Tag Archives: INEE

INEE Journal on Education in Emergencies

31 Jan

Attention all Education in Emergencies enthusiasts (nerds)!

This week the Inter-Agency Network for Education in Emergencies (INEE) announced a brand new Journal on Education in Emergencies. Along with this announcement, INEE also revealed that NYU Steinhardt’s own Dr. Dana Burde will be the Journal’s first Editor-in-Cheif! The first of its kind, the Journal will close a crucial gap as the field itself gains more international attention and (ideally) funding:

The Journal on Education in Emergencies is established in response to the growing need for rigorous Education in Emergencies (EiE) research to strengthen the evidence base, support EiE policy and practice, and improve learning in and across organizations, policy institutes and academic institutions. The Journal will close a gap existing in the academic space: currently, there is no Journal dedicated to this topic. The Journal will facilitate EiE knowledge generation and sharing, thus contributing to the further professionalization of the EiE field.

The Journal will include three sections:

  • EiE Research Articles: Articles in this section will have solid research methodology/ research design, use an explicit, well-recognized theoretical or conceptual framework, and contribute to the evidence-base and the advancement of knowledge on EiE.
  • EiE Practice: Articles in this section will demonstrate progress and/or challenges in designing, implementing, monitoring and evaluating EiE policies and programs.
  • EiE Book Reviews: Articles in this section will offer a critical review of a recently published or an upcoming book on EiE.

Very excited for this. Manuscript submission guidelines will be released in Spring 2014. This would have been a fantastic resource while I was in graduate school, and I am quite pleased that it will be available for future classes and practitioners.


Doctoral Research in Education in Emergencies

9 Sep

A quick, quick followup to last week’s post: INEE’s online discussion series on “Teaching Education in Emergencies” continues this week with posts by The Brookings Institution’s Allison Anderson (former director of INEE), Harvard’s Sarah Dryden-Peterson (a huge inspiration for my own research) and none other than NYU’s own Amy Kapit!

Amy provides some wonderful insights into a few lessons-learned while conducting her doctoral research and collecting data in the Occupied Palestinian Territories. Her reflections touch on the utility of qualitative methodologies and the plethora of doctoral research opportunities in the field of education in emergencies, while highlighting some innovative research coming out of NYU’s IE Program. I also particularly liked her piece because it addresses a key factor for me personally in deciding to delay my entrance into a doctoral degree program: the benefits of solidifying connections in the field prior to conducting doctoral research. Keeping my personal focus on forced displacement in East Africa in mind, studying with Amy helped me and many others in IE realize the importance of having a strong network of practitioners in our regions of interest prior to beginning data collection, which many of us are now using our entry/mid-level career paths to do. We at HREC all wish her the best as she finishes up her doctoral work! Give it a read, and check out the other online blog posts and discussions over on INEE’s website – and don’t forget to keep an eye out for Dr. Dana Burde’s post on September 23rd!

On that note, for those of you starting your Fall semester at NYU or Columbia (or anywhere!), I highly recommend looking into a training seminar on “INEE’s Minimum Standards for Education: Preparedness, Response, Recovery.” It’s a great community in which to be involved, and it may just change the course of your graduate studies…

Additionally, Allison Anderson makes mention of INEE’s academic space on its website – this is a growing resource to see what other academics are researching in the field of EiE, and also a great resource for submitting your own research down the road.

Okay, so that wasn’t a quick, quick followup.


16 Aug

As the world’s eyes are glued to the rapidly deteriorating situation in Egypt, a few other bits of HREC-worthy news and stories caught my eye. Enjoy, share, discuss:

1) International Education M.A. Alumni share their stories

Because this blog is also dedicated to sharing the stories, struggles and successes of members of our graduate cohort as we emerge into the field of education, I would like to commend those who were featured in NYU Steinhardt’s M.A. Alumni profile section (including HREC’s own Alice Jacques and attendees of the Human Rights and Education Colloquium!). You can read interviews with each alum, detailing their favorite aspects about their new positions as well as what they liked about their recent International Education graduate degree program.

2) INEE Conflict Sensitive Education Pack

This week, the Inter-Agency Network for Education in Emergencies (INEE) launched the highly anticipated Conflict Sensitive Education Pack. According to INEE, “conflict sensitive education refers to the design and delivery of education programs and policies in a way that considers the conflict context and aims to minimize the negative impact (contribution to conflict) and maximize positive impact (contribution to peace).” The CSE pack thus supports the integration of conflict sensitivity in education policies and programs with several tools, including: INEE’s Guidance Note on Conflict Sensitive Education; a Reflection Tool for designing and implementing conflict sensitive education programmes in conflict-affected and fragile contexts; Guiding Principles on integrating conflict sensitivity in education policy and programming; and a number of additional resources. FHI 360 and Save the Children co-hosted the Launch with INEE this Tuesday in Washington D.C. For those who missed out, you can watch the stream of the event.

You can find and download the full CSE Pack on INEE’s Toolkit here.

3) The humanitarian situation in Darfur

While eyes have been turned (justifiably) to the worsening humanitarian crisis in Syria and the surrounding region, the humanitarian situation in the Darfur region of Sudan is the worst it has been in years, with over 300,000 people fleeing their homes in 2013 alone and 3.2 million Sudanese in need of humanitarian assistance. Over the past decade, over 2.3 million people have been displaced by ongoing violence, which in recent years has been fueled primarily by disputes over grazing land and gold-mining. The Sudanese government in Khartoum is both unable and ostensibly unwilling to assist those in Darfur, placing the responsibility to protect (let’s not jump into an R2P debate just yet…) squarely in the hands of the international community, who remains drastically underfunded for the endeavor. Virtually all international NGO staff and aid workers have left Darfur. This deteriorating situation reminds me of the myriad challenges facing the humanitarian community to provide assistance to those in need. When states effectively dismantle international peacekeeping and humanitarian efforts, assistance becomes impossible. I am curious to see whether the same sort of “smuggled aid” that found its way into Syria last year has taken any sort of foothold in Sudan. My guess is no, but does anyone happen to know of other efforts being made to undercut the traditional avenues of assistance provision to help the people of Darfur?

4) How technology is transforming emergency preparedness

In their “Humanitarian Futures” series, OCHA’s IRIN has been producing some great pieces exploring anticipated changes in the aid world likely to unfold over the next decade. This week, IRIN looks at how technology is transforming emergency preparedness around the world. The piece explores how mobile phone technology, geographic information systems (GIS), and other technologies like Twitter are being used to provide early warning systems and routine monitoring in the face of crises. When I began my work in Tanzania as recently as 2009, it seemed that the idea of mobile banking was only in its very nascent stages. When I returned to Uganda just a year later, it seemed that mobile banking, mobile transfers and mass communication systems were burgeoning at a remarkable rate. I am quite interested to see how these technologies continue to be improved and expanded to benefit the largest number of people possible. I like to think the future looks quite bright!

5) Area 51 officially acknowledged

I’m hoping that before long, the Human Rights & Education Collaborative will have to evolve into the Human/Extraterrestrial Rights & Education Collaborative – HEREC…nice ring to it don’t you think?

Education Cannot Wait – A Call to Action

5 Oct

Last week in New York City, the field of education in emergencies took a critical step forward. International leaders across governments, international organizations and civil society discussed and endorsed an urgent Call to Action to secure the provision of quality education to 28 million youth living in countries affected by conflict, plus several millions more victim to humanitarian emergencies due to natural hazards worldwide. The youth in the former category account for 40% of all primary school-age children currently not enrolled in school. The Call to Action entitled “Education Cannot Wait: Protecting Children and Youth’s Right to a Quality Education in Humanitarian Emergencies and Conflict Situations” is a part of the UN Secretary-General’s “Education First” initiative, which seeks to improve access and quality of education and foster global citizenship.

The Call to Action stresses efforts to be made in three key areas:
1)      Increase levels of humanitarian aid to education in emergencies
2)      Keep schools and education safe from attack
3)      Integrate emergency prevention, preparedness, response and recovery with sector plans and budgets

The realm of education as a provision of humanitarian assistance has long been relegated to an afterthought among aid providers. I am thrilled that the United Nations has since taken steps to close this critical gap. I think Her Highness Sheikha Moza bint Nasser of Qatar says it best:

“The mind of a child has only one opportunity to develop. If the education of a girl or boy is lost through conflict we have not only deprived them of their birthright, we have denied their generation the chance of development or recovery – and we have robbed an entire society of its chance for a better future. That should not be acceptable to any one of us.”

A more substantial inclusion of education into the humanitarian imperative is long overdue. The current expenditures on education in emergencies stand at roughly 2% of humanitarian aid spending. This initiative aims to double levels of humanitarian aid to education in emergencies to 4% of aid budgets, which, while still a modest figure, could guarantee education for entire generations of youth who would otherwise lose the opportunity to conflict. I feel that this push indicates a growing recognition of the vital role that education plays in breaking cycles of violence in many regions of the world. Plain and simple, education provides hope. Hope for opportunity, hope for a future. Without this hope, children may likely seek other opportunities, or will be more easily forced into exploitative situations. Education provides a safe and structured environment in which youth can focus their energy and attention towards improving not only their own lives, but their communities and national economies as a whole.

To this, I attribute much credit to the work of the Inter-Agency Network for Education in Emergencies (INEE), whose seminal document, the INEE Minimum Standards for Education: Preparedness, Response, Recovery guides the planning and implementation of education in emergencies programs around the globe. My former colleagues at INEE were in attendance at the launch of Ban Ki-Moon’s Education First campaign, and contributed to this Call to Action.

Yesterday I was able to attend the INEE Global Meet-up hosted by the International Rescue Committee here in New York. The meet-up surrounded the Education Cannot Wait and Education First initiatives. There was much curiosity regarding concrete plans for action moving forward, and an interesting discussion arose pertaining to the timing of this particular initiative. Perhaps it has received a greater push at this point with the close proximity of 2015 and how close the UN is to reaching the Millennium Development Goal on Education For All. Perhaps this will create a surge in the interim period towards greater funding and advocacy behind education in emergencies.

But in this blogger’s humble opinion, perhaps this will yield rushed results. Education in emergencies is a vast and complex sub-field within education, with marked differences between crises caused by natural hazards and those that arise out of conflict, and even further differences between education in acute conflict and protracted conflicts leading to long-term displacement and instability. Here the lines between humanitarian action and international development become blurred.

One would hope, in this case, that increased focus on the complexities of education in emergencies will yield the necessary increase in cooperation between actors in the humanitarian camp and actors in the development camp. Education programs cannot simply be set up during a crisis and abandoned for development education programming as soon as the crisis subsides. Actors across the board need to work together to truly provide education to the staggering number of youth trapped in conflict around the world, with a concerted focus on quality and content.

I am very excited about the implications of this Call to Action, and the plain and simple truth is that education NEEDS to be made a priority. It NEEDS to be at the center of the discussion. At the end of INEE’s Meet-up, we were asked to consider what our organization was doing to help in the push for advocacy and action for education in emergencies, or for us students, what our university was doing to raise awareness. The easy answer that came to mind: nothing. I will be keeping a close eye to see if this call to action lives up to its name and acts on the fact that education truly cannot wait, and will be doing my part to ensure that awareness at my institution increases in what little time I have left. I implore you all to do the same. This is a groundbreaking initiative…the world is listening…let’s see what we can all accomplish.