Representative: Martyn Shannon 1. Girls Education Challenge The Girls Education Challenge (GEC) will help up to a million of the world’s poorest girls to have an opportunity to improve their lives through education. The initiative calls for NGOs, charities and the private sector to find better ways of getting girls in school and ensuring they receive a quality of education to transform their future. GEC will support projects that are able to demonstrate new and effective ways to expand education opportunities to marginalised girls that can be robustly evaluated to widen their impact. There are 3 funding windows: Step Change Window – Funding of up to £30m will be awarded through a competitive process to NGOs or the private sector who can demonstrate innovative ways of reaching marginalised girls. The first round of funding was open across 9 priority countries: Afghanistan, DR Congo, Ethiopia, Kenya, Mozambique, Sierra Leone, Somalia, Tanzania & Zimbabwe. Innovation Window – Funding of between £250,000 and £2 million will be available for the most innovative, effective and well evaluated pilot projects that are supporting girls to succeed in their education.

The GEC is looking for non-state organisations, including the private sector, with fresh ideas and projects to affect long-lasting and transformative change across 22 target countries, so that a new generation of girls is given the chance to improve their future. Funding will be available to projects in the 21 DFID priority countries that have existing education support: Afghanistan, Bangladesh, Burma, DR Congo, Ethiopia, Ghana, Kenya, Malawi, Mozambique, Nepal, Nigeria, OPT, Pakistan, Rwanda, Sierra Leone, Somalia, South Sudan, Tanzania, Uganda, Zambia, and Zimbabwe. Strategic Partnerships – The GEC is inviting companies across different sectors to show leadership, innovation and a commitment to collaborate with others to transform learning opportunities for girls in Africa and Asia. Up to £15m of match-funding will be provided to support strategic partnerships between DFID and private sector leads working with other organisations who want to engage in this important area. The target countries are the same 21 DFID priority countries that are supported in the innovation window. 2. Support of the Global Partnership for Education DFID are one of the largest supporters of the Global Partnership for Education (GPE), providing £202 million since 2002. Whilst we have not earmarked any of our funding to GPE specifically for conflict and fragile affected states, we have worked very closely with GPE to prioritise their support to fragile states and to make this issue one of the five key objectives of their new strategic plan.

3. DFID Country Examples: • DFID Pakistan’s Khyber Pakhtunkhwa education sector program is grappling with both the after effects of an extreme law and order situation and the 2010 floods which has led to the full or partial destruction of some 1700 schools in the worst affected areas. Through a dedicated facility of £60 million over five years, we will support the rebuilding of these and other schools. The program will also work with all the Parent Teachers Councils in the 27,000 schools in the province as part of a community led initiative involving the communities in safeguarding and building their own schools, improving the quality of education, and reducing teacher absenteeism. • Ethiopia’s Somali Region is one of the most marginalised areas of the country. It suffers from both low development indicators and from insecurity. DFID Ethiopia has launched a £38 million programme (of which approx. £9 million is for education) to deliver quality basic services in conflict affected areas whilst also building a more peaceful society. • DFID DRC has worked with the government to develop a strategy and prioritised action plan for the whole country’s education system. One of the elements of this support has been an in-depth study of the most vulnerable children currently excluded from educational opportunities. This information will enable all partners to design interventions that help children, including those affected by violence, with the most effective help.

Education Development Center

Representative: Sarah Nogueira Sanca

1. Work Ready Now! Curriculum and Toolkit:

Work Ready Now! (WRN!) is Education Development Center’s (EDC’s) curriculum and approach for delivering effective work readiness training to out-of-school youth. WRN! helps youth in emerging economies develop the “soft skills” to succeed in the workplace or in a livelihood. It is based on internationally recognized standards for 21st century skills and is adaptable for integration into literacy and numeracy programs.

The curriculum has 8 conte nt modules with a minimum of 44 hours and maximum of 100 hours of instruction, is underpinned by a standards-based curriculum framework and is always adapted to local context. Tested and adapted with partners in Rwanda, Yemen, North Eastern Kenya, among others, WRN! is intended to be implemented by local youth-serving organizations, training institutes or education providers. It is participatory and hands-on so youth are actively engaged in the learning process, have the opportunity to practice and enhance new skills and gain the self-confidence necessary to find and keep work. EDC is extending WRN! to Malaysia, Philippines, Bosnia and Indonesia this fall. EDC plans to develop an assessment that leads to a youth credential for achieving the learning goals in the program as a way of effectively demonstrating to employers that youth have the soft skills to succeed in the workplace that up to now have been hard to measure and hard to gauge until workers are on the job.

WRN! Impact

To date, over 64,000 youth have been trained using the WRN! approach.

In Rwanda, according to a survey of 43 employers: 97% of program graduates (out-of-school youth) met or exceeded employers’ expectations; 85% of employers surveyed said program graduates performed better at work when compared to other employees.

EDC is helping governments in Rwanda and Macedonia adopt the WRN! curriculum as the national work readiness curriculum at vocational training centers.

WRN! Impact

To date, over 64,000 youth have been trained using the WRN! approach.

In Rwanda, according to a survey of 43 employers: 97% of program graduates (out-of-school youth) met or exceeded employers’ expectations; 85% of employers surveyed said program graduates performed better at work when compared to other employees.

EDC is helping governments in Rwanda and Macedonia adopt the WRN! curriculum as the national work readiness curriculum at vocational training centers.

Education Development Center

Representative: Sarah Nogueira Sanca

2. Reading program kicks off in the Democratic Republic of Congo:

The Package for Improving Education Quality (PIEQ, or PAQUED in its French name) project is launching an early grade reading program based upon the structure and cycle of EDC’s ReadRightNow! reading and writing toolkit this school year. Complete with weekly levelled guided readers and student readers, the program structure will support more than 9,500 grade 1 and grade 2 students’ development of the key sub skills in reading and writing through the introduction of a series of daily reading and writing activities.

Coaches will accompany 300 teachers in their application of practices and will engage teachers in monthly school-based professional development sessions to reflect on their newly acquired practices. Professional development builds off of the cluster-based model used since project inception in 2009 and leverages Interactive Radio Instruction programs already developed in the project. This program carries forward the new Ministry of Education primary standards for reading and writing and serves to pilot a new reading curriculum written in collaboration with the Ministry that is now harmonized with peer organizations’ standards. Student reading and writing improvement will be evaluated at the end of the school year.

Representative: Karina Kleivan 1. Global Advocacy on Education & Fragility This project, which will run for the next four years, is still being planned, but it has been decided to focus upon education in fragile settings and how the quality of education and learning outcomes can be strengthened through advocacy. The project will involve local, national, regional, and global actors and be implemented in Africa as well as Latin America. 2. CHF funding for IBIS South Sudan In an excellent collaboration with the Education Cluster Leads, IBIS has ensured funding through CHF for education activities for IDPs in the capital of Juba. The beneficiaries are mainly people from the Murle community expelled from Jongeli State due to the on-going internal conflict. The focus of almost all humanitarian funding support in South Sudan has until now been very much upon the Northern ‘periphery’ states. No one can or should challenge the urgent needs in those states, but a growing number of IDPs and returnees from Khartoum are presently situated in the capital of Juba and their educational needs are dire. The project, which will commence in the month of September and continue for the next seven months, intends to address those urgent needs. 3. EiE Secondments As a NGO specialising in education (in development countries as well as post-conflict contexts and relief settings), it has been somewhat difficult for IBIS to get a foothold into hard core emergencies settings, partly due to having to deal with the

traditional prejudice of ‘education is not an urgent need in humanitarian crisis’. However, through intensive advocacy, our humanitarian partners in the major European network of NGOs (Alliance2015, www.alliance2015.org) have recently begun to invite IBIS on board their acute humanitarian crisis interventions; recognizing both the importance of EiE and IBIS special competencies within education. IBIS thus expect to second IBIS staff with educational expertise in emergencies/fragile settings to Lebanon, Turkey, Syria, and Somalia in the coming months. This is not only a positive development for IBIS and its organisational well-founded belief in the importance of education (whether we deal with traditional development contexts, early recovery, post-conflict settings or acute humanitarian crisis), but also for the field of EiE itself, to get major European Humanitarian NGOs on board the education waggon.

Representative: Lyndsay Bird

1. Integrating Conflict and Disaster Risk Reduction Measures into Education Sector

Policymaking, Planning and Curricula: a Capacity Development Programme for

Policymakers

This is a four-year programme of collaboration between UNESCO International Institute for

Educational Planning (IIEP) and EAA-PEIC (Protect Education in Insecurity and Conflict Program,

Education Above All, Qatar), to build on global momentum to integrate conflict and disaster risk

reduction (C/DRR) into education sector planning processes through:

(1) developing partnerships – creating dialogue and reflection on methodology, needs and

challenges in integrating C/DRR in sector policies and plans. Several members of the INEE’s

Education and Fragility Working Group have indicated interest as partners at the April 2013 start-up

meeting, which included: Commonwealth Secretariat, GIZ, Global Education Cluster, Global

Partnership for Education, INEE, Save the Children, UNESCO (IBE, Pôle de Dakar, Section for Peace

and Human Rights Education at HQ), UNICEF, USAID, and USIP.

IIEP and PEIC will draw on partners for technical expertise, additional funding, and advocacy to

widen the reach of this programme in order to effectively meet the increasing demands of ministries

of education as they integrate the risk of conflict and disaster in their planning processes. IIEP will

implement this programme through the establishment of a technical team that will conduct

a mapping of needs and research on current and potential successful interventions. The team will

consist of planning, research and training specialists who would be tasked with the development

of generic and region-specific capacity development strategies and tools for conflict and disaster

risk reduction in education (in a select number of regions). Such a strategy may include, for

example, research, policy

advice, training and

institutional development; to

be piloted and contextualized

in a number of priority

countries, based on demand

as well as IIEP’s medium-term

strategy and PEIC and other

partners’ preferred countries

over the four-year period.

(2) providing tools – resource

packages for integrating

C/DRR into (a) planning and

(b) curricula.

(3) offering training courses

and materials - (a) further incorporating C/DRR into IIEP's Advanced Training Programme course (at

Master’s level, 6 months in Paris and 2 months at a distance), (b) revising and translating the C/DRR

distance course to French and Arabic; and (c) strengthening institutional capacity of regional training

centres, like the UNESCO Regional Centre for Educational Planning (RCEP) in Sharjah, or Pôle de

Dakar.

(4) provision of technical assistance at national, regional and international levels (in the years

2014-16).

It is envisaged that the technical and financial partnership with PEIC will provide a strong foundation

for work with other partners, as part of a coordinated plan of action.

Current programme status: Since the start-up meeting in Paris 11 April 2013, the launch of the

programme has been delayed due to a government change in Qatar. The programme will begin in

October 2013, and will be officially launched at the World Innovation Summit for Education (WISE) in

Doha, Qatar, 29-31 October 2013.

2. Niger: Integrating Conflict and Disaster Risk Reduction into Education Sector

Planning

Niger is characterized by the recurrence of crises due to natural or anthropogenic hazards. These

hazards affect all eight regions of the country, and have direct or indirect impacts on the education

system in terms of access, quality, efficiency, equity and management.

At the request of the Ministry of Education (MEN/A/PLN) of Niger, IIEP is currently supporting the

Ministry to conduct a conflict and vulnerability analysis of the education sector and integrate the

relevant prevention and response measures into the country’s 10-year education sector plan (PSEF).

Taking place in 2013-2014, this one-year programme is funded by the GIZ BACKUP Education

Initiative and is implemented in close cooperation with the Ministry, UNICEF WCARO, and UNICEF

Niger.

The first phase of the process aims to

develop an analysis of Niger’s

vulnerability to risks of conflict and

disaster in the education sector. The

analysis will be consolidated through a

literature review and consultations with

central and district-level education

officials. Based on the conflict and

vulnerability analysis, the next step in

the process will be the development of

a risk reduction strategy and action plan

for the education sector. To ensure the

sustainability of the, IIEP, in collaboration with the partners, will provide guidance for the integration

of these measures in the 10-year national education plan. Particular attention will be paid to the

development of specific indicators for monitoring risks to be included in the education management

information system (EMIS).

Following a joint methodology meeting held at IIEP in June 2013, this joint programme with UNICEF

also aims to combine IIEP’s vulnerability analysis with UNICEF’s conflict analysis. As such, the Niger

programme is paving the way for a harmonization of the different tools and approaches of the crisis-

sensitive planning process.

Current programme status: The launch of the conflict and vulnerability analysis process (officially

scheduled for the end of September 2013) was postponed due to internal issues within the Ministry

in Niger.

3. Self-Monitoring and Reporting Mechanism on Education Policies and Plans for

Conflict and Disaster Risk Reduction

IIEP is undertaking work on a self-monitoring and reporting mechanism on education policies and

plans for conflict and disaster risk reduction. This is funded by and feeds into UNESCO Bangkok’s

work on the same topic mainly in the Asia-Pacific region.

Essentially a checklist, this self-monitoring and reporting mechanism is a tool that Ministries of

Education can use to document their progress to integrate conflict and disaster risk reduction

(C/DRR) into education policies and plans at the country-level, and to a limited extent at the school-

level. It addresses key areas in which C/DRR can be included in education policy and planning

documents and processes. This tool aims to help Ministries of Education (MoEs) determine what

additional efforts are needed to integrate C/DRR successfully into the education sector. UNESCO will

make a synthesis of the results to facilitate dissemination of key lessons learned in integrating C/DRR

and the replication of good practices among participating countries.

Current programme status: IIEP is currently piloting the tool internally. INEE WGEF members will be

involved during the Autumn of 2013.

Representative: Ita Sheehy 1. Regional girls’ education workshops in Africa In 2012/13, UNHCR and UNICEF have together held three regional girls’ education workshops for Eastern and Horn of Africa, the Great Lakes region and West Africa. Twelve countries attended the workshops: All country teams were composed of representatives of the Ministries of Education, an NGO working on education, a refugee teacher and UNHCR and UNICEF education officers. Having identified the main barriers to girls’ education in each setting and exchanging information on good agency and country practices to address those barriers, each country team agreed on an action plan. The practical input from refugee teachers has been very valuable, presenting creative and cost-efficient solutions. Considerable progress has been made in several countries since the workshops. In Uganda, for example, the community has been mobilized to construct a dormitory at a secondary school enabling 150 girls to access the school despite distance from home. Prioritizing female teachers when it comes to attributing accommodation has led to an increase in the

Somali students in Dagahaley refugee camp in Dadaab, Kenya

female teaching force in the Nakivale settlement, with 44 per cent of teachers now being women. In Burundi, UNHCR and UNICEF have signed a letter of understanding which specifically looks at improving the education situation for girls, for example by introducing codes of conduct, trying to recruit more female teachers, introducing community-based early childhood education opportunities and linking refugee camps up with the already existing girls’ clubs created by the United National Girls’ Education Initiative (UNGEI) for Burundian children. Conference calls with participants to discuss action plan implementation are held on a regular basis, supported by UNHCR and UNICEF regional offices and UNHCR HQ, which has helped to maintain the momentum generated by the workshops.

Representative: Friedrich W. Affolter 1. Peacebuilding, Education and Advocacy

Programme

The Peacebuilding, Education and Advocacy Programme is designed to strengthen resilience, social cohesion and human security in conflict-affected contexts, including countries at risk of, or experiencing and recovering from conflict. Towards this end, the programme will strengthen policies and practices in education for peacebuilding. In order to achieve these results, the programme will focus on five key outcomes. Outcome one aims to increase inclusion of education into peacebuilding and conflict reduction policies, analyses and implementation. Outcome two will increase institutional capacities to supply conflict sensitive education. Outcome three aims to increase capacity of children, parents, teachers and other duty-bearers to prevent, reduce and cope with conflict and promote peace. Outcome four will increase access to quality, relevant conflict sensitive education that contributes to peace. Outcome five is cross-cutting and will contribute to the generation and use of evidence and knowledge in policies and programming related to education, conflict and peacebuilding. Project is implemented in the following 13 countries: Chad, Democratic Republic of Congo, Ivory Coast, Liberia, Sierra Leone, Burundi, Ethiopia, Somalia, South Sudan, Uganda, occupied Palestinian territories, Yemen and Pakistan. Project time frame is four years. In 2012, all country offices conducted conflict analyses based on which work plan development is currently being carried out.

2. Education in Emergencies and Post Crisis Transitions UNICEF supports worldwide humanitarian action and emergency response, by co-leading the education cluster, provision of education-in-emergency supplies, development of toolkits, training and advocacy. The UNICEF child-friendly schools model is used to advocate for child-adequate schooling in emergency contexts. UNICEF has just completed a 4 year Education in Emergencies and Post Crisis Transitions programme which restored access to and improved the quality of education for 37 million children in emergency contexts. An additional 11 million children benefited indirectly through national adoption of best practices in education, innovative financing mechanisms and advocacy for policy reforms

Representative: Lili Cole 1. Project on Education and Countering Violent Extremism This is a new project. It is one strand of a U.S. Department of State-funded project on Countering Violent Extremism, in collaboration with the Center for Excellence in Countering Violent Extremism, "Hedayah," in Abu-Dhabi. The project goal is to create training materials and modules for education policy makers on making schools (K-University) more resilient to recruitment for violent extremism.

Representative: Silvia Guetta, Department of Science of Education and Psychology 1. I’m continuing the contact with ASSAF association that is

working in Israel with the difficult emergency of African Asylum Seekers and especially with the children of this group. During the past summer I have met again the organization, I involved my student to study about the organization' activities and issues and how it is working, and in the coming days I would like to organize with my department and local NGOs, the development of the network to cooperate better and to deepen investigation and applications.

2. My interest is again in the Middle East Area is oriented to

cooperate with peace organizations that have experience of peace education between Israeli and Palestinian children. In the specific I have reinforced the contact with Peres Center for Peace regarding the sport project. I’m studying the model that from 2002 is involving Arab, Jewish, Muslim, Christian, Israeli and Palestinian children. My specific interested is to investigate how programme is teaching to female children and girls to resolve conflict problem, to improve the life quality and to involve the community to the conflict sensitive education. I have just wrote a paper about it and in the next October I will present in a conference the advancing of my investigations

3. In the next academic courses in Education, of B.A degree I

teach to the students the INEE instruments, starting from Minimum standard and the website that give to the student a lot of input to learn and to develop the knowledge about the education in conflict affected and fragile contexts.

Harvard Graduate School of Education Representative: Sarah Dryden-Peterson sarah_dryden-peterson@gse.harvard.edu www.sarahdrydenpeterson.com Assistant Professor, Harvard Grad. School of Education Non-Resident Fellow, CUE Brookings

Below is a selection of on-going work…

Teaching Course: Education in Armed Conflict This course examines the multidimensional and multidirectional relationships between armed conflict and education. How can education contribute to the work of building "lasting peace" in settings of armed conflict globally? How does education reflect inequalities and reinforce social tensions? How does it contribute to stability and reconciliation? What role does it play in shaping individual and collective imaginings of a postconflict future? Through critical reading of theoretical texts and case studies, engagement with guest speakers, simulations, and other learning tools, we adopt an action-oriented approach to investigation of these and other questions. We look beyond the provision of schooling to the learning and teaching that takes place in schools and community settings, and examine the relationships that are at the core of these educational interactions. Central to discussions is connections between public policy, daily experiences, and social justice.

The course includes real-time project work in partnership with UNHCR, through which students work with country offices to examine the process of rolling out a global strategy at the country level. This work allows students to develop professional relationships; deepen their research, writing, and policy analysis skills; and explore the intellectual and practical dimensions of connecting research, policy, and practice.

Enrolment: ~ 45 students/year (primarily from the Masters in International Education Policy program)

More Information: Syllabus: http://www.ineesite.org/uploads/files/resources/A816_Syllabus_FINAL_Feb5.pdf Blog on the course in the INEE Online Discussion: Teaching Education in Emergencies - Good Practice and Challenges http://www.ineesite.org/en/discuss/connecting-the-dots-from-the-classroom-to-the-field-and-back-again

Research

Diaspora RE-ACT (Rebuilding Education and Community Together) Recent research indicates that the reach of Diaspora-led organizations and individuals is substantial, mobilizing considerable resources and bringing deep cultural awareness and long-term commitment to projects and communities in home countries. The development work of Diasporas in conflict-settings and among refugees is beginning to be studied. However, the impact of Diasporas on education in these settings is understudied. The space that Diaspora members occupy in post-conflict educational reconstruction is unique: personally mediated and (often) grounded in intimate knowledge of local circumstances yet bringing to bear outside resources, expertise, and power in order to impact institutions, not individuals or families. This project investigates the nature of connections between Diaspora members and home country Ministries of Education, schools, teachers, and families and their potential for impact on post-conflict educational reconstruction, with attention to the politics of these transnational interactions. This comparative project involves case studies of Zimbabwean, Sudanese, Haitian, and Afghan Diasporas. Funders: Social Sciences and Humanities Research Council of Canada; Milton Fund of Harvard University

Action

Borderless Higher Education for Refugees Dadaab Camps, Kenya In August 2013, we will initiate the first cohort into the Borderless Higher Education for Refugees degree program. In a blended online and face-to-face program, current primary and secondary school teachers will concurrently pursue a bachelors degree in a field of their choosing. The first two years of their degree will be in education, which aims to increase the quality of primary and secondary education in the camps while opening access to higher education for teachers. We are supporting the degree program with a transnational mentoring program through which students are connected with Somali Diaspora mentors around the world. Partners: York University, Kenyatta University, University of British Columbia, Moi University, UNHCR, Windle Trust, African Virtual University, INEE, IRC, Refugee Education Trust, World University Service Canada. Funders: CIDA, MasterCard Foundation, Social Sciences and Humanities Research Council of Canada, Weatherhead Center for International Affairs (Harvard University)

More Information: http://crs.yorku.ca/bher

Representative: Yolande Miller-Grandvaux

1. USAID finalized its conflict sensitive education checklist 2. USAID completed a study on literacy education in crisis

environments and a study on equity and education in conflict affected African countries

3. USAID is engaged in Global Education First Initiative, as

well as with Educate a Child

Note: Both resources (1 and 2) are available as soft copies from the INEE Secretariat