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EiE in numbers Girls in crisis settings

are 25 times morelikely to be out ofprimary school thanboys

shyshy Education CannotWait

1 February 2019

Highlights shy Webinar JEiE shy From Submission to Publication

shy INEE Global MeetshyUps December 2018 shy Synthesis Report

Events shy Event Report CSE Challenges in South Sudan

shy Webinar INEE and the Humanitarian Data Exchange (HDX) shy UKFIET Conference 2019 ndash Inclusive Education Systems

shy CHAM IV Intl Conf on Innovation Invention and Memory in Africa shy IIEP Strategic Debate Education for 21st Century Children

shy Webinar Digital Identity in the Humanitarian Space

Resources shy Measuring the Learning Proficiency of Students

shy MENA OutshyofshySchool Children Initiative Fact Sheet 2018 shy Gender Equality and Equity Fact Sheet

shy Right to Education Handbook

Opinions shy Dutch Minister Highlights Importance of Education in Crisis

shy Worldrsquos First International Day of Education shy Turning the spotlight on those left behind

shy Being in School Is Not the Same as Learning shy Technology can help give refugees the education they deserve

EiE News Roundup

Highlights

Webinar Journal on Education in Emergencies shy From Submission to Publication INEE and JEiE

Having trouble viewing this message Click to read the online version

BishyWeekly Bulletin

We are pleased to share with you the INEE BishyWeekly Bulletin which highlights recent informationopportunities and resources in the field of education in emergencies

We encourage you to share with us any relevant content for inclusion in future bulletins and on the INEEwebsite Please forward your suggestions with attachments and web links to bwbineesiteorg

Past editions of the INEE BishyWeekly Bulletin are available on the INEE website

The Journal on Education in Emergencies (JEiE) is pleased toannounce informational webinars geared especially for scholarsfrom the Global South about submitting and publishing researchmanuscripts and field notes with JEiE The webinars willbe conducted in each of the INEE languages shy English ArabicFrench Portuguese and Spanish They are free and all arewelcome to participate no signshyup necessary

You may participate in any (or all) of the following webinars listedin the order in which they will occur

English shy Wednesday January 30 2019

Recording link httpsyoutubeWHZ8XshyaMb30

Arabic shy Friday February 1 2019 Recording link httpsyoutubeYTKrDDfEFH8

French shy Thursday February 7 2019 200 pm Paris (GMT+0100)

Event link httpsrescuewebexcomrescuejphpMTID=md5f5bdef25c35d509ed2eb5eb47ea0f0

Portuguese shy Thursday February 7 2019 200 pm Lisbon (GMT) Event link httpsrescuewebexcomrescuejphpMTID=m09a99b620116332490e9b28a13e757b3

Spanish shy Friday February 8 2019 1100 am Santiago (GMTshy0300)

Event link httpsrescuewebexcomrescuejphpMTID=m2248da17a3369029ccbf45f22a1e30fb

For more information visit the INEE website or contact journalineesiteorg

INEE Global MeetshyUps December 2018 shy Synthesis Report INEE

INEE MeetshyUps are informal gatherings in all corners of theglobe where INEE members and others can network shareexperiences and discuss relevant topics The 11th INEE GlobalMeetshyUps took place from 1shy15 December 2018 with morethan 370 participants attending 37 MeetshyUps in 4 languages shyEnglish (13) French (4) Arabic (7) and Portuguese (4) Thesefigures demonstrate the continued popularity of MeetshyUps sincetheir first introduction in 2011 Participants in the December 2018events came from a wide variety of backgrounds includingeducation professionals students professors and parents

Click here to read the full report

Events

Event Report Identifying Ways of Working through ConflictshySensitiveshyEducationChallenges in South Sudan

Oxfam IBIS and INEE

With the aim to explore how to integrate INEE CSE standardsand guidelines into ongoing education programs in South SudanOxfam held a twoshyday workshop in Juba South Sudan from the28shy29 November 2018 The workshop brought together Oxfamstaff and local partners including colleagues from the INEEmember organisations NRC and Finn Church Aid working ondiverse education programs in South Sudan The workshop wasfacilitated by Oxfam with support from the Conflict SensitivityResource Facility (CSRF)

To read the full report click here

Webinar Recording and Materials INEE Data and Evidence Collaborative xHumanitarian Data Exchange (HDX)

OCHA Center for Humanitarian Data

Following the presentation on UN OCHAs Humanitarian DataExchange (HDX) to the INEE Data and Evidence Collaborativeon 11 January 2019 below is a list of resources and referencesfrom the session

Presentation slidesThe Education and Conflict Monitor page on HDXThe Education in Emergencies case study from World Humanitarian Data and Trends 2018A recording of the full presentation (requires ARF player)

If yoursquod like to learn more about the Centre for Humanitarian Data or the Humanitarian Data Exchange(HDX) please reach out to Elliot McBride at mcbride2unorg

UKFIET Conference 2019 ndash Inclusive Education Systems futures fallacies andfinance

OCHA Center for Humanitarian Data

17ndash19 September 2019 Oxford England

Increasing inequality poverty protracted conflicts accelerating climate change financial uncertainty andrapid transformation of labour markets are all exerting considerable pressure on formal and informaleducation systems And within these systems there is stark evidence of high levels of inequality manychildren have limited experience of school and for many more their experiences are not productive forthem or their families Changes at system level and beyond are critically needed to deliver betterlearning outcomes for all learnersndash children youth and adults

The conference will explore these ideas through a number of themes

Future directions in inclusive education systemsProblematizing inclusive systemsEducation financing for global equity and inclusionEducation technology and data science for inclusivesystemsEducation system actors strengthening inclusive practiceSystem responses to conflict and crises

For information on the call for abstracts submission guidanceand conference registration click here

CHAM IV International Conference on Innovation Invention and Memory in Africa CHAM International

17 ndash 20 July 2019 Lisbon Portugal

CHAM is proud to announce the organisation of its IVInternational Conference on Innovation Invention and Memory inAfrica Following very successful previous editions we are nowfocusing on Africa its heritage challenges and achievements

As a leading centre in the Humanities CHAM aims in this editionto foster the presentation and discussion of multiple disciplinaryapproaches and contributions to the understanding of culturalliterary historical social educational artistic ecological andpolitical landscapes in Africa The conference will bring togetherstudents academics policymakers community leaders artists Itwill promote a broad disciplinary approach to African Studies anda dynamic forum for discussion and knowledge production Aparticular attention will be dedicated to the importance of futureleaderships and to the role of young policymakers researchersand artists

Read more about the conference concept The call for papers isnow open until 5 February 2019

For information on the call for abstracts submission guidance and conference registration click here

IIEP Strategic Debate Education for 21st Century Children UNESCOshyIIEP

13 February 2019 Paris France (or via Webcast)

Join us on 13 February 2019 in for the next IIEP StrategicDebate on how education systems can respond to the changingnature of childhood in the 21st century Join us in Paris Franceor watch it online Choose either option after clicking the greenbutton to register

The modernshyday world has reshaped childhood From advances in health care to the capabilities of newtechnology children today are in many ways far better placed than previous generations However thefast pace of todayrsquos world has also brought on new challenges Reports indicate higher levels of stressand less sleep among todayrsquos youth New technologies ndash while being a source of opportunity ndash have alsoopened the door to new risks such as cybershybullying and screen addiction How can education systemsaddress these realities How should education systems respond to the changing nature of childhood

For information and registration click here

Webinar Digital Identity in the Humanitarian Space NetHope Solutions Center

February 14 2019 at 1100AM (US East)

Identity is tied to everything you do but your identity is strewnamong multiple organizations and applications Even if yoursquorelucky enough to have a regularly accepted identity it can be atrisk

Microsoft believes the user needs to be in control with a digitalidentity the individual owns and securely store the elements whichmake up proof of who they are This needs to be seamlesslyintegrated across onersquos life and provide complete control

Click to find out more and register

Resources

Costs and Benefits of Different Approaches to Measuring the Learning Proficiencyof Students (SDG Indicator 411)

UNESCO Institute for Statistics

The purpose of the current report is to advance policy debatesaround how countries and international organizations such as theUNESCO Institute for Statistics (UIS) measure learningoutcomes and define proficiency levels in order to achieve theSustainable Development Goal for education (SDG 4) Thispaper synthesises the recent debates and highlights issueswhich may not have received sufficient attention to arrive atinformed proposals and recommendations The report focusseson Indicator 411 which deals with childrenrsquos proficiency inreading and mathematics across three education levels

To read the full report click here

Middle East and North Africa OutshyofshySchool Children Initiative Regional Fact Sheet2018

UNICEF

The Middle East and North Africa (MENA) OutshyofshySchool Children Initiative (OOSCI) is part of the global

OOSCI launched by UNICEF and the UNESCO Institutefor Statistics (UIS) in 2010

The ultimate goal is to contribute to building inclusiveand flexible education systems providing learningopportunities within reach of all children This is key inMENA where participation in education is affected byprotracted crisis and high inequalities in economic and social status among and within countries OOSCIwork is based on the rights of children to a full course of free and compulsory goodshyquality education(preshyprimary primary and lower secondary)

Thirteen countries in MENA have already undertaken an analysis on outshyofshyschool children within theframework of the Initiative (Algeria Djibouti Egypt Iran Iraq Jordan Lebanon Morocco State ofPalestine Sudan Syria Tunisia and Yemen) In addition Djibouti Jordan and Syria are working on anew round of updated OOSCI studies

To read the full fact sheet click here

Gender Equality and Equity FactshySheet Education Cannot Wait

By 2021 Education Cannot Wait aims to reach 89 million children and youth living in areas affected byfragility conflict and violence Half of them will be girls In all this means reaching over 44 million girlsliving in some of the worst conditions on the planet with safe reliable education gendershyresponsivemultishyyear educational resilience programming and the support and resources they need to thrive

Education is a human right that often goes unfulfilledwhen crisis hits While crises donrsquot necessarily lsquopick theirvictimsrsquo based on gender the effects of genderinequality are often magnified Recent analysis indicatesthat worldwide around 39 million girls are out of schoolor have had their education disrupted because of warand disaster

The socialshycultural expectations and customs that already exist in these communities often heightengender discrimination and continue to perpetuate unequal education opportunities This means girlscanrsquot go to school It means girls are at increased risk of sexual violence and exploitation It means girlslose their voice And when girls lose their voice our work to build a more equal more peaceful world asoutlined in the Sustainable Development Goals begins to unravel

To read the full fact sheet click here

Right to Education Handbook UNESCO and Right to Education Initiative

The ultimate aim of this handbook is to facilitate the realizationand universal enjoyment of the right to education Its objective isnot to present the right to education as an abstract conceptualor purely legal concept but rather to be action oriented Wherepossible practical guidance is given on how to implement andmonitor the right to education along with recommendations toovercome persistent barriers

UNESCOrsquos Strategy on standardshysetting instruments in the fieldof education (2016shy2021) encourages Member States of the Organization to use normative action inrelation with the right to education as a strategic tool to implement and achieve SDG4 In line with thisthis handbook ndash specifically foreseen by the Strategyndash will also serve as a reference tool for the designand organization of training modules and workshops in the field of right to education

Finally the handbook will also be an important reference for those working towards the achievement ofSDG4 by offering guidance on how to leverage legal commitment to the right to education as a strategicway to achieve this goal

To read the full handbook click here

Opinions

Dutch Minister Sigrid Kaag Highlights the Vital Importance of Education in Crisis Education Cannot Wait

lsquoIn times of crisis education offers stability security prospectsfor the future and opportunities to acquire vital knowledge andskillsrsquo

As part of its efforts to tackle the root causes of poverty andinstability ndash and improve young peoplersquos prospects the worldover ndash the Netherlands plans to expand its activities to supporteducation in protracted crisis and emergencies

In partnership with Education Cannot Wait the Dutch Government is focusing its educational support onglobal hotspots including targeted efforts in West African Sahel the Horn of Africa and the Middle Eastand North Africa along with continued support to the Africarsquos Great Lakes region and Afghanistan andBangladesh in Asia

The Netherlands is a core contributor to Education Cannot Wait with US$24 million in signedcontributions to date At the heart of this partnership between the new global fund for education in crisisand the Netherlands is the work of the charismatic Dutch Minister of Foreign Trade and DevelopmentCooperation Sigrid Kaag

To read the rest of the article click here

Worldrsquos First International Day of Education Could Not Come Soon Enough Inter Press Service

BARCELONA Jan 23 2019 shy Childrenacutes education is in a state ofemergency when it comes to protracted crises 75 million schoolshyaged children and young people are in desperate need ofeducational support are either in danger of or are alreadymissing out on their education in countries facing war andviolence

Yet education has traditionally been the most underfunded arearegarding humanitarian aid coming in at less than 3 of totalglobal funding

This year not only marks the 30th anniversary of the Convention on the Rights of the Child but theworlds first International Day of Education As an organization focused on child rights Educowelcomes this UNESCO marker

We share the conviction that while education is an end in itself it is also the ideal means forguaranteeing the exercise of rights the enjoyment of wellbeing and a life of dignity

Education in emergencies has historically not been a priority for governments international institutions ordonors This is despite schooling being what children want the most when faced with a crisis

On average conflicts last 20 years A childhood lasts 18 if a child survives an emergency of courseWith little access to education a childacutes recovery from a crisis is much more difficult For generations ofchildren caught up in conflicts this lack of opportunity all too often leads to a cycle of poverty alongsidesocietal and political instability

To view this full article click here

Turning the spotlight on those left behind to mark the first International Day ofEducation

Global Education Monitoring Report

On the first International Day of Education the UNESCO Institute for Statistics (UIS) and the GlobalEducation Monitoring (GEM) Report announce a new partnership to demonstrate education inequalitiesand show those lagging behind in achieving the global UN education goal SDG 4

The GEM Report and the UIS have worked together to improve the data available in the World InequalityDatabase on Education (WIDE) highlighting disparities in education access participation and attainmentthat hide behind average statistics The database brings together data from Demographic and Health

Surveys (DHS) Multiple Indicator Cluster Surveys (MICS) andother national household surveys and learning assessments fromover 160 countries

Users can compare education outcomes between countries andbetween groups within countries according to factors associatedwith inequality including sex location wealth and ethnicity

The new data released today highlight the need for urgent actionto reduce inequalities which should be high on the agendas ofcountries and development partners

To view this full article click here

The Education Crisis Being in School Is Not the Same as Learning The World Bank

THE NAME OF THE DOG IS PUPPY This seems like a simple sentence But did you know that inKenya Tanzania and Uganda three out of four third grade students do not understand it In rural Indianearly threeshyquarters of third graders cannot solve a twoshydigit subtraction problem such as 46 minus 17and by grade five mdash half still cannot do so

The world is facing a learning crisis While countries havesignificantly increased access to education being in school isnrsquotthe same thing as learning Worldwide hundreds of millions ofchildren reach young adulthood without even the most basicskills like calculating the correct change from a transactionreading a doctorrsquos instructions or understanding a bus schedulemdashlet alone building a fulfilling career or educating their children

Education is at the center of building human capital The latest World Bank research shows that theproductivity of 56 percent of the worldrsquos children will be less than half of what it could be if they enjoyedcomplete education and full health

To view this full article click here

Technology can help give children refugees the education they deserve Devex

As we move into the new year the UN Refugee Agency has putout a timely reminder that figures for forcibly displaced peopleacross the world have reached a record 685 million with anaverage of one person displaced every two seconds in 2017For the young people among them this typically means losingaccess to a quality education

We can no longer wait patiently for technology to one day play arole in tackling this crisis The time for technology to supporteducating our most vulnerable is now Initiatives in this hitherto unexamined corner of the educationspace are detailed in the extensive new UNESCO Global Education Monitoring Report 2019

Of course it would be ideal for every refugee child to be in a classroom getting the oneshytoshyone supportand education they need from a caring teacher That interaction with all the empathy and ability requiredto see a childrsquos weaknesses and turn them into strengths is always best delivered by human educators

To view this full article click here

EiE News Roundup

Read these and more articles every day in the INEE Newsfeed

UN Ramps Up Education Efforts in Rohingya Refugee Camps

Time Magazine 24 January 2019

The UN childrenrsquos agency says it is making gains in the effort to provideeducation for hundreds of thousands of Rohingya children who fled violencein Myanmar but much work remains to provide adequate services in theworldrsquos largest refugee camp UNICEF said Thursday that more than145000 Rohingya children living in refugee camps in Bangladesh are nowattending ldquolearning centersrdquo supported by the agency as a new school yeargets under way Humanitarian workers have so far built around 1600 suchcenters throughout the camps

Click to read more

World Bank Gates Foundation DFID Join Forces to Improve Education Quality Around the World

The World Bank 21 January 2019

LONDON January 21 2019 ndash The World Bank the Bill and Melinda Gates Foundation and the UKrsquosDepartment for International Development today announced a new partnership that will develop toolsgovernments can use to better monitor the quality of their education systems allowing policymakers totake realshytime decisions to ensure that all children are learning This collaboration will advance the goalsof the Human Capital Project a global effort to accelerate more and better investments in people forgreater equity and economic growth

Click to read more

The IntershyAgency Network for Education in Emergencies (INEE) is an open global network of practitionersstudents teachers staff from UN agencies nonshygovernmental organizations donors governments anduniversities who work together to ensure all persons the right to quality relevant and safe educational

opportunities INEE is a vibrant and dynamic intershyagency forum that fosters collaborative resource developmentand knowledge sharing and informs policy through consensusshydriven advocacy

wwwineesiteorg

All rights reserved If you reshyprint copy archive or reshypost this message please retain this disclaimer Quotationsor extracts should include attribution to the original sources

You are receiving this message because you subscribed to an INEE email list

Update your email subscriptions shy OR shy Unsubscribe ltlt Test Email address gtgt from ALL INEE email lists

IntershyAgency Network for Education in Emergencies (INEE) 122 E 42nd St New York NY 10168

wwwineesiteorg