education opportuni- limited capacity in refugees in need of education and ties relevant. the formal schools training. She points to an important More than three business because we do not have any in Zaatari means aspect of educational activities in years ago Mauri- education,” Mauricio says. ETHNO-EDUCATION that there is a huge refugee contexts: “For children who cio and his family He is convinced that with a better In this context, NRC’s education pro- need for informal are traumatised from experiences of were displaced education he can improve his income gramme, in coordination with the Na- programmes so that war and loss of loved ones, education by the internal and escape from poverty. tional Education Ministry, manages PROUD WELDER. Ahmad, an 18-year-old Syrian refugee, the children are not and training programmes serve as an glows with pride as he holds up a certificate offering proof conflict in Colom- “I dream of having my own busi- to include displaced people that find of a successful three-month training stint as a welder, at left too far behind,” arena to address psycho-social needs bia. Ever since, ness without depending on anyone,” themselves on the outside of the for- the NRC Youth Centre in Zaatari refugee camp in Jordan. he adds. and trauma.” n poverty has per- Mauricio wants to he explains. mal education system through an inn- sistently haunted have his own prawns ovative programme which recognises them. business, and has LACK RELEVANT EDUCATION cultural differences. returned to the class “Fortunately room. As a result of more than five decades of “Teaching us to read with the usual Facts Sources: UNICEF, NRC, UNESCO the only thing that armed conflict, 5.1 million Colombians books was a step towards the loss of Syria crisis we’ve never lacked is food because we have been forcibly displaced. This has our culture. Now we all get educated live next to a sea full of fish,” declares had a shocking impact on the ability in our own way, with books that teach ■■ Since last school year, almost ■■ In Jordan, around two-thirds ■■ NRC’s youth centre in Zaatari mathematics, science, sports Mauricio in a hopeful voice. Four to of youth to access education. An esti- us our own culture,” says Mauricio, two million Syrian children have of Syrian school-aged chil- offers vocational training such and arts for six months at a time five times a week he and his partner mated 1.1 million children and young who hopes to learn the relevant busi- dropped out of school, equiva- dren are out of school. Of the as IT and welding skills to 300 for 600 out-of-school children. lent to nearly 40 per cent of all 30,000 school-aged children youth between the age of 16 to go out fishing and return with many people have not been able to return to ness skills to make the best out of the pupils registered in grades 1 to who live in the Zaatari Refugee 24 in each three-month cycle. ■■ UNESCO offers alternative kilos of prawns. school after displacement. hundreds of kilos of prawns he fishes 9. One million Syrian children Camp, 12,000 are registered The NRC informal learning education to 1,290 children in “Unfortunately we don’t do well in Despite the efforts of the Colombian every month. n are now refugees. for school. centre teaches Arabic, English, Zaatari.

14 EDUCATION IN EMERGENCIES EDUCATION IN EMERGENCIES 15 n n People affected by emergencies are telling us what they need. It is up to us to learn the lesson. JAN EGELAND, Secretary General of the Norwegian Refugee Council

16 EDUCATION IN EMERGENCIES WWW.NRC.NO/EDUCATIONINEMERGENCIES