Education in emergencies

In emergency settings, it is essential that education services are accessible and inclusive of all, especially to those who are often most vulnerable and excluded such as people with disabilities. Using the principles underpinning inclusive education, humanitarian agencies are increasingly implementing inclusive emergency education initiatives to address the immediate educational needs of a diverse range of learners from the acute phase of an emergency through to monitoring and evaluation. This is supported by article 11 and 24 of the Convention on the Rights of People with Disabilities.

This keylist features resources that support inclusive education in emergency settings. We welcome your feedback: please send comments or suggested additions to sourceassistant@hi-uk.org.

Selected resources

Books, reports, etc

An examination of current provision of education for children with special educational needs in Karen refugee camp schools at the Thai-Myanmar border

MORTIMER, Aye Aye
August 2004

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"The paper investigates the provision of education for children designated as having special educational needs within the context of the Karen community located near the eastern border area of Myanmar. The population sample chosen is that of the Karen refugees in camps along the Thai-Myanmar border. The study is carried out through: i) collection of available statistics to demonstrate the scale of the problem; ii) disaggregation of data to indicate the range of special needs being catered for; and, iii) an examination of various teacher training and administration approaches being used, in order to identify whether these are accommodating to children with special educational needs"

Education in emergencies : including everyone

PINNOCK, Helen
February 2009

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The guide outlines useful principles for an inclusive emergency education approach, provides advice for strategies and actions at key stages of an emergency, offers advice on dealing with challenges, and highlights what support emergencies' education staff should expect from their organisations. It is aimed at anyone working to provide, manage or support education services in emergencies, and complements the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction

Guidebook for planning education in emergencies and reconstruction|Chapter 12 : non-formal education

INTERNATIONAL INSTITUTE FOR EDUCATIONAL PLANNING (IIEP)
2006

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This practical guide presents non-formal education in the contexts of emergencies and reconstruction to provide emergency-affected out of school children, youth and adults with educational activities that meet their needs and interests, and to supplement formal schooling of those children and youth with subjects relevant to their protection well-being and psycho-social needs. This guide is useful to anyone interested in non-formal education in the contexts of emergency and reconstruction

Inclusive education : where there are few resources

STUBBS, Sue
September 2008

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This comprehensive overview of inclusive education in resource-poor settings looks at the basis for and origins of inclusive education. The book explains the concept of inclusive education in depth, suggests how it can be implemented, and looks at specific case studies and contexts. This resource is useful for professionals and organisations interested in inclusive education in developing countries

INEE minimum standards for education : preparedness, response, recovery

INEE COORDINATION FOR MINIMUM STANDARDS
2010

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This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"

INEE pocket guide to supporting learners with disabilities

LEWIS, Ingrid,
LITTLE, Duncan,
PINNOCK, Helen
2010

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This guide offers practical ideas for including children and young people with disabilities in education during or after an emergency. It addresses current barriers to inclusive education. Specific sections cover curriculum content , tests and learning assessments. This guide will assist anyone working with teachers or facilitators in an emergency, whether as part of the formal education system or a non-governmental programme

Module 15 : inclusive education in emergencies

THE INTER-AGENCY NETWORK FOR EDUCATION IN EMERGENCIES (INEE),
IASC EDUCATION CLUSTER
2012

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This module outlines 90 minutes of training activities and materials relating to inclusive education in emergency contexts. It provides the basic principles underpinning inclusive education, barriers to inclusion, and how they can be identified and addressed in emergencies. It also encourages participants to begin thinking about how to apply suggested good practices for inclusive education in emergencies, such as those outlined in "INEE Pocket Guide to Supporting Learners with Disabilities", and "Education in Emergencies: Including Everyone." This module is useful for anyone interested in inclusive education in emergency contexts
Note: Power point slides accompany this training module

Posters

Teachers can help everyone learn

THE INTER-AGENCY NETWORK FOR EDUCATION IN EMERGENCIES (INEE)

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This poster highlights the role of teachers in supporting learners with disabilities. It is useful for anyone interested in inclusive education teachers
Note: This poster can be used as a promotional tool for the INEE Pocket Guide to Supporting Learners with Disabilities

Websites

Inter-agency network for education in emergencies (INEE)

THE INTER-AGENCY NETWORK FOR EDUCATION IN EMERGENCIES (INEE)

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The Inter-agency Network for Education in Emergencies (INEE) is a network of interested parties from international agencies and institutions working together to provide better access to education in the aftermath of emergencies. This website describes the main purpose of INEE and features information about their members and task groups. It also provides informative sections on knowledge and capacity, policy and coordination, links to events on education matters, and related resources