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Promoting access to quality, safe, and relevant education for all persons affected by crisis

News

Education and Fragility

Rebuilding bombed schools in Yemen

Norwegian Refugee Council 22 March 2019

Millions have fled their homes. Landmines and airstrikes, combined with a lack of food and medical help, are putting 24 million lives at risk. Amid conflict, hunger and cholera, we delivered aid to over 800,000 Yemenis last year.

Together with UNICEF, the NRC recently built a new school with ten classrooms next to the ruins of the old one. In Yemen, they make sure children living amid conflict can still access school. In southern Yemen alone, they’ve rehabilitated 30 schools and built 110 temporary learning spaces. the NRC also distribute school materials, equip learning spaces, train teachers and organise school meals.

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Teachers return to classrooms with innovative teaching methods

UNICEF South Asia 14 March 2019

UNICEF, together with the Education Department of Balochistan has initiated a ‘Continuous Professional Development’ programme. This in-service teacher training, funded by the European Union, is being implemented in 11 districts of the province to build the capacities of primary and middle school teachers.

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Rentrée scolaire : de trop nombreux enfants à la porte de l’école

Libération 8 October 2018

En France, des milliers d’enfants ne sont pas scolarisés, en raison de facteurs multiples (éloignement des lieux de vie, expulsions à répétition, manque d’infrastructure…). Un collectif interpelle le chef de l’Etat et le ministre de l’Education nationale pour rendre le droit à la scolarisation pleinement effectif.

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Retour à l’école au Kasaï : un espoir pour l’avenir des enfants

Ponabana 22 January 2018

KASAI – Le territoire de Kamiji, situé dans la Province du Lomami, a été le terrain d’affrontements entre les forces de l’ordre et les miliciens de Kamuina Nsapu. Ces violences ont obligé des populations entières à se cacher dans la brousse, loin des services de base. Durant des mois, les enfants n’ont pas pu poursuivre leur scolarité.

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Le sort des enfants en temps de conflit armé

Nations Unies 15 November 2017

Le présent rapport, qui couvre la période allant de janvier à décembre 2016, est soumis en application de la résolution 2225 (2015) du Conseil de sécurité. Il renseigne sur l’impact des conflits armés sur les enfants et donne des informations sur les violations commises en 2016 et les questions de protection connexes. Chaque fois que possible, les violations sont imputées aux parties au conflit et, conformément aux résolutions pertinentes du Conseil, on trouve dans les annexes au rapport la liste des parties qui, en violation du droit international, recrutent et utilisent des enfants, tuent et mutilent des enfants, commettent des viols et autres formes d’agressions sexuelles sur les enfants, attaquent les écoles et les hôpitaux et attaquent ou menacent d’attaquer le personnel protégé1 et enlèvent des enfants.

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Développer les capacités pour renforcer le système éducatif en Haïti

Unesco 9 October 2017

L’Institut international de planification de l’éducation de l’UNESCO (IIPE-UNESCO) et l’Union européenne ont lancé cette semaine le projet « Analyse et renforcement des capacités de planification et de pilotage du système éducatif haïtien » développé conjointement avec le ministère de l’Education nationale et de la Formation professionnelle (MENFP), dans le cadre d’un atelier de trois jours.

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Le sort des enfants en temps de conflit armé- Rapport du Secrétaire général

United Nations 9 October 2017

Il renseigne sur l’impact des conflits armés sur les enfants et donne des informations sur les violations commises en 2016 et les questions de protection connexes. Chaque fois que possible, les violations sont imputées aux parties au conflit et, conformément aux résolutions pertinentes du Conseil, on trouve dans les annexes au rapport la liste des parties qui, en violation du droit international, recrutent et utilisent des enfants, tuent et mutilent des enfants, commettent des viols et autres formes d’agressions sexuelles sur les enfants, attaquent les écoles et les hôpitaux et attaquent ou menacent d’attaquer le personnel protégé1 et enlèvent des enfants.

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Une rentrée scolaire de crise en Haïti à cause des difficultés économiques

Courrier International 15 September 2017

Le retour des élèves en uniforme sur les trottoirs de Port-au-Prince ne doit pas faire illusion: la rentrée scolaire ce lundi en Haïti est loin d’être un succès à cause des difficultés économiques.

Dans une école primaire de Pétionville, les bancs d’une école primaire publique sont encore déserts. “Les parents n’ont pas les moyens pour payer. Ils viendront au fil du mois, en octobre ou aussi en janvier”, confie Lionel Fevilien, un enseignant désoeuvré.

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Getting to learning in conflict and violence affected contexts

The World Bank 11 July 2017

We teamed up with Right To Play, a global development organization headquartered in Canada, to design and deliver a session that explored how learning takes place in situations marked by conflict and violence. Central to the discussion were the role and relevance of social-emotional learning (SEL) and psycho-social support (PSS) to the learning agenda in conflict and violence affected contexts. The immediate goal is to provide school access and safety to children and youth. However, once safe in school, their learning and socio-emotional wellbeing become interdependent objectives.

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Chad: rethinking education in emergencies; Interventions to break the cycle of underdevelopment

Relief Web 10 July 2017

Chad is a landlocked country in Central Africa bordered by Sudan to the east, the Central African Republic (CAR) to the south, Nigeria, Cameroon and Niger to the west. The country is hit by several humanitarian crises caused by conflicts in its neighboring countries.

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Keeping Children in School During Natural Crises

Stanford Social Innovation Review 5 June 2017

In the past few years, Zimbabwe has experienced two extreme weather events, both of which had serious implications for schoolchildren. In February 2016, the government declared a state of disaster related to a severe El Nino-induced drought that contributed to 6,000 children in a single province dropping out of school due to hunger, and approximately 25 percent of children in some parts of the country were unable to attend school regularly. In March of this year, the Ministry of Local Government, Public Works and National Housing reported that floods had destroyed equipment and infrastructure—including toilets, boreholes, and entire classrooms—in 74 schools. These floods also washed away roads, bridges, and dams, which meant that many schoolchildren weren’t able to get to their schools in the aftermath of the crisis in any case.

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Support to education in fragile and conflict-affected situations remains a top priority for GPE

Global Partnership for Education 29 May 2017

Of the 65 GPE partner countries, 28 are affected by some sort of conflict or fragility and are home to 63% of the world’s forcibly displaced children.  GPE’s new Financing and Funding Framework (FFF), increases the number of countries eligible for GPE support to 89, including many more affected by conflict.

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School for Stability: Examining the role of education in fostering social stability in Lebanon

Relief Web 30 April 2017

This report explores education opportunities in Lebanon in light of the protracted Syria crisis, examining their potential in supporting social stability between host and refugee communities. It argues that education, both formal and non-formal, has strong potential to support social stability in Lebanon. The research has been produced as part of the ‘Change in exile’ project implemented by International Alert in Lebanon and Roskilde University in Denmark, which seeks to generate evidence on the role of education in supporting social stability in both countries. In Lebanon, the research involved 30 key informant interviews (KIIs) with government, the United Nations (UN) and representatives of non-governmental organisations (NGOs), as well as 10 focus group discussions (FGDs) with Syrian and Lebanese children (aged 11–17), parents and educators in Tripoli and in the suburbs of Beirut. This research was conducted between October 2016 and January 2017. In Denmark, the research involved a similar methodology with KIIs and in-depth interviews with unaccompanied Syrian refugee minors.

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Education in South Sudan ‘cannot wait,’ says new report

Christian Science Monitor 24 April 2017

After decades of conflict left much of South Sudan illiterate, a new round of fighting has further compromised the young nation’s current education system. Since the South Sudanese Civil War began in December 2013, one in three schools have been attacked by armed forces or groups, according to a report released this month by Education Cluster, a collaboration of NGOs, United Nations agencies, and academics. At the same time, one in four schools reported to be open in 2013 were found to be non-functional by 2016.

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Remedial classes give children a chance to dream

UNICEF 19 January 2017

Phnom Penh, Cambodia, September 2016: With tears in her eyes, Reaksmey*, 13, recalled the time her mother was arrested due to suspicion of her being involved in drug dealing. Her mother was later found to be innocent and released after more than one month in confinement. “I often went to visit her by myself,” Reaksmey said. “Because there was nobody to take us to visit her.”

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