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Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
Education in Emergencies
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Education in Emergencies

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  • 1. Education in Emergencies: from Relief to Reconstruction www.edusparx.com
  • 2. Waves of Destruction…
    • Over one million children have been injured or lost family in the recent Indian Ocean tsunami.
    • About 75,000 teachers have been affected by the tsunami.
    • Hundreds of school buildings have been destroyed and school systems have been hit hard.
  • 3. A Ray of Hope?
    • "Nothing will signal hope more clearly than rebuilding and reopening schools. Being in a learning environment gives children something positive to focus on, and enables the adults around them to go about the business of rebuilding with greater confidence."
    • - Carol Bellamy (Executive Director of UNICEF)
  • 4. Priorities outlined by UNICEF
    • In India UNICEF is working with the government to help ensure that schools re-open on time.
    • Unicef has proposed four fundamental priorities for children that are essential to the overall success of the relief effort…
  • 5. Survival, Care & Protection…
    • The first is a focus on keeping children alive, with an emphasis on clean water, adequate sanitation, basic nutrition, and routine medical care;
    • the second is caring for separated children; and
    • the third is protecting children from exploitation.
  • 6. The Fourth Pillar - Education
    • The fourth priority is helping children cope with their trauma by getting them back in school as quickly as possible and training adults who interact with children - such as teachers and health workers - to spot the signs of severe trauma.
  • 7. Emergencies… Emergencies include natural disasters such as floods and earthquakes, and human-made crises such as civil strife and war, the latter also called “complex emergencies”. Persistent poverty, the increasing number of children living on streets, and the HIV/AIDS pandemic are silent, chronic emergencies. All emergency situations have an adverse impact on education.
  • 8. Education…
    • Helps meets psychosocial needs of children and adolescents
    • Is a tool for protecting and providing a safe space for children in emergencies
    • Provides a channel for conveying health and survival messages
    • Is a tool for social cohesion
  • 9. Education in emergencies…
    • Provides a channel for teaching new skills and values such as peace, democracy, environmental conservation, human rights. conflict resolution…
    • Is vital for economic and social reconstruction
  • 10. Phase 1 – Safe spaces and Recreational Activities
    • Sports and play groups
    • Music, art, drama, or other expressive activities
    • Storytelling, oral history or other cultural activities
    • Community service projects and other structured activities for the youth
  • 11. Phase 2 – Non-formal Education
    • Beginning literacy and numeracy activities
    • Survival education: eg. Health education, landmine awareness, HIV / AIDS awareness
    • Youth groups, including peer study groups to promote development of social and cognitive skills
  • 12. Phase 3 – Formal Education
    • Reintroduction of the Curriculum based primary and secondary education
    • Continuation of survival education
    • Improving the relevance and quality of the curriculum
    • Establishment of a system to attract and retain non-school going children
  • 13. The Recreational Kit
    • Sport is an effective trauma therapy for children displaced by war and natural disasters.
    • The kit is suitable for up to 40 children, who can participate in team sports and games under the guidance of a teacher.
    • It includes balls for several types of games, coloured tunics for different teams, chalk and a measuring tape for marking play areas and a whistle and scoring slate.
    • The composition of this kit has been a challenge, because of regional and cultural differences in children's sports activities and games.
  • 14. School-in-a-Box
    • Used by UNICEF since the mid-1990s.
    • Built as pre-packed kits, originally developed by experts to provide basic education to children who had been displaced by the events in Rwanda in 1994 and were living in refugee camps.
    • The kit is supplied in a locked aluminium box; the lid can double as a blackboard when coated with the special paint included in the kit.
  • 15. Some tasks for you…
    • Design a recreational kit suitable for Indian conditions and make a list of all the items such a kit should contain
    • Design a School-in-a-Box that can be used in an Indian context and make a list of all the items it should include
  • 16. And some issues…
    • In emergency situations, there is usually a shortage of teachers. Suggest ways to encourage teachers to get involved in education in emergency situations.
    • Shortage of books and supplies is common in an emergency classroom. Suggest ways to overcome this.
  • 17. And some problems to solve…
    • Suggest ways to encourage out-of-school children to come to the school.
    • Suggest ways to involve youth and adolescents in the educational efforts.
  • 18. Any questions?
  • 19. Thank You !

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