Despite Dayton’s broad scope, education was only mentioned as a part of an annex on human rights and fundamental freedoms. As a result, the ethno-national division of education that helped sustain the Bosnian war remains intact. For over a decade…
The second Global Consultation on Education in Emergencies took place in Cape Town, South Africa, 2-4 December 2004. The first, held in Geneva in November 2000, as recommended by the World Education Forum in Dakar in April 2000, led to…
Education in conflicts, emergencies and early reconstruction is a newly emerging field of academic research, policy research and teaching. Universities and research institutes worldwide are beginning to teach interdisciplinary modules on this theme within Bachelors and Masters degree programmes. Research…
The Global Survey on Education in Emergencies has gathered information on how many refugee, displaced and returnee children and youth have access to education and the nature of the education they receive. Information obtained from UNHCR, UNICEF and UNESCO –…
Guinea in 1996 highlighted the then state of education in emergencies. An already under-resourced education system was coming under strain due to the presence of large numbers of refugees from neighbouring Sierra Leone and Liberia. As refugee and Guinean students…
Sadly, many of their peers do not have that choice. UNESCO’s Education for All Global Monitoring Report for 2003-04 estimated that half of the 104 million children out of school globally live in countries affected by or recovering from conflict.…
The Guiding Principles on Internal Displacement reiterate binding documents that guard the right to education in all contexts. It is assumed that education protects children by establishing a routine and sense of normalcy, by communicating essential life skills and hope…
The fifth of the eleven objectives adopted by the Dakar World Education Forum in 2000 focuses on the rights of children in emergencies. Dakar participants called on all national Education for All (EFA) plans to include provision for education in…
Educational assessments must be attuned to children’s protection needs within the context of their overall formal and non-formal educational needs. Detailed understanding of children’s well-being in areas of crisis saves lives and improves educational programming. Managers with limited staff and…
Over the past decade humanitarian actors have focused attention and resources on developing education as a specific intervention aimed at mitigating psychosocial distress affecting children during war. Of particular importance in this effort is support for teachers. The importance of…