Education in Emergencies Online Course
Video Transcript: Introducing Education in Emergencies
Wherever they are in the world, whatever the situation, every child has the right to
access good quality education.
These rights are embodied in the Universal Declaration of Human Rights, the UN
Convention on the Rights of the Child, and framed by Sustainable Development
Goal 4.
Yet, this right is denied to more than 260 million[1] children aged 3-18 around the
world. ⅓ of these - 75 million[2] - due to humanitarian emergencies and protracted
crises.
Therefore, the only way to achieve this goal, uphold these rights and adhere to
humanitarian principles is through the provision of education in emergencies.
Emergencies can impact on education directly and indirectly at different levels - the
student, the learning environment, and the wider education system.
Disasters and crises physically harm students, teachers, their families and
communities and cause displacement and psychological distress. Schools are
damaged or destroyed and education activities and systems disrupted, reducing or
stopping access to quality education.
In addition to its effect on learning, this also denies children the safe and protective
space they desperately need at this difficult time, increasing their exposure to risk
and depriving them and their communities of hope for a better future.
Education in emergencies aims to prevent, mitigate or address these risks, losses
and destruction in the following ways:
• PROTECTION: Education in emergencies aims to physically and
psychologically protect children, teachers and communities by providing a
safe space free from violence, exploitation and harm.
• CONTINUITY: Education in emergencies also aims to ensure continuity of
learning and development in order to minimise drop out and safeguard the
progress and investment already made.
• BUILD BACK BETTER: Education in emergencies responses are also windows
of opportunity to build back better in every way; by improving the quality of
Education in Emergencies Online Course
education, including the excluded and building resilience to future
emergencies.
The components and timeframe of an education in emergencies response will vary
depending on the type of emergency, the contextual needs and capacities, and
available funding.
Yet there are some common education in emergencies response components and
activities:
Firstly it is essential to secure sufficient safe learning spaces to continue education.
This can be done through holding extra classes in functioning schools or
community spaces and by establishing temporary learning spaces (TLS) in safe
locations.
Whatever or wherever these learning spaces are, they must be equipped with
adequate child and gender sensitive WASH facilities, in line with INEE and Sphere
Standards.
Secondly, sufficient teachers need to be mobilized through the redeployment of
existing qualified teachers, or by recruiting volunteer teachers, ideally from the
affected community.
The provision of appropriate teaching and learning materials, including textbooks,
is also vital, which can be done through direct distribution or by using cash
transfers if markets are functioning.
Once these common components are established, it is important to ensure that the
content and activities that children engage with support their wellbeing, promote
meaningful learning and do not reinforce division and conflict.
This can involve incorporating new curriculum content and activities which support
social and emotional learning (SEL), promote literacy and numeracy, and provide
health messaging and psychosocial support (PSS).
In emergencies all teachers, qualified and volunteer, require support to help them
manage their own and their students’ wellbeing. They also require professional
development to equip them to manage large classes and teach effectively in these
challenging conditions.
Education in Emergencies Online Course
Education in emergencies is most effective when part of an integrated programme
which also tackles other non-education reasons for children not going to school.
Direct integration involves using education as a platform for activities which
support hygiene, health, and nutrition.
Community participation underpins all stages and components of education in
emergencies response, in order to ensure that all children in the community are
accessing education, and to support quality improvements. This requires building
on existing assets, generating ownership and developing capacity. This is a key part
of building back better local resilience to future shocks.
Coordinating with authorities and other response actors is essential to delivering a
quality education in emergencies response. This process is led by the Education in
Emergencies Working Group, for refugee situations, and the Education Cluster for
all other emergencies. Collaborative platforms such as these are also opportunities
to build national response capacity.
Guiding all of these components of education in emergencies and more is the
Interagency Network for Education in Emergencies - the sector’s Minimum
Standards.
At all stages, education in emergencies, like all humanitarian responses, must
carefully consider gender, disability, child safeguarding and participation and
conflict sensitivity, as well as others cross-cutting issues. This will help ensure that,
in addition to helping all children survive, thrive and learn, the response also
contributes to building back a more inclusive, equitable and peaceful society.