Workshop Objectives:1. Refresh knowledge about the INEE Minimum Standards for Education2. Contextualize the INEE Minimum Standards for South Sudan3. Draft the INEE Minimum Standards for Education in Emergencies for South Sudan

INEE MS ContextualizationJuba, South Sudan

6-8 March, 2012

Session 1: Education in Emergencies in South Sudan

Learning Objectives

At the end of this session, participants will:• Describe the workshop’s definition of

education in emergencies in South Sudan• Articulate the difference between

development and emergency response in South Sudan

• Advocate for education as critical in humanitarian response

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Definition of Education in Emergencies

“The provision of quality education opportunities* that meet the physical protection*, psychosocial*, developmental and cognitive needs* of people affected by emergencies, which can be both life-sustaining and life-saving”

Education ResponseEmergency vs. Development

Education in EmergenciesHumanitarian responseAcute crisisSpecific target populationTemporary learning spacesRapid supply disbursementRapid teacher/volunteer trainingShort term contractsLife saving messagesPsychosocial support

Education in DevelopmentDevelopment responseLong-term deprivationsBroad target populationPermanent schoolsInfrastructure strengtheningTeacher recruitment systemsLong term contractsRegular complete curriculumLess psychosocial support

(5 minutes) Discuss with your neighbor:1. What kind of emergencies exist in South Sudan? 2. Where has emergency education been provided?

What does it look like when we do NOT respond with education in an emergency? • Internally displaced in

north SudanEducation was not prioritized for funding

• Current insecurity in South SudanAgencies do not mainstream education in emergencies in development programmes/proposals

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What would a child say about her experience in emergency without education?

• I was forced to leave my village or town

• My home was destroyed• I was separated from my

family• A member of my family was

injured during the emergency• I had no safe space to go• I had no information about my

new surroundings• I had no friends to share my

troubles with• I did not know what each new

day would bring• I could not attend local

schools• I could not take my final exam

What it looks like when we do respond with education in an emergency.

• In Pibor 2012, Rapid Response: Assessment within 2 weeks, response within 3 weeks

• Establishment of TLS, distribution of supplies (training of teachers on PSS planned for March)

• Facilitated examinations to ensure continuity of education for affected students

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Education in Emergency Response in Pibor, South Sudan 2012

INEE and Global Education Cluster

• Facilitated reopening of formal schooling through community awareness campaign

• Advocated at county and national levels to ensure IDPs and troops were not occupying schools

• Inter-Sectoral Action: Strong collaboration with Child Protection and WASH Clusters

Education is an important emergency first response because education:

• Is a fundamental right to all and in emergencies children and other learners are often denied this right

• Is critical for healthy development• Can help children and youth deal with the effects of

crisis situations • Can help create a sense of normalcy for children and

communities• Is critical to provide protection in a safe environment and

provide life saving and sustaining skills and support• Is an important means of promoting tolerance and

conflict resolution• Is critical for economic recovery and social

reconstruction

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Education is an important first responsebecause education:

• Can engender democratic participation and respect for rights

• Is what children and parents prioritise• Is a platform for providing life saving knowledge and

skills (landmines, cholera, gender violence, trafficking)• Reduces maternal and child mortality• Can identify and reach children with special needs• Can provide nutrition• Provides an opportunity to get out-of-school children

enrolled• Can support livelihoods and income generation activities

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SFive Ss of Education in Emergency

Safe space in context of crisis

Service delivery point

Source of lifesaving information

Structure, stability, hope

Solve problems through critical thinking

and informed decisions

Ckoons for INEE and Global Education Cluster

Group Exercise: Emergency vs. Development

INEE and Global Education Cluster

1. Find the signs “development” or “emergency” posted on the wall

2. Listen to the situation that is read by the facilitator.

3. Think if the situation is development or emergency.

4. Go to that corner of the room.

Group Exercise: Advocacy Message for Education in Emergencies

1. Watch the video “Education Can’t Wait”2. Think about the key advocacy messages that

are being presented3. Write down all the messages you observe

about the importance for education in emergencies

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Conclusion

• Education in Emergencies is distinct from education in development

• Multiple contexts of emergency exist in South Sudan, some have received education response, others have not

• There are negative consequences for children when education is not provided during an emergency

• Education in Emergency is important for many reasons, including the 5s

Break Time