ASAP: Education in Emergencies

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ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers WithoutBorders

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SYLLABUS

INSTRUCTOR

Fred Mednick, Ed.DFounder,Teachers Without Borders

Assistant Professor, Johns Hopkins University School of Education206-356-4731

[email protected]@jhu.edu

FALL: November 4th December 21st 2013 SPRING: March 10th April 25th 2014

PLEASE NOTE: In its present form,ASAP: Education in Emergencies is designed towork only as a an online survey course for the public at large, in order to introduceteachers and interested persons to the work of INEE and the field of education inemergencies. It is neither a training or skill-building program.

Students who successfully meet course requirements will earn three (3) Johns HopkinsUniversity School of Education Continuing Education Units (CEUs). These CEUs are noteligible for Johns Hopkins University School of Education academic credit, nor can JHUguarantee that course participants can meet professional development requirements ofthose seeking such credits from other universities. For more information about policiesassociated with CEUs, please visit Johns Hopkins UniversitysFAQ page.

ASAP: EDUCATION INEMERGENCIES

Public, online course for 3 Continuing Education Units
http://twb.org/http://twb.org/http://twb.org/http://education.jhu.edu/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://education.jhu.edu/PD/GlobalEducation/FAQ%20for%20Global%20Urban%20Education#CEU_credits_towards_academic_offeringshttp://education.jhu.edu/PD/GlobalEducation/FAQ%20for%20Global%20Urban%20Education#CEU_credits_towards_academic_offeringshttp://education.jhu.edu/PD/GlobalEducation/FAQ%20for%20Global%20Urban%20Education#CEU_credits_towards_academic_offeringshttp://education.jhu.edu/PD/GlobalEducation/FAQ%20for%20Global%20Urban%20Education#CEU_credits_towards_academic_offeringsmailto:[email protected]:[email protected]://education.jhu.edu/http://twb.org/


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Table of Contents

Course Overview .............................................................................................................. 2Credits and Grading Criteria ............................................................................................. 4Technology and Public Blog Posting Requirements ......................................................... 4Essential Course Policies ................................................................................................. 5Course Readings and Media ............................................................................................ 6Online Public Events/Webinars: Conversations with Colleagues ..................................... 6

MODULES ....................................................................................................................... 7Getting Organized | Getting Acquainted ..................................................................... 7The Wrong Place at the Right Time: Introducing INEE .............................................. 9If Only: Gaps and Connections Between International Development and Global Aid 11Drilling Down, Digging Out, Delivering Education: The INEE Toolkit ........................ 13Momaland: Case Study and Assessment Strategies ................................................ 20Support from Viewers Like You: Emergency Education Public Appeals ................... 21

Key Links to Share with Colleagues ............................................................................... 24Background: Teachers Without Borders and Education in Emergencies ....................... 24

Course Overview

The news about large-scale emergencies isinescapable and all-too familiar. ASAP: Education inEmergencies was designed to help the public explore

the complex issues of education in emergencies. Wewill explore national and natural disasters, as wellas the space in between, and evaluate the relationshipbetween education, international development, andglobal aid. TheInter-Agency Network for Education inEmergencies(INEE) shall serve as our guide.

This course will cover (1) a review of basic elementssurrounding the vast field of education in emergencies(2) the work of INEE, along with examples of INEEsToolkit in action (3) an exploration of a case study designed by practitioners, global agencies,and stakeholders, and (3) how the global community of development personnel, aid workers,and donors intersect with education in emergencies.

The subject of education in emergencies is not for the faint of heart. Most likely, this course willchallenge, exasperate, anger, and raise more questions than provide answers. For example,many claim that it is near impossible for schools to function adequately or establish anysemblance of normalcy. NGOs, well-resourced individuals, and global agencies attempt toaddress these gaps, but some states have been known to rely on foreign aid rather take on thechief responsibility of protecting and educating their people. In an alarming number of cases,schools have served as havens for criminals, warehouses for arms, and targets of attack.

This course is devoted to andis based upon the work of theInter-Agency Network forEducation in Emergencies(INEE).

It is this instructors opinion thatINEE represents our greatesthope for children and thecapacity for educators to ensure
http://ineesite.org/http://ineesite.org/http://ineesite.org/http://ineesite.org/http://ineesite.org/http://ineesite.org/


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More specifically, lets say that an earthquake has just struck a seismically vulnerable country.Thousands are crushed by their homes. In many under-resourced, densely populatedcommunities living atop shallow fault lines, close to 50% of the children who die in theseearthquakes perish in their schools. When is a natural disaster a truly preventable nationaldisaster? How have poor or unenforced building codes and policies, a lack of transparency,wholesale neglect, misinformation, or a lack of preparedness and planning contributed to the

catastrophe? Have the tyrannies of the urgent plaguing that country made it such that disasterrisk reduction is unaffordable or a secondary priority?

On the positive side, how have countries prepared themselves and their people to addressthese crises? What can we learn from them? Are their practices portable, replicable, andsustainable?

We hope you will raise several such questions. I hope we can all agree on this: inemergencies, children are especially vulnerable to the ravages of human trafficking, disease,and recruitment into paramilitary gangs.

At the onset of a crisis, human necessities must be addressed ASAP, triage style: stop thebleeding; protect, feed, clothe, and house the people; seek more aid; rinse and repeat. Onemay assume that education in emergencies is less urgent. This is where the Inter-AgencyNetwork for Education in Emergencies (INEE) comes in.

About the Inter-Agency Network for Education in Emergencies

INEE has pioneered the notion that education is a basic necessity and cannotwait, and thateducation is an indispensible and parallel component of relief. Even more, INEE stresses theimportance of prevention and planning, as well as coordinating and connecting those workingin response, recovery, and reconstruction.

INEE gathers and supports global stakeholders to build and maintain Minimum Standards forEducation in Emergencies. Thanks to INEE, educators are now part of first-responder teams.Education clusters coordinate activities, assess needs, accelerate normalcy, and make itpossible for other emergency work to continue. INEE has made it clear that education is the

currency that drives communities and simply cannot be separated, sheltered, or subsumedduring an emergency. In short, INEE is an extraordinary example of collaboration.

Collaboration is essential in this course as well. We shall emphasize learning from and withones new online colleagues and with organizations working in the field.

Finally, I cannot stress this enough: this course is an introduction to the field of education inemergencies, not a comprehensive training program. It is impossible to do justice to theseissues in a single course. All emergencies do not look, feel, or act alike, requiring a complexinterplay of culture, history, power, language, local assets, global resources, obstacles, andopportunities.

Expertise in the field of education in emergencies requires in-depth training, mentorship, andprofessional development impossible to achieve in the short time we have together. But you

have to start somewhere, and I say we must do so ASAP.


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Credits and Grading Criteria

CREDITS: This non-credit course professional development course is available for ContinuingEducation Units (CEUs).

To receive CEU credit, all assignments must be completed. The professor may require thatstudents make edits before determining the completion of any assignment. In addition to thewritten assignments, students are required to respond to the readings and to each otherthroughout each week by posing or responding to issues or comments. This cannot be savedup until the end. Should there be any issue about making deadlines, please contact me inadvance.

Attendance is determined by student engagement with the classroom content and tools, withother students, and with the instructor.

GRADING: Were going to be using a point system. Youll get feedback on discussions andassignments.

Please know that your work will NOT be judged based upon the style or grammar of yourwriting, especially because a significant number of colleagues will not be writing in your first

language. That would not be fair. Students submissions for assignments shall be evaluatedbased upon the following criteria:

[6]: Exemplary: Clear incorporation of research, an extra effort to learn more, properacknowledgment of material other than your own, creativity, and clarity. All of this would beworthy of sharing to educators around the world and makes a contribution to our knowledgeof teaching and learning. Mentor status.

[4-5]: Meets Requirements: Satisfies the expectations of the assignment with professionaluse of sources. Core competency

[3]: Needs Work: Basic treatment of the ideas, but needs to dig deeper in order to showcore competence. To get credit, I would be asking for a revision

[0-2]: No Credit: (a) Student uses others ideas as her/his own without attribution, and/or(b) does not address or respect the assignment.

Technology and Public Blog Posting Requirements

You will need to get technologically organized so that you can know where to go for informationand what to do to access required technologies. Once I receive your email address from theregistration office at Johns Hopkins University School of Education, I will send more informationabout these required technologies, including invitations to various sites youll need to access(or form accounts on) so that you can meet course requirements.

Course Platform (ELC): This is where you will go to access course content, getassignments, hold discussions, and receive comments/grades on papers.

Blog (Required). All students are required to have a blog so that your writing can bemade available and accessible publicly. You can use any blog service that you like:WordPress. Blogger, Tumblrare all good examples. If youre new to blogging, thereare plenty ofgreat tutorials and great advice to help you get started. Each assignmentdescription will clarify whether to post it to your blog as well as to the ELC Gradebook.
http://wordpress.com/http://blogger.com/http://tumblr.com/http://learn.wordpress.com/http://mathtwitterblogosphere.weebly.com/writing-a-blog.htmlhttp://mathtwitterblogosphere.weebly.com/writing-a-blog.htmlhttp://learn.wordpress.com/http://tumblr.com/http://blogger.com/http://wordpress.com/


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Essential Course Policies

Policies on Sharing Intellectual Property

The Internet represents a new, intellectual social contract. Today, learning requires the sharingof ideas, but it must be done honorably. You might write something that someone, somewhere

needs. Post it and share it.1

You might also findthe perfect article to address an issue you wishto explore for an assignment. Go ahead, post it, but you must cite it and give credit to theauthor direct us to the URL so that we can all benefit. The assignments are not roadblocksto conquer, but opportunities for growth. An article you may have just found is a means, not anend, to a point you want to make. Use it to reinforce your point, not in place of yourpoint. Plagiarism (copying and pasting the work of others without appropriate attribution orcredit to the author) is theft, plain and simple.

Plagiarism: Your Reputation is at Stake

On occasion, I will spot-check for plagiarism, but I dont want to chase after you. Thats notlearning its policing. At the same time, your blog posts will be public. If you copy and pasteothers work without proper attribution, someone will notice. Your reputation, even your job,

could be at stake. As U.S. Supreme Court Justice Louis Brandeis famously observed,sunlightis said to be the best of disinfectants.2 Your reputation should be the driving motivator for doingones best in this course.

Official Language from Johns Hopkins University on Academic Integrity

Violations of academic integrity and ethical conduct include, but are not limited to, cheating,plagiarism, unapproved multiple submissions, knowingly furnishing false or incompleteinformation to any agent of the University for inclusion in academic records For full policy andmisconduct proceedings, see the Academic Policy section of School of Education.

Late Work Policy

Educators are some of the busiest people in the world. I understand how the tyranny of the

urgent can play havoc with deadlines. At the same time, many assignments requirecollaboration, and group work entails obligations to each other. Whether it is an individualassignment or a collaborative project, please be reasonable, and I will be as well. Whatever thecircumstance, please inform me (and others you may be working with) so that no one is caughtoff guard. Excessive lateness could result in notification of no-credit for the assignment and/orthe course.

Religious Observance Accommodation Policy

While this is an online course, religious holidays are valid reasons for exceptions to deadlines. Isimply ask that you let me know as early in the term as possible in order to ensure there isadequate time to make up and respond to the work.

1The majority of our policies about the creation, use, and reuse of content are adapted from the work of

our colleague, David Wiley, PhD of Brigham Young University a pioneer in the field of OpenEducational Resources (OER). To learn more about the transformative power of OER, please lookup:www.davidwiley.organd, in particular, his course:Introduction to Openness in Education.2

Louis D. Brandeis, cited on the Louis D. Brandeis School of Law, University of Louisville website, inOther Peoples Money Chapter V: http://bit.ly/9vfrYh
http://www.law.louisville.edu/library/collections/brandeis/node/196http://education.jhu.edu/catalog/Academic/academic-policies.htmlhttp://www.davidwiley.org/http://www.davidwiley.org/http://www.davidwiley.org/https://learn.canvas.net/courses/4https://learn.canvas.net/courses/4https://learn.canvas.net/courses/4http://bit.ly/9vfrYhhttp://bit.ly/9vfrYhhttp://bit.ly/9vfrYhhttps://learn.canvas.net/courses/4http://www.davidwiley.org/http://education.jhu.edu/catalog/Academic/academic-policies.htmlhttp://www.law.louisville.edu/library/collections/brandeis/node/196


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Participation

Participation and discussions are included in student grading and evaluation. The instructor willclearly communicate expectations and grading policy in the course syllabus. Students who areunable to participate in the online sessions for personal, professional, religious, or other reasonsare encouraged to contact me to discuss alternatives.

Statement of Academic Continuity

For any of us, things happen. In the event of issues (serious personal matters, no access to theinternet, or other extraordinary circumstances) preventing active participation in, and/or thedelivery of this online course, well do our best to make accommodations. If it happens to yourcourse instructors or the School of Educations platform goes down, for example, we may haveto change the normal academic schedule and/or make appropriate changes to course structure,format, and delivery.

Accommodations for Students with Disabilities

If you are a student with a documented disability who requires an academic adjustment,

auxiliary aid or other similar accommodations, please contact the Disability Services Office at410-516-9734 or via email at [email protected].

Statement of Diversity and Inclusion

Johns Hopkins University is a community committed to sharing values of diversity and inclusionin order to achieve and sustain excellence. We believe excellence is best promoted by being adiverse group of students, faculty, and staff who are committed to creating a climate of mutualrespect that is supportive of one anothers success. Through its curricula and clinicalexperiences, the School of Educationpurposefully supports the Universitys goal of diversity,and, in particular, works toward an ultimate outcome of best serving the needs of all studentsand the community members. All of us (faculty, mentors, organizations, students) are expectedto demonstrate a commitment to diversity as a measure of our mutual strength.

Course Readings and Media

There are no required textbooks or materials. All readings have been selected from availablesources freely available on the Internet and are listed here in the syllabus.

Online Public Events/Webinars: Conversations with Colleagues

This course will likely include students from around the globe. We all share a passion for thesubject, but will rarely share the same time zone. Therefore, my courses stay away frombandwidth-heavy, real-time teaching and focus. Instead, they focus on individual scholarship,local action, and group collaboration.

Nevertheless, I still do miss live discussions, so were going to attempt some here and do ourbest to offer them during reasonable hours. We will record these webinar-like conversations, ofcourse, should you not be able to participate. We will provide you with all the technology youllneed to participate.
mailto:[email protected]:[email protected]


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Public Conversation/Webinar: (Dates TBD) Global Tragedies: Local andGlobal Solutions

A short presentation a seasoned professional in the field, followed by a conversation. Forexample, I am presently discussing a date for such a webinar with my colleague, SharonRavitch, PhD, a professor of Education at the University of Pennsylvania and the Senior Advisor

to the Minister of Education of Haiti. I hope Sharon will be able to join us to address thechallenges and opportunities of working in Port- au-Prince following the 2010 Earthquake, alongwith her particular contributions in community assessment and countrywide educational capacitybuilding. There will be plenty of time for questions and conversation.

Public Conversation/Webinar: (Dates TBD)Humanitarianism WithoutHumanitarians?

The title of this webinar examines a reading from the digital activist, Patrick Meier, PhD., apioneer in the role of technology and emergency relief, global transparency, and mapping incrises. His blog is worth reading:http://irevolution.net/ . I will do my best to attract Patrick toparticipate in this weeks session and webinar.

Public Conversation/Webinar: (Dates TBD): Earthquakes, Floods, andEducation: A Conversation with Colleagues in Pakistan and Tajikistan

I am arranging short presentation by Teachers Without Borders colleagues: (1) Sameena Nazir,Founder of PODA (Potohar Organization of Development Assistance), an NGO devoted to theeducation of girls, crafts, and human rights in Pakistan, and (2) Solmaz Mohadjer, Founder ofPARSQUAKE (an organization for earthquake education in the Persian-speaking community).Here, too, well follow the presentations with ample time for questions and comments.

MODULES

Getting Organized | Getting Acquainted

Session 1

Getting Organized

Once you are enrolled, youll receive instructions on how to access course

Please sign up for a blog and fill out theGoogle Docwith the name and URL. For moreinformation, please see ourTechnology and Blog Posting Requirements, as well ascourse policies, which include specifics about intellectual property

Please fill out thesurvey

Discussion #1: A Response to a Poem

Most online courses ask students to introduce themselves. Fair enough. I often take a lessdirect approach by asking variations of this provocative question: What do you see outsideyour window, and how does this shape your view of education today? Sometimes I ask for apersonal response to an image, or a short video to represent the window metaphor.

This time, however, I want to take a different response. Please respond to a poem by NobelPrize winner, Wisawa Szymborska, entitled Psalm.
http://irevolution.net/http://irevolution.net/http://irevolution.net/https://docs.google.com/spreadsheet/ccc?key=0Au3H3pEsgusadGxfUEVXbnN0NExNblNRY0hObm5EcXc&usp=sharinghttps://docs.google.com/spreadsheet/ccc?key=0Au3H3pEsgusadGxfUEVXbnN0NExNblNRY0hObm5EcXc&usp=sharinghttps://docs.google.com/spreadsheet/ccc?key=0Au3H3pEsgusadGxfUEVXbnN0NExNblNRY0hObm5EcXc&usp=sharinghttp://www.surveymonkey.com/s/TVC3YK8http://www.surveymonkey.com/s/TVC3YK8http://www.surveymonkey.com/s/TVC3YK8http://pyrekbolo.blogspot.com/2012/11/wisawa-szymborska.htmlhttp://pyrekbolo.blogspot.com/2012/11/wisawa-szymborska.htmlhttp://pyrekbolo.blogspot.com/2012/11/wisawa-szymborska.htmlhttp://pyrekbolo.blogspot.com/2012/11/wisawa-szymborska.htmlhttp://www.surveymonkey.com/s/TVC3YK8https://docs.google.com/spreadsheet/ccc?key=0Au3H3pEsgusadGxfUEVXbnN0NExNblNRY0hObm5EcXc&usp=sharinghttp://irevolution.net/


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I have not chosen her poem to elicit a conversation about religion (as its title may connote), butrather to ask you to describe your interpretation of, and thoughts about, the poem in light ofwhat might lie ahead in a course about education in emergencies. Its best to let the poempercolate by sitting quietly after you read it, rather than rushing to the keyboard.

Structure:

Please include your name in the title of your post. Ex: Fred Mednick: BorderlessConflicts

When you read this, what does your heart or your head bring forth? Quote lines.

Please alsocomment on at least two other colleagues posts.

Central Questions3

1. How would you define the field of education in emergencies?

2. Why has education been left out of standard humanitarian response until recently?

3. What is an educational intervention?

4. What are the international legal foundations, obstacles, and challenges that underpineducation in emergencies?

5. How might the growing awareness surrounding the needs of children in emergencies

(establishing normalcy, child protection, and psychosocial well-being) affect the

strategy of humanitarian response?

6. What role might culture, religion, and class play in emergency education?

7. Who and what are the key players, structures and institutions for education in

emergencies and how do they work together?

8. What are the reliable methods for evaluating the impact of education in emergencies?

Readings Multiple Faces of Education in Conflict-Affected and Fragile Contexts: Inter-Agency

Network for Education in Emergencies (INEE) Working Group on Education andFragility

Education Under Attack: UNESCO

Schools as Battlegrounds: Human Rights Watch

Discussion #2: Response to Central Questions

Read the Central Questions again, then choose one that inspires to pursue? Your choice might

reflect personal experience. If, indeed, you experienced any of the issues presented personally,

you may use that as a powerful way of contextualizing your choice. If its too early to open up

(the issue may be too raw), please do not feel compelled to do so. You may, instead, choose to

3These questions are derived from Teachers Without Borders experience in the field and from the

excellent syllabi posted on the Inter-Agency Network for Education in Emergencies websitesAcademicSpace.
http://www.ineesite.org/uploads/files/resources/INEE_Multiple_faces_of_ed_in_conflict-affected__fragile_contexts_FINAL.pdfhttp://www.ineesite.org/uploads/files/resources/INEE_Multiple_faces_of_ed_in_conflict-affected__fragile_contexts_FINAL.pdfhttp://unesdoc.unesco.org/images/0018/001868/186809e.pdfhttp://unesdoc.unesco.org/images/0018/001868/186809e.pdfhttp://www.hrw.org/sites/default/files/related_material/17feb_hrw_school_brochure_lowspr%5B1%5D.pdfhttp://www.ineesite.org/en/research/academic-spacehttp://www.ineesite.org/en/research/academic-spacehttp://www.ineesite.org/en/research/academic-spacehttp://www.ineesite.org/en/research/academic-spacehttp://www.ineesite.org/en/research/academic-spacehttp://www.ineesite.org/en/research/academic-spacehttp://www.hrw.org/sites/default/files/related_material/17feb_hrw_school_brochure_lowspr%5B1%5D.pdfhttp://unesdoc.unesco.org/images/0018/001868/186809e.pdfhttp://www.ineesite.org/uploads/files/resources/INEE_Multiple_faces_of_ed_in_conflict-affected__fragile_contexts_FINAL.pdf


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focus on what youve learned, what you noticed, what you believe is missing, what you would

like to pursue.

Please also comment on at least two responses to your colleagues.

The Wrong Place at the Right Time: Introducing INEE

Session 2

OverviewThe Inter-Agency Network for Education in Emergencies (INEE) is a global network of

individual and organizational members (as of June 2006) who are working together within a

humanitarian and development framework to ensure the right to education in emergencies and

post-crisis reconstruction. INEE works to improve communication and coordination by

cultivating and facilitating collaboration and constructive relationships among its members and

partners.

The INEE Steering Group provides overall leadership and direction for the network; current

Steering Group members include CARE, Christian Childrens Fund, the International Rescue

Committee, the International Save the Children Alliance, the Norwegian Refugee Council,

UNESCO, UNHCR, UNICEF and the World Bank. INEEs Working Group on Minimum

Standards facilitates the global implementation of the INEE Minimum Standards for Education

in Emergencies, Chronic Crises and Early Reconstruction.4

Objectives

To explore issues faced by those working in the Education in Emergencies field

To recognize and articulate the structure of INEE and apply principles to case studies

and further activities/exercises

To enable students to demonstrate how educational systems prepare for and react tovarious sorts of emergencies, from the general sense that educational systemsthemselves are in crisis to natural disasters such as earthquakes to manmadedisasters such as wars

Readings

Education and Emergencies: Humanitarian Coalition

INEE: Minimum Standards: Preparedness, Response, Recovery: INEE

Protecting Education: media clips

Education Strategy 2012-2016andUNHCR Where We Work: United Nations HighCommissioner for Refugees

The Sphere Project: The Humanitarian Charter

4Frequently Asked Questions about INEE and the INEE Minimum Standards | http://bit.ly/1bfYKkK
http://humanitariancoalition.ca/sites/default/files/factsheet/edcuation_and_emergencies-_english.pdfhttp://humanitariancoalition.ca/sites/default/files/factsheet/edcuation_and_emergencies-_english.pdfhttp://www.ineesite.org/en/minimum-standardshttp://www.ineesite.org/en/minimum-standardshttp://www.protectingeducation.org/multimediahttp://www.protectingeducation.org/multimediahttp://www.unhcr.org/4af7e71d9.htmlhttp://www.unhcr.org/4af7e71d9.htmlhttp://www.unhcr.org/pages/49c3646c206.htmlhttp://www.unhcr.org/pages/49c3646c206.htmlhttp://www.unhcr.org/pages/49c3646c206.htmlhttp://www.spherehandbook.org/en/key-documents-that-inform-the-humanitarian-charter/http://www.spherehandbook.org/en/key-documents-that-inform-the-humanitarian-charter/http://bit.ly/1bfYKkKhttp://bit.ly/1bfYKkKhttp://bit.ly/1bfYKkKhttp://bit.ly/1bfYKkKhttp://bit.ly/1bfYKkKhttp://bit.ly/1bfYKkKhttp://bit.ly/1bfYKkKhttp://www.spherehandbook.org/en/key-documents-that-inform-the-humanitarian-charter/http://www.unhcr.org/pages/49c3646c206.htmlhttp://www.unhcr.org/4af7e71d9.htmlhttp://www.protectingeducation.org/multimediahttp://www.ineesite.org/en/minimum-standardshttp://humanitariancoalition.ca/sites/default/files/factsheet/edcuation_and_emergencies-_english.pdf


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Learning is Their Future: Darfuri Refugees in Eastern Chad: INEE and Sphere Project(to serve as a model for the assignment)

It is impossible to digest these hefty readings in such a short time. The intention here is to giveyou a sense of the enormity of the subjects faced by researchers, networks, and practitionersworking on education in emergencies. As we continue with the course, I am certain you will

return to these documents and to consult the networks and resources to which they refer.

Activity

The UNHCR report (see link to Education Strategy 2012-2016, above) identifies 13 priorityfocus countries: Bangladesh, Chad, Egypt, Ethiopia, Iran, Kenya, Malaysia, Pakistan, SouthSudan, Sudan, Syria, Uganda and Yemen. On page 12, please read the UNHCR criteria fortheir choice of priority focus countries, each of which will be supported in developing multi-year,multi-sectoral education strategies based on the local context and existing educationprogrammes. (Unfortunately, the link to the country fact sheets is restricted to UNHCR staff)

For now, we shall focus on the crisis ofDarfuri refugees in Eastern Chadto illustrate how theINEE Minimum Standards can guide strategic planning, policy, and programs.5 Special

appreciation is in order for Ariana Sloat for her design of a Case Study (from which our activitiesare drawn). Ms. Sloat is Deputy Coordinator for Minimum Standards and Network Tools.

What follows is a self-paced module to be pursued in the following order, beginning with anOverview and ending with Feedback. To truly absorb the depth of the issue, it is essential tomake the effort to read the documents to which it refers.

Overview

Foundational Standards

Access and Learning Environment

Teaching and Learning

Teachers and Other EducationalPersonnel

Education Policy Conclusion

Resources and Acknowledgments

Feedback

Discussion:

Share your feedback (last item on the Activity list) with your colleagues by posting it as adiscussion topic.

TBA: Public Conversation/Webinar 1: Global Tragedies: Local and Global

SolutionsA short presentation by Sharon Ravitch, PhD, a professor at the School of Education at theUniversity of Pennsylvania and the Senior Advisor to the Minister of Education of Haiti. Sharonwill address the challenges and opportunities of working in Port- au-Prince following the 2010

5Special appreciation and acknowledgments are in order for Ariana Sloat, Deputy Coordinator for Minimum

Standards and Network Tools:[email protected]

You can click inside the circle (oneach of the pages you see to theleft) for more information.
http://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/index.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/index.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/index.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/index.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/index.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/overview.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/overview.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/foundationalstandards.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/foundationalstandards.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/accesslearningenvironment.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/accesslearningenvironment.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/teachinglearning.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/teachinglearning.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/teacherspersonnel.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/teacherspersonnel.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/teacherspersonnel.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/teacherspersonnel.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/teacherspersonnel.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/educationpolicy.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/educationpolicy.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/conclusion.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/conclusion.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/resources.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/resources.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/feedback.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/feedback.phpmailto:[email protected]:[email protected]:[email protected]:[email protected]://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/feedback.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/resources.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/conclusion.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/educationpolicy.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/teacherspersonnel.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/teacherspersonnel.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/teachinglearning.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/accesslearningenvironment.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/foundationalstandards.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/overview.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/index.phphttp://sphereprototype.conted.ox.ac.uk/cases/learningistheirfuture/index.php


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Earthquake, along with her particular contributions in community assessment and countrywideeducational capacity building. There will be plenty of time for questions and conversation.

If Only: Gaps and Connections Between International Development and

Global AidSession 3

Overview

We began this course by diving right in and looking at the gravity of education in emergencies.Id like to pull back the lens even further in order to evaluate how the field fits into the overallglobal development agenda and to identify areas of study, particularly now that the postMillennium Development Goal era quickly approaches. All of this is intended to deepen onesunderstanding of the connections, best practices, and gaps in the space between developmentand global aid, with a particular emphasis on how INEE seeks to bridge the gap.

The Millennium Development Goals (MDGs) were conceived at the Millennium Summit inSeptember 2000 after world leaders in history adopted the UN Millennium Declaration outlininga set of 8 goals, with particular targets for 2015. These 8 MDGs address issues of poverty,hunger, disease, lack of adequate shelter, and exclusion-while promoting gender equality,education, and environmental sustainability. They are also basic human rights-the rights ofeach person on the planet to health, education, shelter, and security.6

According to the United Nations, the eight Millennium Development Goals form a blueprintagreed to by all the worlds countries and all the worlds leading development institutions. Theyhave galvanized unprecedented efforts to meet the needs of the worlds poorest. Access tohigh-quality education is widely recognized as a universal human right. MDGs focus onnational self-reliance, sound policy, sustainability, educational access, and globaltransparency.

Its an optimistic vision and proponents do make a compelling case more children than everare attending school; MOOCs (massive open online courses) are not only free, but inclusive,watchdog agencies are exposing abuses. While global diseases have become more difficult toidentify and treat, public health successes in areas such as hygiene and immunizationcampaigns have benefited from public-private partnerships and individual philanthropy (Bono,Gates).

The picture of development through education is not altogether rosy. In many poor countries, aquality basic education is hardly universal. And the voice of those critical of development andaid are growing louder. The firestorm of criticism directed toward the development world isparticularly scorching. If, as H.G. Wells once said, "education is a race between civilization andcatastrophe," then many claim catastrophe is winning. More sub-Saharan Africans have cell-

phones than access to clean drinking water. Poverty pornographers descended upon Haitiafter the earthquake in order to raise money, yet today, three years later, there is enoughrubble in the streets of Port-au-Prince streets to build a four-lane highway to Los Angeles andback again.

6U.N. Millennium Project:http://undevelopmentproject.org
http://www.un.org/millenniumgoals/bkgd.shtmlhttp://undevelopmentproject.org/http://undevelopmentproject.org/http://undevelopmentproject.org/http://undevelopmentproject.org/http://www.un.org/millenniumgoals/bkgd.shtml


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Bookshelves are filled with this topic, and their titles speak volumes: The Road toHell: Ravaging Effects of Foreign Aid and International Charity; The Lords of Poverty: ThePower, Prestige, and Corruption of the International Aid Business; White Mans Burden: Whythe Wests Efforts to Aid the Rest Have Done so Much Ill and so Little Good; FamineCrimes: Politics and the Disaster Relief Industry in Africa; Condemned to Repeat?: TheParadox of Humanitarian Action;The Crisis Caravan: Whats Wrong with International Aid?

Depressing, indeed.

Palagunmi Sainaths Everybody Loves a Good Drought; Stories from Indias PoorestDistricts paints a nightmarish, development-is-its-own-disaster picture of do-gooders: Development is the strategy of evasion. When you cant give people land reform,give them hybrid cows. When you cant send children to school, try non-formal education.When you cant provide basic health to people, talk of health insurance. Cant give them

jobs? Not to worry, just redefine the words employment opportunities." Dont want to doaway with using children as a form of slave labor? Never mind. Talk of improving theconditions of child labor! It sounds good. You can even make money out of it.7

The key takeaway is for you to decide. In the meantime, many would agree that we mustbridge the gap between international development strategies and the world of global aid

following a disaster. Its akin to the adage that an ounce of prevention is worth a pound acure.

If only, many say. This is a key opportunity to think about the connection betweendevelopment and aid, about integrating these perspectives into teaching practice, whether inour own backyard or around the world. It is particularly important here to review the INEEToolkit and other INEE documents to learn more about the strategy of mobilizing networksof high-quality development and humanitarian organizations and agencies.

Readings and Review

Millennium Development Goals: (United Nations)

MDG Monitor: Tracking the MDGs: (Global Governance Watch)

One: powerful infographics about the Millennium Development Goals

Education in Emergencies - Critical Factor in Achieving the MDGs: (InternationalRescue Committee)

Discussion Post

Whether you are unfamiliar with the MDGs, a well-seasoned practitioner in the trenches, a headof an NGO, or a donor, what would you do to affect one of the MDGs in an area of education inemergencies? Why? How? Would you work in the policy area for maternal-child health?

Associate yourself with a particular NGO in a region you know about or you know is suffering?Although it may be hard to contain yourself, do not focus on what has been done poorly byothers, but what you can see yourself doing.

7Sainath, P. (1996). Everybody loves a good drought; stories from Indias poorestdistricts. Penguin Books., p. 421

NOTE: Well form working groups to connect a particular MDG with a particularemergency and a toolkit used in the field
http://www.un.org/millenniumgoals/bkgd.shtmlhttp://www.un.org/millenniumgoals/bkgd.shtmlhttp://www.globalgovernancewatch.org/resources/mdg-monitor--tracking-the-millennium-development-goalshttp://www.one.org/international/mdg/index.htmlhttp://www.one.org/international/mdg/index.htmlhttp://www.rescue.org/sites/default/files/migrated/resources/education-in-emergencies_a-critical-factor-in-achieving-the-millennium-development-goals.pdfhttp://www.rescue.org/sites/default/files/migrated/resources/education-in-emergencies_a-critical-factor-in-achieving-the-millennium-development-goals.pdfhttp://www.one.org/international/mdg/index.htmlhttp://www.globalgovernancewatch.org/resources/mdg-monitor--tracking-the-millennium-development-goalshttp://www.un.org/millenniumgoals/bkgd.shtml


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Drilling Down, Digging Out, Delivering Education: The INEE Toolkit

Sessions 4-6

Objective: Purpose, Groups, and Project

These next three sessions are meaty and complex. I have provided a great deal of detail foreach step of the way, so reading this syllabus carefully is absolutely essential.

These sessions involve lots of communication in a global collaboration within groups formedaround each of the Millennium Development Goals (2) The production a 1.5 page briefingpaper and group slide show, available to the public, to connect the MDG you have chosen withan emergency in a particular region. We will:

Dig deeper into the MDGs and work with a group based upon one you choose

Collaborate on a project within your MDG group

Review research and activities that address your MDG in a particular country

Choose an acute or protracted emergency taking place in that country

Identify and interview practitioners working on that emergency

Make connections between Millennium Development Goals and INEE thematic areas

Create the briefing paper and assemble the public, online slide presentation based upon

what you have learned

Even more, it takes place in the middle of the class, rather than as a culminating assignment. Iknow this all sounds a bit crazy, but there is a method to the madness. If you train yourself tothink big picture, even amidst acute or protracted emergency, youll be better off. In the world ofdevelopment, if one digs in the trenches only, one cannot see where its going. If one fliesoverhead, one cannot even recognize the trench. This is about leadership and about thecomplex relationship between compass and map, development and aid. Besides, this workalways requires that one bite off more than one can chew. Patience required. Hopefully, threeweeks will be enough time to accomplish it all.

Overview

A high-ranking United Nations section leader once gave me a working definition of a teacher:

From my experience in the field, a teacher is anyone with valuable information to share. It isinteresting to note that, whether you are a student envisioning your future, a seasonedprofessional, or a donor, youre an educator. Even more, relief agencies have made the mistake ofnot conducting an assessment of community assets, alongside of their characteristic deficitassessments. Should that be standard practice (again, part of INEE protocols), services not onlycan be enhanced, but also sustained. Doctors and community health workers can be refugees,too, with many of the same intellectual resources and more credibility than those flown in.


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This session is designed to introduce you to well-crafted handbooks developed by INEE andpartners, in very close communication with community leaders.

It is now time to start drawing threads together: your passion, the MDGs, and now the INEEToolkit, by choosing a thematic area you would like to discuss further, in groups. Focus on theINEE Toolkit Thematic Issues. Keep in mind your passion for a particular issue the earlier

readings (INEE, Education Under Attack, the Millennium Development Goals), and our classdiscussions. All of this will lead to joining ONE MDG group, discussing your views there, andpreparing a project presentation that will connect MDGs and INEE Toolkit Thematic Areas.Think of it this way: One Column is an MDG; another column is an INEE Thematic Theme.Your job is to draw vital connections between them.

STEP 1: Required Readings

INEE Toolkit Key Thematic Issues/Resource Packs(required: centerpiece for what follows)

INEE Standards Integrated Toolkit: Integrated Humanitarian Response(support document)

Millennium Development Goals(website)

Recommended Readings

Education in Emergencies: Toolkit - Prevention Web (worth scanning)

Disaster Risk Reduction: UNICEF South Asia(for your reference)

Millennium Development Goals (individual pages)

Eradicatingextreme poverty and hunger

Achievinguniversal primary education

Promotinggender equalityandempoweringwomen

Reducingchild mortalityrates

Improvingmaternal health

CombatingHIV/AIDS,malaria, and other diseases

Ensuring environmentalsustainability

Developing aglobal partnership for development

STEP 2: Join and Work in a Millennium Development Goal (MDG) Group

After youve done some reading, join a group that reflects your interest. Choose wisely, as thiswill be a working group for the next three weeks. Instructions for Joining an MDG Group: (to beprovided)

2a: Post to the Discussion Space in your MDG Group

Post a reflection to the discussion (personally or professionally) about why you have chosenthis group. Describe the thematic area you have chosen as well. Is it something you aresimply curious about or that strikes you as entirely new? Is it a personal or professionalexperience that drives you to learn more or to express yourself? Are you suspicious about,or inspired by, current efforts in this area?
http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1132http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1132mailto:http://bit.ly/17Eldpumailto:http://bit.ly/17Eldpuhttp://en.wikipedia.org/wiki/Millennium_Development_Goalshttp://en.wikipedia.org/wiki/Millennium_Development_Goalshttp://reliefweb.int/sites/reliefweb.int/files/resources/038DDBECDCAB5708C1256E24004F3B28-SaveTheChildren_EducationEmergencies.pdfhttp://www.unicef.org/rosa/emergencies_1991.htmhttp://www.unicef.org/rosa/emergencies_1991.htmhttp://www.unicef.org/rosa/emergencies_1991.htmhttp://www.unicef.org/rosa/emergencies_1991.htmhttp://en.wikipedia.org/wiki/Extreme_povertyhttp://en.wikipedia.org/wiki/Extreme_povertyhttp://en.wikipedia.org/wiki/Extreme_povertyhttp://en.wikipedia.org/wiki/Universal_primary_educationhttp://en.wikipedia.org/wiki/Universal_primary_educationhttp://en.wikipedia.org/wiki/Universal_primary_educationhttp://en.wikipedia.org/wiki/Gender_equalityhttp://en.wikipedia.org/wiki/Gender_equalityhttp://en.wikipedia.org/wiki/Gender_equalityhttp://en.wikipedia.org/wiki/Empowermenthttp://en.wikipedia.org/wiki/Empowermenthttp://en.wikipedia.org/wiki/Empowermenthttp://en.wikipedia.org/wiki/Child_mortalityhttp://en.wikipedia.org/wiki/Child_mortalityhttp://en.wikipedia.org/wiki/Child_mortalityhttp://en.wikipedia.org/wiki/Maternal_healthhttp://en.wikipedia.org/wiki/Maternal_healthhttp://en.wikipedia.org/wiki/Maternal_healthhttp://en.wikipedia.org/wiki/HIV/AIDShttp://en.wikipedia.org/wiki/HIV/AIDShttp://en.wikipedia.org/wiki/HIV/AIDShttp://en.wikipedia.org/wiki/Malariahttp://en.wikipedia.org/wiki/Malariahttp://en.wikipedia.org/wiki/Malariahttp://en.wikipedia.org/wiki/Sustainabilityhttp://en.wikipedia.org/wiki/Sustainabilityhttp://en.wikipedia.org/wiki/Sustainabilityhttp://en.wikipedia.org/wiki/Millennium_Development_Goals#Goal_8:_Develop_a_global_partnership_for_developmenthttp://en.wikipedia.org/wiki/Millennium_Development_Goals#Goal_8:_Develop_a_global_partnership_for_developmenthttp://en.wikipedia.org/wiki/Millennium_Development_Goals#Goal_8:_Develop_a_global_partnership_for_developmenthttp://en.wikipedia.org/wiki/Millennium_Development_Goals#Goal_8:_Develop_a_global_partnership_for_developmenthttp://en.wikipedia.org/wiki/Sustainabilityhttp://en.wikipedia.org/wiki/Malariahttp://en.wikipedia.org/wiki/HIV/AIDShttp://en.wikipedia.org/wiki/Maternal_healthhttp://en.wikipedia.org/wiki/Child_mortalityhttp://en.wikipedia.org/wiki/Empowermenthttp://en.wikipedia.org/wiki/Gender_equalityhttp://en.wikipedia.org/wiki/Universal_primary_educationhttp://en.wikipedia.org/wiki/Extreme_povertyhttp://www.unicef.org/rosa/emergencies_1991.htmhttp://reliefweb.int/sites/reliefweb.int/files/resources/038DDBECDCAB5708C1256E24004F3B28-SaveTheChildren_EducationEmergencies.pdfhttp://en.wikipedia.org/wiki/Millennium_Development_Goalsmailto:http://bit.ly/17Eldpuhttp://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1132


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2b: Inside Your Group: Get Organized

Here is where the moving parts start kicking in, so being organized really matters. Thegroup space on the Hopkins courseware site includes these components: Updates,News/Blog, Discussion, Chat, Resources, and a Calendar.Make certain you use theResource tab for listing your organizations and contacts used in your research . (Well

download everyones resources at the end of the course and make certain that all have acopy). This should be enough to keep you organized. If not, you can communicate viaemail, Google Groups, or whateverthe organizers amongst you feel is best.

Your group will depend upon each persons effort in orderto accomplish the following:

To learn more about your chosen MDG

To choose an acute or protracted emergency and learn more about it

To discover the players working on your chosen MDG and chosen emergency

To share interviews with those players

To investigate how the INEE Toolkit is being used (or can be used) there

To create a briefing paper (1.5 pages) and public slide presentation

ADVICE ABOUT GROUPS: Groups can be really frustrating because of lack ofcommunication or clarity. After you have introduced yourselves, talk frankly about protocols.Ill post more links to guidelines for group-work to help you along the way. In the meantime,heres what I have learned over the years: in groups, some colleagues emerge as leaders,while others like to play a supporting role. Some wish to focus on numbers; others onstories. Many groups take on these roles:

Organizers: People valued for their ability to manage

Creators: People who create content (numbers, stories, and pictures)

Distillers: People who transform complex ideas into forms we can all understand

Presenters: People who put it all together for public presentation

Technologists: People who get technology and can solve problems for everyone

STEP 3: Group Decision: A Particular Emergency and Research

Your MDG group needs to choose either a (1) recent or acute emergency this or last year, likeethnic cleansing in Burma, or (2) an ongoingemergency, like the protracted reconstructionefforts in Haiti following the 2010 earthquake. So, at this point, youve gathered as an MDGgroup and now youre deciding on WHAT emergency and WHERE.

Explore BOTH the MDG and the emergency in that country. Keep in mind that your grouppresentation will focus on the questions raised at the beginning of this course.

What types of interventions are happening to address the emergency?

Who are the key players, structures and institutions? How do they work together? How has the INEE Toolkit (and others like it) been used to address the issue?

What are the challenges? (Examples: government obstruction, lack of resources,corruption)

How might the growing awareness surrounding the needs of this emergency affectthe strategy of humanitarian response?

What role might culture, religion, and class play in this emergency?
http://olms.cte.jhu.edu/olms2/170206/group_sub:main/http://olms.cte.jhu.edu/olms2/170206/group_sub:blog/http://olms.cte.jhu.edu/olms2/170206/group_sub:forum/http://olms.cte.jhu.edu/olms2/170206/group_sub:chat/http://olms.cte.jhu.edu/olms2/170206/group_sub:resources/http://olms.cte.jhu.edu/olms2/170206/group_sub:calendar/http://olms.cte.jhu.edu/olms2/170206/group_sub:calendar/http://olms.cte.jhu.edu/olms2/170206/group_sub:resources/http://olms.cte.jhu.edu/olms2/170206/group_sub:chat/http://olms.cte.jhu.edu/olms2/170206/group_sub:forum/http://olms.cte.jhu.edu/olms2/170206/group_sub:blog/http://olms.cte.jhu.edu/olms2/170206/group_sub:main/


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What methods are being used to evaluate the impact of education in thisemergency?

Look at research, data sets, media reports, voices from the field, blogs, images, video, andwatchdog networks. In short, what is going on? Think about this from the developmentperspective (MDGs) and the emergency perspective (INEE: relief and aid).

On the next page, please find a chart that can give you a more visual sense of what I would likeyou to do.


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ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders17

CHART: Matching the MDG with the INEE Thematic Area/Toolkit At a Glance

Lets say that you have chosen MDG 3: Gender Equality, Empowerment. Now you have a group devoted to the issue. Next, yourgroup debates the various INEE Toolkits and decides to focus on Human Rights. Next, someone suggests places to go for research.

Another person learns that there is an extraordinary NGO, Potohar Organization for Development Advocacy (PODA), in Rawalpindi,Pakistan that focuses on gender equality and empowerment through training in education and human rights. They have been workingon this issue for quite some time, and have become increasingly vocal about Pakistans status on scales measuring progress towardthe MDGs. Youd clearly place them on the development, versus aid and relief side. They educate girls, gain support from men forwomens empowerment, teach crafts, and every room displays a poster of the UN Declaration of Human Rights. Lately, however, theyhave stepped up their efforts to identify the issue as an emergency, especially in light of the news about how a girl, Malala Yousafzai,was shot for promoting education for girls. The head of that organization, Sameena Nazir, is available for a Skype or email interview.Others choose to interview field workers at international agencies or NGOs. At this point, youre in great shape:

MDGsINEE Toolkit ConflictMitigatio

n

DisasterRisk

Reduction

EarlyChildhood

Gender

HIV-AIDS

HumanRights

InclusiveEducation

Protection

Psychosocial Support

Yout

MDG 1: Eradicate Extreme Poverty &Hunger

MDG 2: Achieve Universal PrimaryEducation

MDG 3: Gender Equality, Empowerment

MDG 4: Reduce Child Mortality Rates

MDG 5: Improve Maternal Health

MDG 6: Combat HIV/AIDS, Malaria

MDG 7: Ensure EnvironmentalSustainability

MDG 8: Develop Global Partnerships forDev.


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Youve chosen an MDG, an INEE Thematic Area, and a region where an ongoing emergency is taking place. Next, interviews.


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STEP 4: Individual Interviews

EACH member of the group needs to: (1) identify an organization working in the field, and(2) interview someone there who has had direct experience with the emergency . (2 pages,maximum). Your best sources will come fromINEEand other websites youve come acrossthus far. Find someone there to interview for a maximum of 45 minutes to gain the

perspective of someone working in the field.

Interview Approach/Tone: Introduce yourself and this course. Reassure the intervieweethat youre not collecting evaluative data, but rather simply gathering insights; the tone ofthe interview should be informational and appreciative. Thats why I decided not to scriptthe questions for you; what matters most is your interaction and experience of learning fromand with those in the field. You might ask about her/his motivations for tackling this issue(whether or not s/he associates it with a particular MDG). You might follow that up withquestions about activities and programs, challenges, successes, setbacks, and surprises.Your conversation may lead to issues about funding, leadership, coordination, communityoutreach, or their experience with evaluation. If possible, ask her/him to tell you a story. Forinstance, you might ask: Ten years from now, what image or experience do you think willstand out for you?Although somewhat clinical, heres aUN questionnaireconducted bythe Special Reapporteur of the U.N., addressed to NGOs, regarding human rights

4a. Post your full interview on your blog. Please include the name of theorganization and its website

4b. Write a one-paragraph summary for your group discussion space. Yourgroup will be consulting these in order to highlight three for the online, publicpresentation

STEP 5: Create a Group 2-page Briefing Report. The audience for such a report is ahigh-ranking UN official. Add a list of references (websites), substantiating your claims, tothe 1.5-page Briefing Report.

Heres what you need to do:

Title Page: Include the name of the MDG and a descriptive subtitle, such asAdvancing MDG 3: Gender Equality and Empowerment Employing the INEEToolkit in Pakistan. List each team member, along with a few words about eachpersons contribution. Youll see how the online public presentation (coming up) willreflect these categories.

One Page: Describe the nature of the emergency as objectively as possible.Establish your credibility with the facts. If news reports conflict, note that. Though itwill be hard to do, avoid making recommendations. Just make your case for theemergency itself.

Second Page: Hardly comprehensive, make a concise case for taking one specificaction, such as launching an official United Nations public campaign; initiating aresolution or policy discussion. This is where your earlier research on MDGs andactors in the emergency youve chosen can be distilled and made available to

STEP 6: Create an online slideshow about your work. I have created an onlineGoogle Presentation template (which you can copy to customize for your own group)
http://ineesite.org/http://ineesite.org/http://ineesite.org/http://www.ineesite.org/uploads/files/resources/doc_1_Questionnaire_English.pdfhttp://www.ineesite.org/uploads/files/resources/doc_1_Questionnaire_English.pdfhttp://www.ineesite.org/uploads/files/resources/doc_1_Questionnaire_English.pdfhttp://www.ineesite.org/uploads/files/resources/doc_1_Questionnaire_English.pdfhttp://ineesite.org/


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1. Heres a link to a template for your slideshow:http://bit.ly/12nN7Ev. It is a GooglePresentation application, so someone in the group needs to have a Google account.

2. Rename the Google Presentation with the same title as your Briefing Paper.Example: MDG 3: Gender Equality and Empowerment Employing the INEEToolkit in Pakistan.

If you all have a Google account, then youre in business. If only some of you do, I suggestthat one member of your group should make it available to other by downloading therenamed version to PowerPoint or PDF and share it. Somehow, as it goes throughrevisions within your group, youll need to stay in touch about the latest versions.

JUST ONE LAST STEP! Super Important Requirement: SharingOnce you have completed your Briefing Paper and Google Presentation, all you need to dois share it with the world. Heres how:

Everyone should POST A COPY of the Briefing Paper to your individual blogs. Afterall, you collaborated on this and you are all authors

ADD THE WEBSITE OF YOUR GOOGLE PRESENTATION to the bottom of your

briefing paperYou did it! This was a huge undertaking. Congratulations!

Momaland: Case Study and Assessment Strategies

Session 7

Overview

Thanks to INEE and its network, there are excellent and actionable models for assessment:technical briefs; disaster-specific summary sheets, checklists, and best practices; quickimpact analyses; instructions for determining needs for child-friendly spaces; qualitativeand quantitative research techniques; mobile phone data-gathering applications; how-tovideos;joint and coordinated assessment matrices; and much more. Between INEEsMonitoring and Evaluation manuals and those ofThe Assessment Capabilities Project(ACAPS), youll have all the invaluable resources one would need. One of the best ways to understand these assessment resources is to dive into a fictional,yet realistic, case study. Momaland: Education Following an Emergencywas developed byUNICEF, INEE, and Save the Children (with a great deal of input from field workers) tosupport concentrated or extended trainings that provide a likely scenario requiring attentionto the multiple, intersecting components and complexities of education in emergencies.

Momalandcan help us learn more about the various components of assessment andevaluation for education in emergencies. The readings include a slide-deck offered in

NOTE: Depending upon the size and vitality of the groups, this is where welldecide whether to create new groups (for discussions) or reconvene fordiscussions with all colleagues taking this course
http://bit.ly/12nN7Evhttp://bit.ly/12nN7Evhttp://bit.ly/12nN7Evhttp://www.ineesite.org/en/minimum-standards/monitoringhttp://www.acaps.org/en/pages/what-is-acapshttp://www.acaps.org/en/pages/what-is-acapshttp://www.acaps.org/en/pages/what-is-acapshttp://www.acaps.org/en/pages/what-is-acapshttp://www.ineesite.org/en/minimum-standards/monitoringhttp://bit.ly/12nN7Ev


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trainings, along with a comprehensive Facilitators Guide (worth reviewing) thatincorporates much of what weve studied, thus far. Both are included in the readings.

The Facilitators Guide, evenjust the Momalandsession, can compris an entire course.Even so, just a cursory reading will reveal how the INEE Minimum Standards and otherprotocols play themselves out, and how essential they are.

Reading

Momaland: Slides

Education in Emergencies Training: Facilitators Guide(INEE, UNICEF, Save theChildren). Pay close attention to Session 6.

Additional Reference Material (For Your Files)

More INEE Case Studies: Afghanistan, Bosnia-Herzegovina, Cambodia, andLiberia, as well as a Synthesis Report

Real Time Evaluation of Humanitarian Action(Bibliography)

Assessment and Evaluation: documents curated by Teachers Without Borders

Discussions (Suggestions below)

What stands out? What do you wish this course had addressed? How might such atraining program affect your career path, knowing that you might face a scenario very muchlike this one? Conduct an additional search to determine who has used the program andhow. I am asking you to think about your original motivation for taking the course and whatyouve learned so far, mixed in with a picture of what things might look like for you.

Support from Viewers Like You: Emergency Education PublicAppeals

Session 8

Overview

Girl Rising, a new film highlighting the extraordinary stories of 9 girls and 9 issues they face,worldwide, has drawn much-needed attention to the subject of girls education. Films likeGirl Risingand the Internet put the world of images, data, and compelling news in ourpockets. Movie stars, billionaires, and citizen journalists have entered the picture, too.

Tweets from Tahir Square flash across our screens, along with YouTube postings directfrom Homs, Syria. Appeal apps enable micro-donations via text.

Unfortunately, the ubiquity of disaster du jour appeals can lead to donor fatigue.Tragically, despite a dramatic increase in the visibility of appeals for assistance foremergencies, funding by governments remains stagnant. According to INEE, only 2% offunds in humanitarian aid goes to education.

Here, too, INEE and partners have also developed extensive communication protocols andbest practices for successful appeals. The appeal process involves a complicated supply
https://docs.google.com/presentation/d/1XUwp6bMNSrd05XPnqWUmcbiWxT0_4XnSndfXHIMKSvs/edit?usp=sharinghttps://docs.google.com/presentation/d/1XUwp6bMNSrd05XPnqWUmcbiWxT0_4XnSndfXHIMKSvs/edit?usp=sharinghttp://www.scribd.com/doc/145341464/Facilitator-s-Guide-Education-in-Emergencieshttp://www.scribd.com/doc/145341464/Facilitator-s-Guide-Education-in-Emergencieshttp://www.ineesite.org/en/education-fragility/resources#CaseStudieshttp://www.ineesite.org/en/education-fragility/resources#CaseStudieshttps://ifrc.csod.com/content/ifrc/publications/473/resources/ALNAP_Guide_Evaluation.pdfhttps://ifrc.csod.com/content/ifrc/publications/473/resources/ALNAP_Guide_Evaluation.pdfhttp://www.scribd.com/collections/2346651/Evaluation-and-Assessmenthttp://www.scribd.com/collections/2346651/Evaluation-and-Assessmenthttp://www.scribd.com/collections/2346651/Evaluation-and-Assessmenthttps://ifrc.csod.com/content/ifrc/publications/473/resources/ALNAP_Guide_Evaluation.pdfhttp://www.ineesite.org/en/education-fragility/resources#CaseStudieshttp://www.scribd.com/doc/145341464/Facilitator-s-Guide-Education-in-Emergencieshttps://docs.google.com/presentation/d/1XUwp6bMNSrd05XPnqWUmcbiWxT0_4XnSndfXHIMKSvs/edit?usp=sharing


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chain of transparency, communication, impact analysis, and accountability. This coursedoes not all us the time to give the appeal process the attention it deserves. Again, theINEE sites resources are specific, clear, and essential for anyone in the position tocoordinate this process. I have listed several INEE resources in this syllabus.

For now, I am asking only that you familiarize yourselves with these protocols in order to

post a discussion topic and to participate in an upcoming Online Public Conversation/Webinar.

Discussion

A couple of choices here (a few paragraphs, plus please comment on others posts)

1. Point to a specific disaster (within the last three years) for which a successfulappeal was made. What made it so? A concise paragraph with a list of yourreferences is all thats needed

2. Please identify a failedpublic appeal for support following a disaster (within the lastthree years) due to the following:

Not enough money or resources could be raised to make a difference

So much money and resources were raised, that they could not bedeployed

There was no capacity for receiving, distributing, or securing relief, resultingin a coordination disaster

Coordination was mishandled or missing entirely

Heres some advice for those who wish to discuss the second option: there is a growinggenre of books about failed development projects. Try to avoid these, especially after justhaving explored so many tragic issues. Just focus on the mechanics or the missingelements of the appeal process. An earthquake has taken place or a civil disturbance hasbroken out. Clearly, communities have been devastated or are in danger. Whathappenedor didnt happen?

Reading to Prepare for Public Conversation/Webinar

Does the Humanitarian Industry Have a Future in The Digital Age?: (required)

Ushahidi: plus crowdmapping tool available for public use:www.crowdmap.com

EducationFirsts Education Cant Wait

INEE:Promotion and Advocacy

Online Public Conversation/Webinar 2: Humanitarianism WithoutHumanitarians?(Date TBD)

The title of this public conversation/webinar was coined in this weeks reading by digitalactivist, Patrick Meier, PhD., a pioneer in the role technology plays in emergency relief,global transparency, and mapping in crises. His blog is worth reading:http://irevolution.net/ .I will do my best to attract Patrick to participate in this weeks session and webinar. Wehope to discuss diverse points of view on the subject of the impact of individual efforts andthe technology-enabled wisdom of crowds in disaster relief.
http://irevolution.net/2012/04/09/humanitarian-future/http://irevolution.net/2012/04/09/humanitarian-future/http://ushahidi.com/http://ushahidi.com/http://www.crowdmap.com/http://www.crowdmap.com/http://www.crowdmap.com/http://www.unicef.org/media/files/GPE-UNGA_call-to-action_September-2012-EN.pdfhttp://www.unicef.org/media/files/GPE-UNGA_call-to-action_September-2012-EN.pdfhttp://www.unicef.org/media/files/GPE-UNGA_call-to-action_September-2012-EN.pdfhttp://www.ineesite.org/en/minimum-standards/advocacyhttp://www.ineesite.org/en/minimum-standards/advocacyhttp://irevolution.net/http://irevolution.net/http://irevolution.net/http://irevolution.net/http://www.ineesite.org/en/minimum-standards/advocacyhttp://www.unicef.org/media/files/GPE-UNGA_call-to-action_September-2012-EN.pdfhttp://www.crowdmap.com/http://ushahidi.com/http://irevolution.net/2012/04/09/humanitarian-future/


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Key Links to Share with Colleagues

Education Under Attack

Schools as Battlegrounds: Human Rights Watch

The Sphere Project

Inter-Agency Network for Education in Emergencies

INEE: Minimum Standards English

INEE Toolkit

UNICEF: Education in Emergencies: A Resource Toolkit

Emergency Education for Children

Education and Conflict Mitigation

Education Protection

Annotated Bibliography: Teacher Professional Development in Crisis

This is a small fraction of the links to organizations, networks, documents, news, andresources. Please joinINEEand search their website for a far more complete list

Background: Teachers Without Borders and Education inEmergencies

In 2000,Teachers Without Borders (TWB) was launched in order to connect teachers toinformation and each other in order to help local leaders make a difference in their localcommunitieson a global scale. At 59 million, teachers represent the largest professionallytrained group in the worldthe catalysts of change and the glue that holds societytogether. They know who is sick, missing, or orphaned by AIDS. Yet teacher professional

development is often irrelevant, spotty, or missing entirelycompounded by ill conceived orpoorly implemented policies, a precarious world economy, and both national and naturaldisasters.

Teachers Without Borders did not enter the field of teacher professional development withthe idea that we would be involved in Education in Emergencies, butupon reflectionEiEhas been what weve been about all along. Our first project took place in a Bedouin villagewithin the Occupied Territories. Subsequent projects gathered teachers from regions inconflict (Rwanda, Nigeria, Pakistan, Afghanistan) to discuss teaching and learning, despitethe obstacles of civil unrest and we assisted with relief efforts for the earthquake in Pakistan(2005).

We werent thinking about earthquakes when we were working in China, having focused ourefforts on the teaching of science inquiry methods in Sichuan. The May 12th, 2008 Sichuanearthquake hit at 2:28 pm. Its epicenter was a few miles away from Dujiangyan, China. Welost teachers. We lost students. We lost schools.

But we didnt lose hope. Rather, we focused on earthquake science and safety learningfrom below the ground and up. We also learned that some buildings sway and others sink,that not all earthquakes act in the same way, and that prevention and planning can savelives.
https://canvas.instructure.com/courses/215649/files/22349196/download?wrap=1https://canvas.instructure.com/courses/215649/files/22349158/download?wrap=1http://www.sphereproject.org/http://ineesite.org/https://canvas.instructure.com/courses/215649/files/22349193/download?wrap=1http://toolkit.ineesite.org/toolkit/Home.phphttps://canvas.instructure.com/courses/215649/files/22349167/download?wrap=1http://web.mit.edu/cis/www/migration/pubs/mellon/1_children.pdfhttp://www.equip123.net/docs/E1-Education_Conflict_Mitigation.pdfhttp://educationprotection.org/http://www.ineesite.org/en/annotated-bibliography-teacher-professional-development-in-crisishttp://www.ineesite.org/en/annotated-bibliography-teacher-professional-development-in-crisishttp://ineesite.org/http://ineesite.org/http://ineesite.org/http://twb.org/http://twb.org/http://twb.org/http://ineesite.org/http://www.ineesite.org/en/annotated-bibliography-teacher-professional-development-in-crisishttp://educationprotection.org/http://www.equip123.net/docs/E1-Education_Conflict_Mitigation.pdfhttp://web.mit.edu/cis/www/migration/pubs/mellon/1_children.pdfhttps://canvas.instructure.com/courses/215649/files/22349167/download?wrap=1http://toolkit.ineesite.org/toolkit/Home.phphttps://canvas.instructure.com/courses/215649/files/22349193/download?wrap=1http://ineesite.org/http://www.sphereproject.org/https://canvas.instructure.com/courses/215649/files/22349158/download?wrap=1https://canvas.instructure.com/courses/215649/files/22349196/download?wrap=1


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Today our Earthquake Science and Safety program teaches students and teachers aboutthe science of earthquakes. Solmaz Mohadjer, a Teachers Without Borders member andgeologist from Iran, saw from her work in Iran, Afghanistan, Pakistan, and Tajikistan thatthere is little the way of accurate science and safety content for teachers. Emergencieshappen, but they dont have to be disasters. We launched our program in Chinaimmediately following the Sichuan earthquake, with an eye toward scientific validity for

adaptation to particular regions, and cultural portability. Form there, it has beenimplemented in China, Haiti, Mexico, and back to Central Asia. It has also been translatedinto 6 languages.

Short Videos

TWBs Solmaz Mohadjer, Director of Teachers Without Borders EmergencyEducation program on the power of earthquake science education to save lives

Defeating Earthquakes. Ross Stein, PhD geologist with the United StatesGeological Survey (and TWB partner): TEDx talk about earthquake science andsafety

To Read More about the Girls Quake Science and Safety Initiative Girls Quake Science and Safety Initiative: Teachers Without Borders and USGS

Proposal to reach 100,000 girls

A Framework for Evaluating the Effect of Earthquake Science Education: Graduate-student project at George Washington University based upon the TWB Proposal

Brochure about Girls Quake Science and Safety Initiative: TWB and USGS effort toattract attention, awareness, and funding for the project
http://www.youtube.com/watch?v=HnD1IMGzqzUhttp://www.youtube.com/watch?v=HnD1IMGzqzUhttp://www.youtube.com/watch?v=Bg4kSIgn67Ihttp://www.youtube.com/watch?v=Bg4kSIgn67Ihttp://www.youtube.com/watch?v=Bg4kSIgn67Ihttp://www.scribd.com/doc/119105386/Global-Quake-Science-and-Safety-USGS-With-TWBhttp://www.scribd.com/doc/119105386/Global-Quake-Science-and-Safety-USGS-With-TWBhttp://www.scribd.com/doc/141978271/Girls-Earthquake-Science-and-Safety-Initiative-Evaluation-Frameworkhttp://www.scribd.com/doc/141978271/Girls-Earthquake-Science-and-Safety-Initiative-Evaluation-Frameworkhttp://www.scribd.com/doc/145558810/Global-Science-and-Safety-Initiative-for-Girls-Brochurehttp://www.scribd.com/doc/145558810/Global-Science-and-Safety-Initiative-for-Girls-Brochurehttp://www.scribd.com/doc/145558810/Global-Science-and-Safety-Initiative-for-Girls-Brochurehttp://www.scribd.com/doc/141978271/Girls-Earthquake-Science-and-Safety-Initiative-Evaluation-Frameworkhttp://www.scribd.com/doc/119105386/Global-Quake-Science-and-Safety-USGS-With-TWBhttp://www.youtube.com/watch?v=Bg4kSIgn67Ihttp://www.youtube.com/watch?v=HnD1IMGzqzU

Documents

ASAP: Education in Emergencies