Education is one of the most important aspects of our lives – vital to our development, our understanding and our personal and professional fulfilment throughout life. It is, as described by 23 displaced students who have co-authored one of the…
For far too long, donors and the international community have neglected education in humanitarian response. Switzerland was no exception. Food, water, health and shelter were the usual priorities during emergencies, while education was considered more of a long-term objective to…
Frequently, traditional psychosocial programming focuses on incidents that have taken place in the past and is implemented in spaces that are now physically safe. However, in protracted crises such as in Afghanistan, children are coping not only with past trauma…
From the onset of the Syrian crisis, internally displaced persons (IDPs) from all over Syria sought safe haven in Salamieh District in eastern Hama Governorate, increasing the population by 40% to its current total of 300,000. Many of those who…
Major achievements have been made worldwide to ensure education rights for both girls and boys. When crisis or disaster erupt or people have to flee, however, these achievements are jeopardised. Statistical data on displaced people’s access to education is difficult…
For many countries affected by war, education prior to conflict will have already been in a poor state, with a lack of materials and resources, overfull classrooms and low quality of teaching. Conflict will have further exacerbated these conditions, disrupting…
Between 2016 and 2017, Street Child and Congolese partner Ebenezer Ministry International (EMI) supported the secondary education sector in Lusenda refugee camp, South Kivu, in the eastern Democratic Republic of Congo (DRC), where around 32,000 Burundian refugees live.[i] The schooling…
In most cases the best way to transition from a humanitarian to a development response is not immediately clear. Although the education sector has produced guidelines that outline the process for drafting transitional plans in “crisis-affected and challenging situations”,[1] in…
Rarely do humanitarian agencies and donors have the opportunity to meaningfully reflect on how and what type of learning occurs as a result of education in emergencies (EiE) provision. The lack of a theoretical base, however, may decrease a programme’s…
Children’s psychosocial well-being is directly correlated with their ability to learn. In contexts of conflict and humanitarian crises, child-friendly spaces (CFS) can promote psychosocial well-being and provide a safe space for learning but research has shown that their quality, relevance,…