MIHA Module 6 Assignment

Examination No: Y0600476
Department of Politics
University of York
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Assignment Number 3
On
Emergency education as a necessity of the humanitarian response to Refugee settlement
“A Case study on Rhino Camp; Northern Uganda”
Preface
The purpose of the study was to analyze and discuss on literature reports on education
in emergencies with reflections on the current situational needs at Rhino Camp in
Northern Uganda.
The study findings presents learning lessons drawn from the insights of publications
from key leading international humanitarian organizations who have made the most
outstanding global contributions towards the promotion and strengthening of
education sector in countries affected by conflicts and disaster.
Special tribute goes to the contributors of the PRDU, UNICEF and INEE publications
from whose discussions the researcher was able to draw valuable reflections and
insights on the necessity of humanitarian response to refugee settlement in countries
affected by armed conflict and disaster in Sub Sahara with reference to the plights of
Sudanese refugees currently staying in Rhino camp, Northern Uganda.

ACRONYMS & ABBREVIATIONS
CFSI - Child Friendly Schools Initiative
CUE - Catch Up Education
CRC - Convention on the Rights of Children
DEO - District Education Officer
ECD - Early Childhood and Development
EECPT - Education in Emergencies and Post Crisis Transition
EFA - Education For All
EIET - Education in Emergencies and Transitions
IASC - Inter-Agency Standing Committee
IDP - Internally Displaced Persons
INEE - Inter-Agency Network for Education in Emergencies
INGO - International Non-Governmental Organization
NGO - Non-Governmental Organization
MDGs - Millennium Development Goals
MoE - Ministry of Education
MTI - Medical Teams International
PRDU - Post War Reconstruction Development Unit
PRES - Programme Review and Evaluation Study
STC - Save the Children
UNICEF - United Nations Children Education Fund
WEP - World Food Programme

Executive Summary
This research plan arose from the puzzlement. Wars and natural disasters deny
generations the knowledge and opportunities that quality education can provide. With
reference to the above notion, education can be prioritized by communities as a formal
and informal transformational learning approach that offers a lifeline impact to its
students.
The literature based study focused and drew reflections from key selected most
valuable concepts adapted as globally acceptable practices by international
humanitarian actors as part of the effective and sustainable responses to education in
emergencies in attempt to underscore the purpose of the study topic on emergency
education as a necessity of the humanitarian response to refugee settlement in Northern
Uganda.
The study looked at the discussions presented by a) UNICEF concepts of EEPCT
programme approach as strategic response for providing basic quality education to
conflict and disaster affected communities in partnership with local and government
agencies as potential actors of education in emergencies, b) Education in emergencies
and early reconstruction as a systematic approach to protecting the well-being, fostering
learning opportunities, and nurturing the overall development (moral, social,
emotional, cognitive and physical) of children and youth affected by crises.

The study dwelled on the key concepts “Emergency education, as quality learning
opportunities for all ages in situations of crises, including early childhood development,
primary, secondary, non-formal, technical, vocational, higher and adult education”.
Participation of different actors from local non-governmental organizations,
international non-governmental organizations including heads of government agencies
related to education in Northern Uganda was closely accessed, analyzed, discussed and
valuable reports presented for deeper study review.
Finally, reflective learning insights is hereby submitted based on key lessons of the
study outcomes from which valuable conclusions have been drawn in view of the
report hereto presented for further policy debates on education in emergencies among
war and disaster affected communities.

Introduction
Rhino camp is one of the major Ugandan settlement camps accommodating Southern
Sudanese refugees and is situated along the edges of the country's largest game park
known as Murchison falls national park located in North Central Uganda. Rhino camp
was a home to South Sudanese refugees earlier in the early 1990s, but the 2005
Comprehensive Peace Agreement, which ended over two decades of the North -South
Sudan civil war, saw them repatriated back to their country (Relief Web, 2010).
However, the camp currently hosts about 15,000 South Sudanese refugees who have
fled the violence that hit the new nation in mid-December of 2013, which witnessed the
displacement of an estimated over a million people into Northern Uganda, particularly
West Nile Region (Relief Web, 2014).
The population of more than 100,000 people currently settling at Rhino camp comprises
mainly of women and children with few men or elderly in evidence. Most of the
children in the camp sit idle without going to school in spite of the few primary schools
operated within the camp by private owners while most of those in senior four and
senior six including those who completed primary cannot continue with further studies
due to lack of secondary, vocational and higher education opportunities in most of the
settlement camps in Northern Uganda (New Vision, 2014).

Rhino Camp
(Source: Nile University, 2005)
Study Themes on Education in Emergencies
The literature based research explored the different views and opinions related to
emergency education in areas affected by armed conflicts and disaster guided by the
following contexts below:-
a) Education in emergencies and post crisis transition (EECPT) programme as a
response to ensure access to quality education with aim to offset shocks caused by
conflicts and disaster, systematic approach to mitigate risks faced by conflict and
disaster affected communities (UNICEF, May 2010 report).
b) Education in emergencies and early reconstruction protects the well-being, fosters
learning opportunities, and nurtures the overall development (social, emotional,
cognitive and physical) of children and youth affected by crises (INEE Minimum

Standard for Education in Emergencies, Chronic Crises and Early Reconstruction,
2006).
Analysis of education in emergencies key actors
a) Education in Emergencies and Post Crisis Transition
This is a systematic programme approach which works efficiently and effectively
through partnerships between national governments and donor organizations
established from the level of international, national and local networks whereby the
global education cluster gets involved with the education offices and local non-
governmental organizations from the country of implementation.
The partnership rolls upon two strands namely:-
i) Education Cluster being the co-leader for all agencies involved in education in
situations of emergencies, conflicts and crises by supporting trainings on education
in emergencies including cluster coordination and management of education cluster
implementation.
ii) Inter-Agency Network for Education in Emergencies network agency for cluster
coordination and capacity development of member organizations to ensure
efficient and effective implementation emergency education activities by
working group on education and fragility.
It would be of imperative importance to adopt the EEPCT programme goals 1 and 2
approaches (PRDU, 2010) as workable strategic education response to address the
plights of Sudanese children and youth at Rhino refugee settlement camp who are in

dire need for access to basic quality education to restore their life to normality and
optimistic future which can only be acquired through transformational education
interventions offering quality learning opportunities for all age groups from nursery,
primary, secondary, vocational and tertiary education level accessed formally or
informally.
b) Inter-Agency Network for Education in Emergencies
This is a cluster of education agencies operationalized and guided by the mission
statement of open and global network of practitioners and policy makers working
together to ensure all persons have the right to quality education and a safe learning
environment in emergencies and post-crisis recovery which provides overall leadership
and direction for the network to ensure effective education service delivery to target
groups without duplication and waste of resources by participating education cluster
agencies working in countries suffering from the impact of conflict and disaster.
As much as this concept has become a global policy to guide and govern the
operationalization of education service deliverables in areas and countries affected by
conflict and disaster, it has been found to be the critical missing link at Rhino refugee
camp located in the North of Murchison Fall Park partly covering portion of Arua
district and outlying areas of Yumbe, Moyo and Adjumani districts of Northern
Uganda.

Here the researcher noted that the Sudanese refugee children and youth have very
limited access to basic quality education simply because the area where they are settling
in is either not known to outside world or given little attention by both national
government and international humanitarian actors whose mandates and mission
should have been education related. Most alarming, the majority of the agencies
operating in Rhino refugee camp are focused mainly on the provision of emergency
health facilities and supplies, school supplies especially books, pens and supplies of
temporal learning materials, water and sanitation facilities such as mobile toilets and
sanitary pads for grown up girls to help in menstrual periods including supply of relief
food aids while education sector is left majorly on the private operators with very little
input and support from the government side.
The few international agencies found operating there are United Nations Children
Education Fund (UNICEF) providing school supplies, water and sanitation facilities;
Medical Teams International (MTI) providing emergency health facilities such as
immunization, HIV/AIDS prevention, care and support services; Save the Children
(STC) provides health facilities, immunization and drug supplies to health units within
the settlement, school supplies and temporal learning shades, and World Food
Programme (WFP) provides relief food aids supplies. The local communities are giving
support through sending and payment of school fees to the existing schools mostly at
nursery and primary level, meaning there is no sign of implementation of the INEE

policy guidelines by practitioners and actors since education for Sudanese refugee
children and youth are given very limited attention and consideration.
It would of be of great benefit if more international agencies particularly those whose
mandate focuses on emergency education to come and address the plights of precious
young generation who desperate are in need of restoration to life of normalcy through
basic quality education so much advocated by INEE policy programmes. This means
any education undertaking based on the INEE minimum standards and policy
guidelines for education of ensuring quality, coordinated humanitarian response would
definitely be meeting the educational rights and needs of communities affected by
conflicts and disaster through holistic processes hence promoting their dignity and
livelihood development.
c) Why Education in Emergencies?
Education is a human right issue giving equal opportunity to all children and youth in
situations of conflict and disaster. Therefore education is a basic human right for
everyone which has provisions in the international law and conventions, especially
under Article 26 of the 1948 Universal Declaration of Human Rights; the Convention
Relating to the Status of Refugees (1951); the Geneva Convention (IV) Relative to the
Protection of Civilian Persons in Time of War; the Covenant on Economic, Social and
Cultural Rights (1966); the Dakar World Education Forum Framework for Action (2000),
promoting Education For All; and Article 28 of the Convention on the Rights of the
Child, which is the most widely adopted piece of international law to date (INEE, 2004).

Education as a human right, implies that it should be given priority as the enabling
access to other rights, which is the sum total of underpinning the Convention on the
Rights of the Child by putting demand on national governments to promote free and
compulsory schooling at primary level, access to secondary education, and access to
tertiary education on the basis of capacity by every appropriate means
(Commonwealth Education Partnerships, 2007).
And as the researcher, I do concur with the above expressions because people displaced
by war or calamity would need priority towards restoring of education the future of
their children and of their society. Which means education in emergencies can help the
affected communities to provide sense of normalcy, restored hope for better future,
trauma healing from past experience through psychosocial structural adjustment, life
skills development opportunities, preventive health knowledge and skills, citizenship
responsibility awareness, safety net and protection of children and their families from
exploitative influence such as prostitution or recruitment into combatant militias.
Therefore education plays fundamental roles to communities affected by conflict and
disaster in that:-
 Schooling can provide the stability, structure and routine needed by children to cope
with loss, fear, stress and violence. Being in school keeps children safe and protected
from risks, including gender-based violence, recruitment into armed groups or child
labour and early marriage.

 Education empowers communities especially girls and young women who are
educated have greater awareness of their rights and freedom to make decisions that
affect their lives, improve their own and their children’s health and increasing
chances of survival as well boosting their work prospects.
 Education is essential to peace building and fostering more resilient and cohesive
societies as it forms an integral role play to help in building resilient schools and
communities for bridging the humanitarian and development divides.
 With access to a quality education, a child can better fulfil his or her own potential
and fully contributes to the growth, strength and stability of his/her society.
Without which a child who experienced violent life at early stage of growth can
have a long-lasting detrimental impact on the health, life skills, competencies,
attitudes and beliefs.
The above explanations confirms the report of the centre for international governance
innovation, describing education in emergencies as a global campaign education which
improves one’s capacity to mitigate conflict without resorting to violence, and
“providing education in emergencies is a critical contribution to protection, human rights, and
post conflict reconstruction” (Academy for Educational Development 2003).
d) Other perspectives of Education
While from the refugee’s perspective, education should include components of
protection and means of trust building on the humanitarian agencies/actors that have
come to bringing light and hope into the darkest experiences of their lives.

Whereas, from the host communities’ perspective, informal learning and non-formal
education plays greater roles towards the development of the whole person in the
contemporary society.
While the traditional components of humanitarian aid (food, shelter and health)
remain at the core of humanitarian response today, it is recognized that humanitarian
aid should consider the overall welfare of human beings. In this respect, emergency
education is taken up globally as the fourth core pillar of humanitarian assistance where
provision of education in emergencies is expected to contribute to the respect of
children’s human rights and dignity in a humanitarian crisis declared as the right of
every child to education (Article 28 (1) of the Convention of the Rights of the Child to
Education, 1949) and the Convention relating to the Status of Refugees (1951), which
conventions is the most widely adopted as cardinal practice of the international law to
date.
The same concepts under pins the international declaration of Education For All (EFA)
by taking into account of the needs of the poor and most disadvantaged, including
working children, remote rural dwellers and nomads, ethnic and linguistic minorities,
children and adults affected by armed conflict and HIV/AIDS, and those with special
learning needs not limited to people with disabilities (Jomtien, Thailand, World
Conference of 1990).
e) Contemporary concepts of Education

Informal learning: “It is the unofficial, unscheduled, impromptu way or type of learning
without set objective in terms of learning outcomes and is never intentional from the
learners’ stand point”.
Formal education: “Is classroom-based learning method, provided by trained teachers
where a learner interacts with the trainer in a formal setting or way to draw firsthand
information, lessons and experiences from particular subject for learning”.
Non formal education: “It is educational activity which is not structured and takes place
outside the formal system. This is done through vocational skilling of a learner by the
trainer through coaching and apprenticeship type of training after which the learner is
released to use the practical application of skills learned without supervision”.
Informal education: “It is learning that goes on in daily life and can be received from
daily experience, such as from family, friends, peer groups, the media and other
influences in a person's environment. Informal education happens outside the
classroom, in after-school programs, community-based organizations, museums,
libraries, or at home”.
Traditional education: “It is the education approach and practice that reflects on and
addresses the local needs and concerns of communities in emergency crises with the
objective of transference of skills and knowledge which transforms their ill attitude as a
result of the impact of war and disaster to handle prevailing life situations proactively”.

Customary education: “It is the informal way of transference of relevant life skills and
knowledge or communal education by elderly or experienced trainer to the learner with
intention of establishing positive change of attitude and adaptability to standard
lifestyle and practices acceptable for the wellbeing of the entire community” (MIHA
Module 6, 2014).
By making reflection on the above concepts it must be noted that although formal
education is heavily promoted by the UNICEF, UNESCO and INEE, there is very little
being done to promote informal and non -formal education among refugee settlers,
especially girls and women who are the majority population at the Rhino camp in
Northern Uganda to mention few instances where many partnering agencies on
education in emergencies deal majorly on other sectors of humanitarian assistance
leaving out education components who is at the centre of human growth and welfare.
Similarities and Differences
 UNICEF concepts of EEPCT programme approach – provides funding support
opportunities to education actors targeting access to basic quality education and
promotion of gender equality through strategic partnership with local actors since
education is one of the UNICEF’s commitment for children in humanitarian action.
UNICEF therefore, looks at access to quality education as a right that should be
sustained for all children, both girls and boys who are suffering or have suffered
under most difficult circumstances as a result of conflict and disaster in their
dwelling and settlement area and country.

Which means that whatever interventions being undertaken by actor partners,
access to basic quality education and provision of education materials and supplies
for the integral growth and development of all age groups become central focus of
implementation of education programmes during situations of emergencies.
 INEE concepts of Education in emergencies and early reconstruction approach – it
provides framework for global education clustering of participating agencies with
the aim and objective to strengthen preparedness, coordination and technical
capacity development of cluster member organizations in educational response
within the crises context.
 Education in Emergencies – a global campaign which not only upholds the fulfilment
of basic human right, but a tool for recovery because it restores schooling and its
related benefits to affected people, it also helps countries transform and rebuild or
build back better the institutions and systems destroyed during the emergency
crises.
 Other perspectives of Education – from the refugee’s perspective and point of view,
education should provide protection and trust building on both national
government and international humanitarian actors whom they see as mandated
institutions with roles and responsibilities for bringing hope to the hopeless and
restoration to life of normalcy, recovery and sustainable livelihood.

Whereas from the refugee host communities’ perspective, education means an
informal learning environment where the personality of an individual is built and
developed (morally, spiritually, physically and cognitively) by making such a
person relevant, productive and useful to his/her community and entire society.
Whereas from the humanitarian aid point of view, education is looked at as the
means to oversee the welfare of human beings during emergency situations, more
especially it taken to one of the fundamental contributors to the respect of the rights
of children and the dignity of fellow humanity where every child has a right to
access basic quality education which provisions is captioned into the international
law and conventions policy framework documentation for global observance of
human rights and children rights.
While discourse from Education For All (EFA) takes into account the needs of the
poor and most disadvantaged, including working children, remote rural dwellers
and nomads, ethnic and linguistic minorities, children and adults affected by armed
conflict and HIV/AIDS, those with special learning needs including people with
disabilities.
 Contemporary concepts of Education – these are concepts that form part of the daily
aspects of human growth and development, and they include: i) informal learning
where the candidate access valuable knowledge and skills outside formal learning
context such as learning from exposure experiences, ii) formal education which is
accessing knowledge and skills under classroom or structured curriculum

conducted under conducive learning environment aimed at developing the whole
person, iii) non formal education where a candidate accesses tailor made vocational
skilling training through coaching and apprenticeship under supervision of trainer
while the trainee takes parts as required during the training processes, iv) informal
education is daily life learning experience due to close contact with friends, family
members etc., v) traditional education refers to approach that focuses on how
address the local needs and concerns of the communities during emergency crises
using indigenous knowledge and skills to cause change for the betterment of
everyone, and vi) customary education refers to transference of relevant life skills
and knowledge or communal education by elderly or experienced trainer to the
learner with intention of establishing positive change of attitude and adaptability to
standard lifestyle and practices acceptable for the wellbeing of his/her entire
community.
Conclusions
UNICEF is the global agency taking upper hand in the provision of education in
situations of emergencies, as it values and cherishes on the EEPCT programme as the
key driver of its education programme activities in humanitarian crises, post-crisis and
transition situations since EEPCT funds support the majority of UNICEF education
programming in many countries and territories in advancing the global agenda for
education in crisis-affected contexts.

Globally, the same funds is used also support the Inter-Agency Standing Committee
(IASC) Education Cluster and the Inter-Agency Network for Education in Emergencies
(INEE). The funds are primarily used to promote capacity building and partnerships at
the regional level, as well as to support education clusters, knowledge sharing and
capacity building on the country level (PRDU, 2010).
On the overall analysis, discussions and drawn learnings, education appears to stand at
the centre of all humanitarian response therefore any humanitarian assistance which
excludes education is just like leaving the life blood for integral growth and
development of the whole generation affected by conflict and disaster.
Looking at the similarities, UNICEF among other international agencies plays central
role with the biggest contribution and support towards promoting and safeguarding
the rights of children, child protection and equal rights to education for all age groups,
especially girls and boys by providing them access to basic quality education
opportunities the children and youth affected by conflict and disaster need return to
normal and sustainable life.
Key Reflections
In line with the above discourses, the researcher strongly believes that education in
emergencies provides the following lifesaving and life sustaining dividends if embraced
by the host community, refugees, donor organization, refugees and the county because:-
a) Education saves lives of the children and young people caught up in emergency
situations through provision of quality educational initiatives which can mitigate

their circumstances through the much needed survival skills. E.g. initiatives such
as teaching landmine awareness, living and survival in refugee camps, basic
health and hygiene information, how to protect oneself from sexual abuse, and
the provision of psychological support (Nicolai, 2006).
b) Education will also protect the life of children and young people through
creation of safe space from the dangers and exploitation of a crisis environment
by engaging them in productive and fruitful learning opportunities for a better
future. A quote from INEE, 2004, states “when a learner is in a safe learning
environment he or she is less likely to be sexually or economically exploited or exposed to
other risks such as recruitment into armed forces or organized crime”.
c) Education in emergencies promotes developmental skills of the children and
young people within the community affected by armed conflict by having access
to learning of individual and social development skills which can change their
daily life. A statement from Nicolai, 2006 states, “education in emergency helps the
children by taking responsibility of self-development“.
d) Education in emergencies can enhance the development and stability of children
and young people by providing them with critical ingredients needed for
reconstruction of post conflict and post disaster societies which promotes conflict
resolution, builds the spirit of tolerance and respect for human rights. This new
approach if wholesomely implemented, increases the children’s earning potential

since education plays central role in the reduction of the impacts of future
disasters more specially, when Disaster Risk Reduction (DRR) strategies is
incorporated into the national curricula of the states or countries of armed
conflict (Save the Children, 2009).
e) Education in emergencies can provide core academic skills needed for the
children and young living in situations of armed conflict by giving them access
to further development through stages of education from kindergarten, primary
school, secondary school up to college, institution or University level once being
supported whose graduates will be prepared to take up leadership roles in state
and national affairs of their home countries when the armed conflict is over.
The study has found that as much as UNICEF plays central role and responsibilities in
promoting equal access to basic education for all age groups globally, this is not the case
with the Sudanese refugees currently settling at Rhino camp in Northern Uganda. This
report reveals UNICEF’s presence at the Rhino refugee camp covers provision of school
supplies, water and sanitation coupled with the activities in partnership with Save the
Children handling provision of health facilities, immunization drugs to both
community and government health units within the settlement, school supplies and
temporal shades to act as learning centres.
Most importantly, the fact that education for all is defined as an "in alienable human
right" it is being endorsed by reference to instruments of international law such as the

Universal Declaration of Human Rights (1948) and the United Nations Convention on
the Rights of the Child (1989). In the case of refugee education, more particularly,
additional reference is made to the Convention relating to the Status of Refugees (1951).
Therefore the right to education is thus seen as binding under all circumstances and to
be protected in all situations, including crises and emergencies resulting from civil strife
and war.
The international declarations and treaties have become the integral part of the
international humanitarian law that strengthens the legal framework for the protection
of education in times of armed conflict as well making provision for specific situations
including protection of the civilian infrastructure and that of the right of civilians and
non-combatants to satisfy basic social and cultural needs, making education at the
centre of all humanitarian interventions, in times of armed conflict, under military
occupation or in emergency situations.
As part of the general protection of civilian populations in the context of armed conflict,
international humanitarian law makes the following provisions for the protection at
such times of the right to education:-
a) Education of orphaned or unaccompanied children; where the parties to the conflict
shall take the necessary measures to ensure that children under fifteen, who are
orphaned or are separated from their families as a result of the war, are not left to
their own resources, and that their maintenance, the exercise of their religion and
their education are facilitated in all circumstances. Their education shall, as far as

possible, be entrusted to persons of a similar cultural tradition (Article 24, Fourth
Geneva Convention relative to the Protection of Civilian Persons in Time of War, of 12
August 1949).
b) Education under military occupation; where the occupying power is tasked to
cooperate with the national and local authorities in facilitating the proper working
of all institutions devoted to the care and education of children. In a situation that
the local institutions are not adequate for the purpose, the occupying power is
mandated to make arrangements for the maintenance and education, if possible by
persons of their own nationality, language and religion, of children who are
orphaned or separated from their parents as a result of the war and who cannot be
adequately cared for by a near relative or friend;
c) Education of interned children and young people; all possible facilities is to be
granted to internees to continue their studies or to take up new subjects. The
education of children and young people shall be ensured; they shall be allowed to
attend schools either within the place of internment or outside. E.g. interned
education is carried out within the settlement camp or outside where a conducive
environment is to be accorded to the student (s) during the period of their
internship; and
d) Education of children during non-international armed conflicts; children shall be
provided with the care and aid they require, and in particular: (a) they shall receive

an education, including religious and moral education, in keeping with the wishes
of their parents, or in the absence of parents, of those responsible for their care
(Article 4 (3) (a), Protocol additional to the Geneva Conventions of 12 August 1949,
and relating to the Protection of Victims of Non-International Armed Conflicts
(Protocol II), 8 June 1977).
References
1. Integrating Quality Education with Humanitarian response for humanitarian
Accountability (The Sphere - INEE Companionship, 2009).
2. Education in emergencies, benefits, best practices and partnerships (Philip Price,
2011).
3. Delivering Education for Children in Emergencies, A key Building Block for Future
(International Save the Children Alliance, 2008).
4. Greeley, Martin, & Rose, Pauline. 2006 (Learning to Deliver Education in fragile
States; Forced Migration Review Supplement 14-15).
5. Inter-Agency Network for Education in Emergencies (INEE Handbook, 2000
Edition).
6. PRDU (Report, 2010).
7. Education in Emergencies, Resource Tool Kit (UNICEF, 2006).
8. Out of School Children Study Report, 2014.

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