FALL Education in Emergencies Syllabus

7/28/2019 FALL Education in Emergencies Syllabus

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ASAP: Introduction to Emergency Education: Syllabus1

ASAP: Education in Emergencies

Syllabus

Fall, 2013

Instructor

Fred Mednick, Ed.DFounder,Teachers Without Borders

Visiting Fellow, Johns Hopkins University School of Education

206-356-4731

[email protected]@jhu.edu

This course can be customized to be online or face-to-face, as well as for 6 weeks

or 9-12 weeks
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Table of Contents

Course Overview ........................................................................................................................ 2Credits and Grading Criteria ...................................................................................................... 4Technology and Public Blog Posting Requirements .................................................................. 4Essential Course Policies ............................................................................................................ 5Optional and Required Webinars .............................................................................................. 7SESSIONS .................................................................................................................................... 81. Getting Organized | Getting Acquainted | Getting Oriented ............................................... 82. The Wrong Place at the Right Time: Introducing INEE ...................................................... 103. If Only: Education Emergencies and the Global Development Agenda............................ 114-6: Drilling Down, Digging Out, Delivering Education: The INEE Toolkit .............................. 13

Momaland: Education Following an Emergency ..................................................................... 198. Support from Viewers Like You: Emergency Education and Public Appeals ................... 209. Project: Girls Quake Science and Safety Initiative ............................................................. 20Teachers Without Borders and Education in Emergencies ..................................................... 20

Course Overview

This course is designed to engage a wide range of audiences: anyone passionate about a

region, a particular kind of disaster, and seeks to know more, maybe even initiate or change

ones career. It can be of value for the seasoned practitioner seeking perspectives after having

labored in the trenches, or the NGO looking for a framework to adapt its own course, or a

donor who is in a position to be of service, yet needs to know more.

I must warn you that the subject is not for those faint of heart. If done well, this course will

challenge, exasperate, anger, and motivate you. Pick up any newspaper, open any computer,

or turn on a phone the news of emergencies about large-scale emergencies is inescapable

and familiar, by name, to us all: the movement of Syrian refugees, an ongoing genocide in

Darfur, the protracted crises following the earthquake in Haiti, seasonal floods in Bangladesh,

rogue states, bombs in Boston. And on the cover ofTime Magazine the image of a Pakistani

girl shot for daring to go to school.

No doubt, it will raise many more questions than provide answers. A remedy for one

emergency can spark another.

Research has shown that the line between natural disasters (such as floods or earthquakes)

and national disasters (deforestation, climate change, or poorly constructed buildings atop

shallow earthquake zones in densely populated areas) is not immediately evident. Whose

responsibility is it when 50% of child deaths take place in schools?


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We know that children are victims of any emergency and, immediately following one, even

more vulnerable to the ravages of human trafficking, disease, and recruitment into

paramilitary gangs. We hear often that states cannot maintain their schools or protect

education. In emergencies, students, and schools are often unable to function or establish any

semblance of normalcy. Many NGOs, well-resourced individuals, and global agencies attempt

to address these gaps, but many fragile states rely on foreign aid rather than on the chiefresponsibility of educating their people. Sometimes, establishing schools serves as a haven for

children. At other times, schools are targeted for attack or homes for caches of arms.

At 30,000 feet, well look at global crises (national, national, and a blend of both), as well as the

connection between development and aid. Well highlight the instrumental role that the

Interagency Network for Education (INEE) plays in bridging that gap.

Well explore a hypothetical case study, yet one designed by practitioners. We will review

practical pocket guides and curricular frameworks used in the field. And well review, critique,

and support a plan to educate 100,000 girls in earthquake science and safety.

Most of all, well challenge assumptions. For example, lets say a natural disaster occurs in a

poorly resourced region of the world. It is only natural to think that basic human necessitiesmust be addressed first, triage style: stop the bleeding; protect, feed, clothe, and house the

people; seek more aid; rinse and repeat. An assumption may be that education in emergencies

is, well, less urgent.

The Interagency Network for Education in Emergencies (INEE) takes issue with this assumption.

INEE has shown that education plays a central role in prevention and planning, response,

recovery, and reconstruction. (INEE) gathers global stakeholders to build and maintain

Standards for Education in Emergencies. Again, thanks to INEE, educators are now part of first-

responder teams. Educators establish normalcy. They account for children. They make it

possible for other emergency work to continue.

Whether the topic is education and fragility, disaster risk reduction, education financing, peaceeducation, teaching and learning in emergencies, gender, child psycho-social safety, HIV-AIDS,

inclusivity, conflict-sensitive education, safer school construction, learners with disabilities, and

advocacy its about the connection between education and saving lives.

Students will connect with colleagues from around the world those registered for this

course, as well as with colleagues working in the field. In short, this will be about learningfrom

and with each other. Students will also be required to share their points of view in their

personal, public blogs so that they can engage, learn from, and support a larger audience.

Finally, it is essential that we clarify the intent of this course. This is an introduction to the

field, not a comprehensive training program. All emergencies do not look, feel, or act alike,

requiring a complex interplay of culture, history, power, language, local assets, globalresources, obstacles, and opportunities. Education in emergencies requires in-depth training,

mentorship, and professional development impossible to achieve in the short time we have

together.


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Credits and Grading Criteria

CREDITS: This is non-credit course professional development course is available for Continuing

Education Units (CEUs). In selected cases, students can solicit a letter of recommendation: a

valuable asset in a teachers portfolio. The degree to which you commit to the course content

(and each other) determines the quality of that letter.To receive CEU credit, all assignments must be completed in the form of a portfolio (described

below). The professor may require that students make edits before determining the

completion of any assignment. . In addition to the written assignments, students are required

to respond to the readings and to each other throughout each week by posing or responding

to issues or the comments of each other. This cannot be saved up until the end. Should there

be any issue about making deadlines, the professor must be contacted in advance.

Attendance is determined by student engagement with the classroom content and tools,

with other students, and with the instructor.

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

assignments.

Please know that your work will NOT be judged based upon the style or grammar of your

writing, 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 evaluated

based 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

be worthy of sharing to educators around the world and makes a contribution to our

knowledge of teaching and learning. Mentor status.

[4-5]: Meets Requirements: Satisfies the expectations of the assignment withprofessional use 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

information and what to do to access required technologies. Once I receive your email address

from the registration office at Johns Hopkins University School of Education, I will send more

information about 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):http://olms.cte.jhu.edu/olms2/login/ .This is where you will go

to access course content, get assignments, hold discussions, and receive

comments/grades on papers. We are also working on another course site, but dont

worry about that now.
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Blog (Required). All students are required to have a blog so that your writing can be

made available and accessible publicly. You can use any blog service that you like:

WordPress. Blogger, Tumblr are all good examples. If youre new to blogging, there are

plenty ofgreat tutorials and great advice to help you get started. Click on Technology

for this Course FAQs to learn about our rationale for going in this

direction.o Each assignment description will clarify whether to post it also to your blog

o Try to remember to tag your blog

Twitter (Strongly Recommended): I strongly encourage you to regularly use Twitter for

this class. This is a great way for having real-time or near real-time conversations with

your colleagues.

o Simply tweet questions, comments, and other class-relevant content with the

you complete a new blog entry, post a link on Twitter with #JHUemergencyed

o If you already have a Twitter account, use that one, as long as your posts

include #JHUemergencyed. Otherwise, creating an account is easy! Here aresome tutorials (if youre a pro or not) on thebasic language of Twitter and how

to tweet

FAQs

Why so many different technology sites?

First, you should own the work you produce, rather than evaporate when the course ends.

By creating accounts on a system outside of our course platform, the artifacts you create

can be stored for your use anytime.

Second, we chose those tools you can use in your work. Well also introduce more. Social

networks, embedded widgets, new apps, RSS feeds, and micro-blogging can enhance

interaction, emphasize collaboration, and engage your students. We admit that these

technologies are not ends unto themselves, but they are a powerful means to get there.

I am not great at technology. Can I get some help with this?

For every required technology, tutorials are available. If need be, we can assign a

technology partner if you need help or offer webinars. Besides, you have a host of new

colleagues you can ask. Dont be afraid.

Essential Course Policies

Policies on Sharing Intellectual Property

The Internet represents a new, intellectual social contract designed around the idea that

learning is sharing. It requires that we both generously share our ideas AND explicitly
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acknowledge the work of others. You might write something that someone, somewhere

needs. Post it and share it.1

You might alsofindthe perfect article to address an issue you wish to explore for an

assignment. Go ahead, post it, but you must cite it and give credit to the author direct us to

the URL so that we can all benefit. The assignments are not roadblocks to conquer, but

opportunities for growth. That article you may have found is just a means, not the end; use itto reinforce your point, not in place of your point. Plagiarism (copying and pasting the work of

others without appropriate attribution or credit to the author) is theft, plain and simple.

Plagiarism: Your Reputation is at Stake

On occasion, we will spot-check for plagiarism, but we dont want to chase after you. Thats

not learning its policing. At the same time, your blog posts will be public. If you copy and

paste the work of others 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,sunlight is said to be the best of disinfectants. You may need course credit (CEUs)

or an acknowledgment that you participated in this course, but reputation should be the

biggest motivator for doing ones 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 incomplete

information to any agent of the University for inclusion in academic records For full policy

and misconduct proceedings, see theAcademic Policy section of School of Education.

Late Work Policy

Educators are some of the busiest people in the world and so we understand how understandhow the tyranny of the urgent can get in the way of getting work in on time. At the same time,

many assignments require collaboration, and group work entails obligations to each other.

Whether it is an individual assignment or a collaborative project, please be reasonable, and I

will be as well. Whatever the circumstance, please inform me (or your group) so that no one is

caught off guard. That said, excessive lateness can result in notification of no-credit for the

assignment and/or the course.

Religious Observance Accommodation Policy

Religious holidays are valid reasons to be excused from time-bound events like webinars.

Students who must miss a class or examination because of a religious holiday must inform me

as early in the term as possible in order to ensure that there is adequate time to make up andrespond to the work

1The majority of our policies about the creation, use, and reuse of content are adapted from thework of our colleague, David Wiley, PhD of Brigham Young University a pioneer in the fieldof Open Educational Resources (OER). To learn more about the transformative power of OER,

please look up:www.davidwiley.organd, in particular, his course:Introduction to Openness inEducation.
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Participation

Participation and discussions are included in student grading and evaluation. The instructor will

clearly communicate expectations and grading policy in the course syllabus. Students who are

unable to participate in the online sessions for personal, professional, religious, or other

reasons are 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 the

internet, or other extraordinary circumstances) preventing active participation in, and/or the

delivery of this online course, well do our best to make accommodations. If it happens to your

course instructors or the School of Educations platform goes down, for example, we may have

to 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 Jennifer Eddinger in the

Disability Services Office at 410-516-9734 or via email at [email protected].

Statement of Diversity and Inclusion

Johns Hopkins University is a community committed to sharing values of diversity and inclusion

in order to achieve and sustain excellence. We believe excellence is best promoted by being a

diverse group of students, faculty, and staff who are committed to creating a climate of mutual

respect that is supportive of one anothers success. Through its curricula and clinical

experiences, 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 studentsin K-12 schools and/or the community. Faculty and candidates are expected to demonstrate a

commitment to diversity as it relates to planning, instruction, management, and assessment.

Optional and Required Webinars

We will provide you with all the technology youll need to participate. Well also determine

how you can participate at a reasonable hour, considering varying bandwidth and multiple

time zones.

Optional:(Dates)

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mailto:[email protected]:[email protected]


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Required:(Dates)

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SESSIONS

1. Getting Organized | Getting Acquainted | Getting Oriented

SESSION 1: (Date)

Getting Organized

Mostly, its all about understanding the course policies. (I am asking that you reallyread them.

Theyre not like how, when we buy software, most of us ie and click to indicate weve read the

policy in order to speed up the process.

As for the technology itself, dont worry. We have provided tutorials, along with

optional, live webinar(s) and support sessions. The technology section ishere. Heres a

checklist:

o Know where to see the course material:Hopkins Course Platform- ELC

o Get a blog and fill out theGoogle Docso that your instructors and mentors

know where to fetch it

o Twitter (recommended) and reminder to use #JHUemergencyed in your post

Please also read our technology relates to respect for intellectual property. Clickhere.

Getting Acquainted Discussion: (required) Outside My Window

(2 pages maximum required, plus a comment on at least one other colleagues posts)

Due:

What do you see outside your window? How your view affected your perspective on the

subject of education in emergencies? I asked this seemingly innocent question of teachers

around the world 15 years ago. What I learned inspired the launch of Teachers Without

Borders. For examples, click on student examples ofOutside My Window2

from a course I

taught earlier this year (2013).

What we see out our windows in other words, our perspectivesare as relevant as ever. Imalso asking about where you are in many senses of the world where geographically, where

you are in your career, where you see yourself going as an educator.

2Outside My Window, from Introduction to Global Urban Education, an online, public, global

course for teachers offered by Johns Hopkins Universitys School of Education
http://olms.cte.jhu.edu/olms2/login/http://olms.cte.jhu.edu/olms2/login/http://olms.cte.jhu.edu/olms2/login/http://olms.cte.jhu.edu/olms2/login/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://visitingfellowship.weebly.com/uploads/3/1/2/8/312817/outsidemywindow_2.pdfhttp://visitingfellowship.weebly.com/uploads/3/1/2/8/312817/outsidemywindow_2.pdfhttp://visitingfellowship.weebly.com/uploads/3/1/2/8/312817/outsidemywindow_2.pdfhttp://visitingfellowship.weebly.com/uploads/3/1/2/8/312817/outsidemywindow_2.pdfhttps://docs.google.com/spreadsheet/ccc?key=0Au3H3pEsgusadGxfUEVXbnN0NExNblNRY0hObm5EcXc&usp=sharinghttp://olms.cte.jhu.edu/olms2/login/


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I am asking you to take a creative leap for a moment, because this is how you will be

introducing yourself to your colleagues. The more we can see your context and hear from you

your heart and brain the more we can builda global cohort of friends.

Lets begin with, literally, what you actuallysee outside your window. Bars? Open fields? I

hope the visual (of looking outside your window) inspires reflection about education and also

education in emergencies. This is not easy to do in two pages, but I have asked this questions

dozens of times and it never fails to yield truly powerful insights. I have been collecting these

for a while, now, and will include some in a book I am writing with the very same title:

Outside My Window: Teachers Making Global Change.

I hope you will also feel comfortable enough to upload images or video. Theres nothing like a

picture AND a story.

Getting Oriented to Education in Emergencies: Central Questions and Readings

Lets start with some central questions to keep in mind. Theyll come up again and again:

What types of interventions are included in education in emergencies?

Why has education been left out of standard humanitarian response for so long?

When did education interventions first start to appear in humanitarian responses?

What are the international legal foundations that underpin education in emergencies?

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?

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

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

emergencies and how do they work together?

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

Readings

Education Under AttackUNESCO: (required)

Schools as Battlegrounds (Human Rights Watch):(recommended)

Discussion Post (Required a paragraph or two)

When you consider the questions, readings, and your own response to the discussion prompt

(Outside My Window), what does your gut say? Have you experienced this before, and if so,

you might want to describe what you experienced. If its too early to open upor the issue is

too raw, please do not feel compelled to do so.
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Also required: Please also comment on at least two responses to your colleagues as well.

Due:

2. The Wrong Place at the Right Time: Introducing INEE

SESSION 2: (Date)

Overview

The Interagency 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 RescueCommittee, 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.

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 to

various sorts of emergencies, from the general sense that educational systems

themselves are in crisis to natural disasters such as earthquakes to manmade disasters

such as wars.

Readings: Required and Recommended

INEE: Minimum Standards: Preparedness, Response, Recovery(required)

Protecting Education: (recommended media clips)

The UN Declaration of Human Rights

The Sphere Project The Humanitarian Charter (recommended)

Discussion Post: You choose the topic. Please respond to other students, not just to theirresponse on your post

Due:
http://www.ineesite.org/en/minimum-standardshttp://www.ineesite.org/en/minimum-standardshttp://www.protectingeducation.org/multimediahttp://www.protectingeducation.org/multimediahttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDIQFjAA&url=http%3A%2F%2Fwww.un.org%2Fen%2Fdocuments%2Fudhr%2F&ei=PPZ6UY7nFMmtiQKW9IGgCQ&usg=AFQjCNGuz0OBO9j5u30ZHPCnuznkkDiT8g&bvm=bv.45645796,d.cGEhttp://www.spherehandbook.org/en/key-documents-that-inform-the-humanitarian-charter/http://www.spherehandbook.org/en/key-documents-that-inform-the-humanitarian-charter/http://www.spherehandbook.org/en/key-documents-that-inform-the-humanitarian-charter/http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDIQFjAA&url=http%3A%2F%2Fwww.un.org%2Fen%2Fdocuments%2Fudhr%2F&ei=PPZ6UY7nFMmtiQKW9IGgCQ&usg=AFQjCNGuz0OBO9j5u30ZHPCnuznkkDiT8g&bvm=bv.45645796,d.cGEhttp://www.protectingeducation.org/multimediahttp://www.ineesite.org/en/minimum-standards


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3. If Only: Education Emergencies and the GlobalDevelopment Agenda

SESSION 3: (Date)

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 a bit so that you may view how the field may fit

into the overall global development agenda, if at all. All of this is intended to illustrate the

connections, if any, between development and global aid, with a particular emphasis on

how INEE seeks to bridge the gap.

According to the United Nations, the 8Millennium Development Goalsform a blueprint

agreed to by all the worlds countries and all the worlds leading development institutions.

They have galvanized unprecedented efforts to meet the needs of the worlds

poorest. Access to high-quality education is widely recognized as a universal human

right. MDGs focus on national self-reliance, sound policy, sustainability, educational

access, and global transparency.

Its an optimist vision and proponents do make a compelling case: more children than ever

are 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 to identify and treat, public health successes in areas such as hygiene and

immunization campaigns 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, a quality basic education is hardly universal. And the voice of those critical of

development and aid are growing louder. The firestorm of criticism directed toward the

development world is particularly scorching. If, as H.G. Wells once said, "education is a race

between civilization and catastrophe," then many claim catastrophe is winning. More sub-

Saharan Africans have cell-phones than access to clean drinking water. Poverty

pornographers descended upon Haiti after the earthquake in order to raise money, yet

today, three years later, there is enough rubble in the streets of Port-au-Prince streets to

build a four-lane highway to Los Angeles and back again.

Bookshelves are filled with theories about this issue. Their titles speak for themselves: The

Road to Hell: Ravaging Effects of Foreign Aid and International Charity; The Lords of

Poverty: The Power, Prestige, and Corruption of the International Aid Business; White

Mans Burden: Why the Wests Efforts to Aid the Rest Have Done so Much Ill and so Little

Good; Famine Crimes: Politics and the Disaster Relief Industry in Africa; Condemned to
http://www.un.org/millenniumgoals/bkgd.shtmlhttp://www.un.org/millenniumgoals/bkgd.shtmlhttp://www.un.org/millenniumgoals/bkgd.shtmlhttp://www.un.org/millenniumgoals/bkgd.shtml


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Repeat?: The Paradox of Humanitarian Action;The Crisis Caravan: Whats Wrong with

International Aid? Depressing, indeed.

Palagunmi Sainaths Everybody Loves a Good Drought; Stories from Indias Poorest Districts

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 do away with using children as a form of slave labor? Never mind. Talk of

improving the conditions of child labor! It sounds good. You can even make money out of

it.[i]

The key takeaway? Thats for you to decide. In the meantime, many would agree that we

must bridge the gap between the international development community strategies with

the world of global aid following a disaster. Its akin to the adage that an ounce of

prevention is worth a pound a cure.

If only, many say. This course is about effusing this kind of sensibility in the global work we

do, in our own backyard or around the world. One organization seems to be getting it

right, particularly because of their central role in mobilizing networks of high-quality

development and humanitarian organizations and agencies: The Interagency Network for

Education in Emergencies (INEE).

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: (International

Rescue Committee)

Discussion Post

Required: 1 page maximum, plus please comment on at least 2 other colleagues posts.

Also required: please post your response to your blog and tag it with JHUemergencyed.

Due:As someone unfamiliar with the MDGs, as a well-seasoned practitioner in the trenches, as a

head of an NGO, or as a donor, what would you do to affect one of the MDGs? 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 by others, but what you can

see yourself doing.
http://fredmednick.wordpress.com/wp-admin/post.php?post=649&action=edit&message=1#_edn1http://fredmednick.wordpress.com/wp-admin/post.php?post=649&action=edit&message=1#_edn1http://fredmednick.wordpress.com/wp-admin/post.php?post=649&action=edit&message=1#_edn1http://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.shtmlhttp://fredmednick.wordpress.com/wp-admin/post.php?post=649&action=edit&message=1#_edn1


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4-6: Drilling Down, Digging Out, Delivering Education: The INEE Toolkit

SESSIONS 4-6: (Dates)

Objective: Purpose, Groups, and Project

These next three sessions are meaty and complex. I have provided a great deal of detail for

each step of the way, so reading this syllabus carefully is absolutely essential.

These sessions involve lots of communication in a global collaboration within groups formed

around each of the Millennium Development Goals (2) The production a 1.5 page briefing

paper and group slide show, available to the public, to connect the MDG you have chosen with

an 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

Meaty and complex, right? Even more, it takes place in the middle of the class, rather than as

a culminating assignment. I know this all sounds a bit crazy, but there is a method to the

madness. If you train yourself to think big picture, even amidst acute or protracted

emergency, youll be better off. In the world of development, if one digs in the trenches only,

one cannot see where its going. If one flies overhead, one cannot even recognize the trench.

This is about leadership and about the complex relationship between compass and map,

development and aid. Besides, this work always requires that one bite off more than one can

chew. Patience required. Hopefully, three weeks will be enough time to accomplish it all.

Progress toward the goal will look something like this:

Read/Choose MDG Group > Pick an Emergency & Research > Interviews > Reports & Sharing

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 is

interesting to note that, whether you are a student envisioning your future, a seasoned

professional, or a donor, youre an educator. Even more, relief agencies have made the mistake

NOTE: Well form working groups to connect a particular MDG with a particular

emergency and a toolkit used in the field


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of not conducting an assessment of community assets, alongside of their characteristic deficit

assessments. Should that be standard practice (again, part of INEE protocols), services not only

can 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.

This session is designed to introduce you to well-crafted handbooks developed by INEE and

partners, in very close communication with community leaders.

It is now time to start drawing threads together: your passion, the MDGs, and now the INEE

Toolkit, by choosing a thematic area you would like to discuss further, in groups. Focus on the

INEE 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 class

discussions. All of this will lead to joining ONE MDG group, discussing your views there, and

preparing 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)

Recommended Readings

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

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

Millennium Development Goals(Refresher)

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

So far, youre at this point in the project:


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 this

will be a working group for the next three weeks. Instructions for Joining an MDG Group: (to be

provided)
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://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/Millennium_Development_Goalshttp://en.wikipedia.org/wiki/Millennium_Development_Goalshttp://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://en.wikipedia.org/wiki/Millennium_Development_Goalshttp://www.unicef.org/rosa/emergencies_1991.htmhttp://reliefweb.int/sites/reliefweb.int/files/resources/038DDBECDCAB5708C1256E24004F3B28-SaveTheChildren_EducationEmergencies.pdfmailto:http://bit.ly/17Eldpuhttp://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1132


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

Post a reflection to the discussion (personally or professionally) about why you have

chosen this group. Describe the thematic area you have chosen as well. Is it something

you are simply curious about or that strikes you as entirely new? Is it a personal or

professional experience that drives you to learn more or to express yourself? Are you

suspicious about, or inspired by, current efforts in this area?

2b: Inside Your Group: Get Organized

Heres where the moving parts start kicking in, so being organized really matters. The group

space on the Hopkins courseware site includes these components: Updates, News/Blog,

Discussion, Chat, Resources, and a Calendar.Make certain you use the Resource 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 a copy). This should be

enough to keep you organized. If not, you can communicate via email, Google Groups, or

whatever the organizers amongst you feel is best.

A reminder, your group will depend upon each persons effort in order to 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 of communication

or clarity. After you have introduced yourselves, talk frankly about protocols. Heres a link

to a resource on successful online collaborative groups

In groups, some are leaders, others followers. Some wish to focus on numbers; others on

stories. I tend to divide people up into several types:

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

So far, youre at this point in the project:

Read/Choose MDG Group > Pick an Emergency & Research> Interviews > Reports & Sharing

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, like

ethnic cleansing in Burma, or (2) an ongoing emergency, like the protracted reconstruction

efforts in Haiti following the 2010 earthquake. So, at this point, youve gathered as an MDG

group and now youre deciding on WHAT emergency and WHERE.
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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Explore BOTH the MDG and the emergency in that country. Keep in mind that your group

presentation 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 affect

the strategy of humanitarian response?

What role might culture, religion, and class play in this emergency?

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

emergency?

Look at research, data sets, media reports, voices from the field, blogs, images, video, and

watchdog networks. In short, what is going on? Think about this from the developmentperspective (MDGs) and the emergency perspective (INEE: relief and aid).

So, heres where you are so far:



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A Visual Example: Matching the MDG with the INEE Thematic Area/Toolkit

Lets say that you have chosen MDG 3: Gender Equality, Empowerment. Now you have a group devoted to the issue. Next, your group

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 working on this issue forquite some time, and have become increasingly vocal about Pakistans status on scales measuring progress toward the MDGs. Youd

clearly place them on the development, versus aid and relief side. They educate girls, gain support from men for womens empowerment,

teach crafts, and every room displays a poster of the UN Declaration of Human Rights. Lately, however, they have 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:

Youve got an MDG, an issue INEE has addressed, and a region where an ongoing emergency is taking place

MDGsINEE Toolkit Conflict

Mitigation

Disaster

Risk

Reduction

Early

ChildhoodGender HIV-AIDS

Human

Rights

Inclusive

EducationProtection

Psychosocial

SupportYout

MDG 1: Eradicate Extreme Poverty & Hunger

MDG 2: Achieve Universal Primary Education

MDG 3: Gender Equality, Empowerment X

MDG 4: Reduce Child Mortality Rates

MDG 5: Improve Maternal Health

MDG 6: Combat HIV/AIDS, Malaria

MDG 7: Ensure Environmental Sustainability

MDG 8: Develop Global Partnerships for Dev.


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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 across thus

far. Find someone there to interview for a maximum of 45 minutes to gain the perspective ofsomeone working in the field.

Interview Approach/Tone: Introduce yourself and this course. Reassure the interviewee that

youre not collecting evaluative data, but rather simply gathering insights; the tone of the

interview should be informational and appreciative. Thats why I decided not to script the

questions for you; what matters most is your interaction and experience of learning from and

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 with questions

about activities and programs, challenges, successes, setbacks, and surprises. Your

conversation may lead to issues about funding, leadership, coordination, community outreach,

or their experience with evaluation. If possible, ask her/him to tell you a story. For instance,

you might ask: Ten years from now, what image or experience do you think will stand out foryou?

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. Your groupwill be consulting these in order to highlight three for the online, public presentation

At this point, we should be here: So, heres where you are so far:

Read/Choose MDG Group > Pick an Emergency > Research > Interviews > Reports & Sharing

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, to the

1.5-page Briefing Report.

Heres what you need to do:

Title Page: Include the name of the MDG and a descriptive subtitle, such as Advancing

MDG 3: Gender Equality and Empowerment Employing the INEE Toolkit in Pakistan.

List each team member, along with a few words about each persons contribution.

Youll see how the online public presentation (coming up) will reflect 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 it will be hardto do, avoid making recommendations. Just make your case for the emergency itself.

Second Page: Hardly comprehensive, make a concise case for taking one specific

action, such as launching an official United Nations public campaign; initiating a

resolution or policy discussion. This is where your earlier research on MDGs and actors

in the emergency youve chosen can be distilled and made available to
http://ineesite.org/http://ineesite.org/http://ineesite.org/http://ineesite.org/


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STEP 6: Create an online slideshow about your work. I have created an online GooglePresentation template (which you can copy to customize for your own group)

1. Heres a link to a template for your slideshow:http://bit.ly/12nN7Ev. It is a Google

Presentation 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 INEE Toolkit in Pakistan.

If you all have a Google account, then youre in business. If only some of you do, I suggest that

one member of your group should make it available to other by downloading the renamed

version to Powerpoint or PDF and share it. Somehow, as it goes through revisions, youll need

to stay in touch about the latest versions.

Youre almost done! Heres where you are so far:


JUST ONE LAST STEP! Super Important Requirement:Sharing

Once you have completed your Briefing Paper and Google Presentation, all you need to do isshare it with the world. Heres how:

Everyone should POST A COPY of the Briefing Paper to your individual blogs. After all,

you collaborated on this and you are all authors

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

paper

TAG THE BLOG POST post with JHUEmergencyed

You did it! This was a huge undertaking. Congratulations!


Momaland: Education Following an Emergency

SESSION 7: (Date)

Overview

We are going to dive into a fictional, yet quite realistic, case study: Momaland: EducationFollowing an Emergencywas developed by xxx and used for

Reading

Quality and Accountability

Real Time Evaluation of Humanitarian Action (Bibliography)
http://bit.ly/12nN7Evhttp://bit.ly/12nN7Evhttp://bit.ly/12nN7Evhttps://ifrc.csod.com/content/ifrc/publications/473/resources/QAinitiatives_resources.pdfhttps://ifrc.csod.com/content/ifrc/publications/473/resources/ALNAP_Guide_Evaluation.pdfhttps://ifrc.csod.com/content/ifrc/publications/473/resources/ALNAP_Guide_Evaluation.pdfhttps://ifrc.csod.com/content/ifrc/publications/473/resources/QAinitiatives_resources.pdfhttp://bit.ly/12nN7Ev


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8. Support from Viewers Like You: Emergency Education

and Public Appeals

9. Project: Girls Quake Science and Safety Initiative

Sdfsdfsdf

Course Reading List

Education Under Attack

Schools as Battlegrounds: Human Rights Watch

The Sphere Project: key documents that form the Humanitarian Charter (review)

Sphere Project course INEE: Minimum Standards English

INEE Toolkit (review all, choose one see assignment)

UNICEF: Education in Emergencies: A Resource Toolkit (review)

Emergency Education for Children (MIT)

USAID Education Strategy

Education and Conflict Mitigation: USAID

From Disasters to Development, Perrin, MD, MPH (Module 2)

http://ineesite.org

http://educationprotection.org

Heres an example about Fear (amazing, 1:14 seconds) and one called Children (also 1:14

seconds) for the World Health Organization, and their provocative Hate (1:08 seconds).

Teachers Without Borders and Education in Emergencies

Teachers Without Borders (TWB) was conceived in 2000 in order to connect teachers to

information and each other in order to help local leaders make a difference in their local

communitieson a global scale. At 59 million, teachers represent the largest professionally-

trained group in the worldthe catalysts of change and the glue that holds society

together. They know who is sick, missing, or orphaned by AIDS. Yet teacher professional

development is often irrelevant, spotty, or missing entirelycompounded by ill-conceived or

poorly implemented policies, a precarious world economy, and both national and natural

disasters.

We must protect the quality of teaching and learning, whatever the odds. In many parts of the

world, fragile states cannot maintain their schools and ensure consistently high quality

education. Teachers, students, and schools are often unable to establish normalcy, no less

participate in an information age. In several cases, well-intentioned NGOs, well-resourced
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://sphereproject.org/e-learninghttps://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.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&ved=0CF4QFjAF&url=http%3A%2F%2Ftransition.usaid.gov%2Four_work%2Feducation_and_universities%2Fdocuments%2FUSAID_ED_Strategy_feb2011.pdf&ei=y_N6Ud6jEOHtiwKi1IDoCw&usg=AFQjCNFSBJbrsAk07WGhAq6MwigFPoFeEQ&bvm=bv.45645796,d.cGEhttp://www.equip123.net/docs/E1-Education_Conflict_Mitigation.pdfhttp://ineesite.org/http://educationprotection.org/http://www.fabrica.it/fab-tv/cease-fearhttp://vimeo.com/3335735http://youtu.be/qImJFg5dgTE?hd=1http://twb.org/http://twb.org/http://youtu.be/qImJFg5dgTE?hd=1http://vimeo.com/3335735http://www.fabrica.it/fab-tv/cease-fearhttp://educationprotection.org/http://ineesite.org/http://www.equip123.net/docs/E1-Education_Conflict_Mitigation.pdfhttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&ved=0CF4QFjAF&url=http%3A%2F%2Ftransition.usaid.gov%2Four_work%2Feducation_and_universities%2Fdocuments%2FUSAID_ED_Strategy_feb2011.pdf&ei=y_N6Ud6jEOHtiwKi1IDoCw&usg=AFQjCNFSBJbrsAk07WGhAq6MwigFPoFeEQ&bvm=bv.45645796,d.cGEhttp://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://sphereproject.org/e-learninghttp://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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individuals, and global agencies attempt to fill the gaps, yet many governments rely on them

rather than take responsibility for their own people.

Some make a very convincing case that even most natural disasters like earthquakes and

floods are national disasters because of poorly constructed buildings, little or no prevention

education, or planning for emergencies.

In short education is central to prevent disaster, and without education, everything

economic and social development, health can become a disaster.

Teachers Without Borders did not enter the field of teacher professional development with the

idea that we would be involved in Education in Emergencies, butupon reflectionEiE has

been what weve been about all along. Our first project took place in a Bedouin village within

the Occupied Territories. Subsequent projects gathered teachers from regions in conflict

(Rwanda, Nigeria, Pakistan, Afghanistan) to discuss teaching and learning, despite the obstacles

of civil unrest. We assisted with relief efforts for the earthquake in Pakistan (2005), and in the

midst of our work teaching science inquiry methods in Sichuan, China, the 2008 earthquake

destroyed everything. We lost teachers. We lost students. We lost schools.

But we didnt lose hope. Today our Earthquake Science and Safety program teaches students

and teachers about the science of earthquakes. Some buildings sway, others shake. Region

matters. And we have to know the difference. This is about teaching and learning

from below the ground and up. The program is our largest. A Teachers Without Borders

member from Iran originally conceived the program in Pakistan and Tajikistan, and by the time

it got to us in China, it had all the elements of scientific validity and cultural portability. It

traveled to Haiti, to Mexico, to Afghanistan and back to Tajikistan. It has been translated into 6

languages. The United States Geological Survey, Interagency Network for Education in

Emergencies, PreventionWeb, even the White House has endorsed our work.

EXTRA GOOD STUFF

Interagency Network on Education in Emergencies (INEE)

INEE Minimum Standards (read all) andINEE Toolkit3(review all, choose one see assignment)

Education Under Attack UNESCO (read all)

Schools as Battlegrounds: Human Rights Watch (PDF) (review)

UNICEF Education in Emergencies: A Resource Toolkit. UNICEF (review)

Beyond the Fire Teen experiences of war (review)

The Sphere Project Key documents that form the Humanitarian Charter (review)

ASSIGNMENT:

Jot down notes and prepared to discuss three striking points youve learned for the first

time or what new ideas this stimulates for you as a practitioner. POST your points at this

HERE

3 INEE Toolset: http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1129
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Choose ONE of the training modules from the INEE Toolkit in order to gain insights into the

work done by practitioners.

Considering both the readings and the training module youve chosen, brainstorm and write

a response, as well as a plan (750 words max) on how you might integrate this particular

issue of emergency education into your ongoing work as an educator. Might the module

youve chosen dovetail with a unit you are currently teaching? If so, how would youchange it or introduce it to your classroom or community agency? How would you

enhance the module with more specificityor add standards or activities, films, blogs,

other media, articles, or lessons plans? Remember its just a start and the plan, not the

finished product.

o Name the training module you have chosen and summarize it in 25 words or fewer

o Submit your 750 word response and plan to X site/platform by Y date.

Week 2: Connecting Globally, Teaching Locally: Technology and Open Educational Resources

Watch Between Bulls and Mosquitoes and review the Teachers Without Borders

website, with particular attention to their work on earthquake science and safety Be prepared to ask questions of Fred Mednick, one of the instructors of this course and

the Founder of Teachers Without Borders, in a live format.

Refine and hone your changed module and submit it for review by classmates or a global

audience by x datealong the following lines: (a)provide a 50-word summary of the

module (b) how you incorporated or could not use feedback you gathered by cutting

and pasting the comments themselves, and (c) what you have contributed to enhance it

(d) and post it HERE, as well as on the course site.

Week 3: A Live Conversation with Global Colleagues

Although course participants live in multiple time zones, we remain convinced that theres nothing

like a live conversation. On x date (click here to find your time zone), well meet colleagues

working in the field of emergency education. Some of you will be on the panel.

By x date,please submit three questions you find will be ideal for a rich conversation. Well take the

whole thing so that colleagues around the world can benefit.

Make a Poster | Discuss | Explore a Case Study | Participate on a Panel | Observe | Create/Revise

Curriculum | Write an Op-Ed | Post a photo | Watch or Make a Video | Make a Team Postcard |Add points on a map | Use Design Thinking | Design a Flag | Create an International Road sign |

Sketch a Comic Book | Create a new Stamp

MORE IDEAS

WORK ON COLLABORATIVE PROJECT
http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1129http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1129


23/23

Having chosen a thematic area already, describe an emergency (natural and/national)

that might take place (or has taken place) in your community. You may have chosen

education financing, for example. Only 2% of funds in humanitarian aid go to education.

You now have a crisis. How might the financing modalities included in this theme help

your situation? We are asking you to think of yourself as an active player in this thematic

space. What protocols would you use? For the rest of your short paper, explore yourapproach based upon your chosen thematic area.

NOTE: You might want to consider the questions Michael J. Gibbons of American

University asks his students to consider as they explore the field of education in

emergencies:

1. What happens to education when an emergency occurs?

2. What policies exist to guide official, humanitarian and community education

preparedness, response and recovery actions?

3. What practices and resources have been developed to support education in

emergencies?

4. Who and what are the key players, structures and institutions involved with

education in emergencies and what roles do and should they play?

We have added this question: What role can educators play in both policy and in the

classroom to prevent disasters from happening or, at least, help mitigate against them?

Might the module youve chosen dovetail with a unit you are currently teaching? If so, how

would you change it or introduce it to your classroom or community agency? How would you

enhance the module with more specificityor add standards or activities, films, blogs, other

media, articles, or lessons plans? Remember, its just a start and the plan, not the finished

product. Please name the training module you have chosen and summarize it in 25 words or

fewer.

We hope by now that you feel comfortable enough posting your response in order to

strengthen the areas you feel are week or gain the kind of feedback that you had not

noticed. We believe that a global teacher embraces such a critique in the affectionate spirit for

which it is intended.

Documents

FALL Education in Emergencies Syllabus