Critical issue module 2

1. Critical issue module 2 Education

2. Topic 1 The issue for children Topic 2 The law and child rights Topic 3 Assessment and situation analysis Topic 4 Planning and implementation Topic 5 Monitoring, evaluation and learning For the most recent training materials on education, please visit the INEE website at: http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1129

3. Topic 1 The issue for children Key learning points • Education is not just a right. It provides invaluable social, psychological and emotional support and protection for children, which can be life sustaining and life saving in emergencies and in the long term. • Wars, chronic conflict, poverty and discrimination are the leading causes of children being unable to fulfil their right to education. • Without the stability of education, children are more susceptible to join armed groups, being forced into child labour and being exploited during emergencies. • The core issues hindering progress in delivering on the right to education are access, quality of education, protection and financing.

4. Topic 2 The law and child rights Key learning points • The right to education is a basic human right, entitling children to a free and compulsory primary education without discrimination against those at home, displaced, refugees, or asylum seekers and should be available to all children irrespective of race, ethnicity, social class, gender, sexual orientation, caste, including children with disabilities, orphans, children living with HIV and AIDS and children affected by armed conflict. • The key legal documents that outline the framework for the right to education are the Universal declaration of human rights Article 26 and Articles 28 to 33 of the CRC. (Continued)

5. Global instruments such as the Education for all (EFA) goals, the Millennium development goals (MDG) and the Minimum standards for education in emergencies (MSEE) aim to ensure that right to education is fulfilled in development and emergency contexts by all signatory nations and governments. • The right to education covers access, equal and inclusive education, effective and relevant learning, gender sensitivity, a supportive learning environment, and the active participation of students in the learning process. • The key duty bearer in the educational process is the national government. Other duty bearers include parents, teachers and local and national institutions. In humanitarian situations and in the absence of a stable national government, international donors and aid agencies may take on some of the duties of the State.

6. Relevant articles of the CRC Article 28 States that all children and young people have the right to a primary education, which should be free. Wealthy countries should help poorer countries to achieve this. Discipline in schools should respect children’s human dignity. Young people should be encouraged to reach the highest level of education they are capable of. Article 29States that education should develop each child’s personality and talents to the full. It should encourage children to respect their parents and their own and other cultures.

7. International treaties and agreements related to the right to education Universal declaration of human rights (1948) Convention relating to the status of refugees (1951) UNESCO Convention against discrimination in education (1960) Convention on the Elimination of all forms of racial discrimination (1965) International covenant on economic, social and cultural rights (1966) ILO Convention on the minimum age for employment (1973) Convention on the elimination of all forms of discrimination against women (1979) Convention on the rights of the child (1989) ILO Convention on the worst forms of child labour (1999) Education for all: Dakar framework for action (2000)

8. Topic 3 Assessment and situation analysis Key learning points • Rapid assessments during the first week of an emergency are crucial in determining the urgent priorities and delivering a relevant immediate response. • Parents, community members, educational authorities, teachers and children must play a central role in assessment and analysis of the post-emergency education context. • Do no harm Psychosocial and other basic needs of children and caregivers must be prioritised during assessment to ensure that it serves the needs of the assessed and the assessor. Initial response actions could be built into the assessment structure, where possible and appropriate. (Continued)

9. Initial educational assessments must be conducted in conjunction with other sector teams (protection, water and sanitation, health, nutrition, livelihoods) as much as possible to prevent assessment fatigue for the affected population. • Assessments should focus on both educational data (eg. number of children affected, the number of children out of school before and after, the number of schools damaged) and qualitative information (eg. existing local capacity in education, community perception of educational needs and priorities, level of psychosocial impact). • Qualitative and quantitative assessments should be planned and ongoing in the first three months to ensure interventions are relevant and can be linked to longer-term education development goals.

10. Topic 4 Planning and implementation Implementation strategies: responding to emergencies Key learning points • Children and communities prioritise education in emergencies as it provides stability and routine in their lives. Quality education contributes to the positive development of children and adolescents by offering key life skills that instil self-confidence and can create conditions for a better future. • Schools and pre-schools have an important role in protecting children from harm during emergencies by providing a physical and psychological space for healing and recovery. • Emergency education programmes should be made available immediately after an emergency to reduce the risk of dropouts, child labour and sexual exploitation.

11. Education in the longer term: institution strengthening Key learning points • Long-term benefits of education include the strengthening of human resources, improved development prospects, new attitudes and systematisation of existent educational practices. • Institution strengthening in terms of working with and supporting national ministry of education personnel is essential to implement quality, inclusive, relevant education policies and practices. • Careful and timely planning and preparations must be made for education before and during the return of displaced persons and refugees to their country or area of origin. • Senior managers have a vital role to play in facilitating effective co-ordination between governmental bodies and other concerned agencies in both the host area or country and the home area or country.

12. Topic 5 Monitoring, evaluation and learning Key learning points • Setting up a monitoring and evaluation framework is linked to the overall objectives and outcomes of the education programme. • It is crucial to include both quantitative and qualitative indicators to measure impact of education in emergencies programmes. • M&E is a combination of process and impact. Process also includes child participation and inclusion in planning, monitoring and evaluation of programmes. • All stakeholders in the education programme (emergencies and long-term development) should be aware of, and involved with, the monitoring of the programme progress and the evaluation of success and lessons learned. • All stakeholders involved in the education programme must participate in capacity building activities on basic M&E concepts, methods and principles.