Education
Education is the key that can unlock the doors to prosperity and development. It is a key index to measure development and communities often prioritise education as the only means to influence their future for the better. Education is a right of all human beings and in emergencies it is both life sustaining and life saving in providing physical, psychosocial and cognitive protection to affected children and adolescents affected by emergencies.
Education services are also one of the most important means of restoring the sense of pre-emergency routine in the lives of children and adolescents and their communities. Education in emergencies plays a key role in facilitating the psychological healing of children and adolescents by providing the necessary space for peer interaction and re-establishing a sense of normalcy post-emergency.
In this module, the term education is used to define a lifelong process where individuals continue to learn: they learn how to cope with their immediate environment; how to cope with life’s challenges; how to equip themselves to understand the world around them; and how to access more knowledge, skills and information which may improve their prospects for growth and achievement. There is also an emphasis on understanding the vital need for re-establishing education during and after an emergency so as to minimise the psychological impact of the event and maximising the opportunity to strengthen pre-existing education structures.
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slides (PowerPoint)
| Word | ||||
| Study material |  |  | ||
| Topic | 1 | The issue for children | ||
| Exercise | 1 | The impact of emergencies on education | | |
| Exercise | 2 | Core issues hindering the right to education | | |
| Handout | 1 | Consequences of emergencies (man-made and natural) on the lives of children and education | | |
| Handout | 2 | Suggested strategies for emergency-affected settings | | |
| Handout | 3 | Natural disasters and their initial impact | | |
| Handout | 4 | Analysing the issues | | |
| Topic | 2 | The law and child rights | ||
| Exercise | 1 | Defining the right to education | | |
| Exercise | 2 | INEE Minimum standards for education in emergencies, chronic crises and reconstruction (MSEE) | | |
| Handout | 1 | Quiz questions | | |
| Handout | 2 | CRC articles | | |
| Handout | 3 | Summary of the INEE Minimum standards handbook | | |
| Topic | 3 | Assessment and situation analysis | ||
| Exercise | 1 | Rapid education assessment | | |
| Exercise | 2 | Identifying vulnerable populations | | |
| Exercise | 3 | Analysis | | |
| Handout | 1 | Community roles | | |
| Handout | 2 | Planning in an emergency: situation analysis checklist | | |
| Handout | 3 | Information gathering and needs assessment questionnaire | | |
| Handout | 4 | Checklist for planning a rapid assessment | | |
| Handout | 5 | Identifying the needs of the most vulnerable | | |
| Handout | 6 | Analysis standard 1: initial assessment | | |
| Topic | 4 | Planning and implementation | ||
| Exercise | 1 | Why education in emergencies? | | |
| Exercise | 2 | Education interventions and standard best practices | | |
| Exercise | 3 | Emergency preparedness and disaster risk reduction | | |
| Exercise | 4 | Designing an appropriate programme | | |
| Exercise | 5 | Education for returnee populations | | |
| Handout | 1 | Case study | | |
| Handout | 2 | Reading list | | |
| Handout | 3 | Checklist of educational opportunities | | |
| Handout | 4 | Education checklist for senior managers | | |
| Topic | 5 | Monitoring, evaluation and learning | ||
| Exercise | 1 | Monitoring education programmes | | |
| Exercise | 2 | Review and evaluation | | |
| Handout | 1 | Key definitions | | |
| Handout | 2 | Analysis standards 3 and 4: monitoring and evaluation | | |
| Handout | 3 | Challenges in monitoring and evaluation | | |