The Rationale for

Education in
Emergencies
Learning Outcomes
• Explain the rationale for Education in Emergencies,
it’s role and importance in a Humanitarian Response
• Describe the impact of emergencies on children’s
learning
• Demonstrate a systematic understanding of the
barriers and issues affecting children’s access to
learning
EMERGENCY
Emergency?
A serious disruption of the
functioning of a society,
causing widespread
human, material, and/or
environmental losses,
which exceed the ability
of affected population to
cope using only its own
resources
Ready!
• Group yourselves into three and find out the
amount of time you have spent working /
living in emergency contexts
• GROUP A (1- 5 years)
• GROUP B (6-10 years)
• GROUP C (11 and more)
Are there Types of
EMERGENCIES?

Let’s find out!

Types of Emergencies
terrorist
Rapid

attack
onset

earthquake
volcano
flood
epidemic

drought civil unrest

onset
Slow

war
famine

Natural Human-
induced
EMERGENCY
EDUCATION
EDUCATION
IN
EMERGENCY
How is education
affected
by emergencies?
Education gives shape and structure
to children's’ lives. When everything
around is chaos, schools can be a
haven of security that is vital to the
well- being of affected children and
their communities
When children are affected by natural disasters,
human –induced emergencies and complex
disasters, and yet education is significantly
disrupted in emergency situations, denying
learners the transformative effects of quality
education.
 EDUCATION IN
EMERGENCIES (EiE)
Progress / Gains Start again

Development Education Programmes Development Education Programmes

Progress / Gains lost

EMERGENCY Non-emergency
Non-emergency
Time Time

Well-designed, consistent and un-interrupted development education programmes

make steady progress / gains over time
(Assumption)
 EDUCATION IN
EMERGENCIES (EiE)Progress / Gains

EiE
Development Education Programmes Interventions Development Education Programmes

Non-emergency EMERGENCY Non-emergency

Time Time

EiE interventions can be the protective bridge

over the period of emergency
 EDUCATION IN
EMERGENCIES (EiE)
Progress / Gains Build back better More inclusive progress / gains

EiE
Development Education Programmes
Interventions Development Education Programmes

Non-emergency EMERGENCY Non-emergency

Time Time

EiE can protect:

• The progress / gains made by development education programmes
• Children from contextual risks (physical & psychological)

And:
• Creates a window of opportunity to build back better than before (e.g.: include
the excluded groups; improve quality; reform systems)
THIS IS THE DEVELOPMENT–EMERGENCY CONTINUUM
(IN ACTION!)
 Why Education in Emergencies?
Education Affords Protection

Education can play a fundamental role in protection.

There are several components of education that, when
combined, play a part in addressing critical protection
needs
1. A safe supervised environment
2. Engagement in Structured Activities
3. Learning to cope with Increased Risks
4. Care for Vulnerable Groups
5. Shielding from Exploitation
 Education is a Right
All individuals have absolute right to basic and quality
education.
Educational rights have been to address of quality and
equity.
Global Rights and Policy Instruments:

1948 Universal Declaration of Human Rights

1951 Convention Relating to Status of Refugees
1966 Covenant on Economic, Social and Economic Rights
1989 Convention on Child’s Rights
1990 World Declaration on Education for All
Geneva Conventions
FIND YOUR
MATCH!
 Article 26 outlines the right to free and compulsory
education at the elementary level and urges that
professional and technical education be made available.
children are guaranteed the right to elementary education
in Article 22, which states they should be accorded the
same opportunities as nationals from the host country

call for basic education to be made available to those

who have not received or completed primary education.
Emphasis is placed on improving conditions/teaching
standards.
 Quality and relevance is detailed in Article 29, which mandates an
education that builds on a child’s potential and supports their
cultural identity. Psychosocial support and enriched curriculum for
conflict-affected children are both emphasised in this article.
Article 31 protects a child’s right to recreation and culture.
a call was made for active commitment to remove disparities in
access for under-served groups, notably girls, working children,
refugees, those displaced by war and disaster, and children with
disabilities.
humanitarian protections for people – including children – who are not
taking part in hostilities. In times of hostility, states are responsible for
ensuring the provision of education for orphaned or unaccompanied
children. In situations of military occupation, the occupying power must
facilitate institutions “devoted to the care and education of children”.
 The right to education in emergency
situations: resolution / adopted by the UN
General Assembly

Passed on the 27th July 2010. A full copy

of the resolution is included as a resource.
It recognises the right to education in all
stages of humanitarian response.
 Education is prioritized by Communities
Article 12 of the Convention of the Rights of the Child
guarantees a child’s right to participation – including the
right to freedom of expression and to express their views
on all matters affecting them. When children place
education as a high priority, any organisation subscribing
to the concept of children's rights has an obligation to
respond.
• Belief in the future
• Psychosocial Support
• Restoration of Communities
Education for Child Development
Adolescent
Child development - the biological, psychological (13-19 Years)
and emotional changes between birth and the end of
adolescence.
Environmental factors, chronic crisis and School-aged child
emergencies deny opportunities to children. Quality (6-13 Years)
care and parenting play a large role in a child's life,
socialization, and development.
Preschooler (4
THROUGH STRUCTURED PLAY, CRITICAL – 6 Years)
SKILLS AND LIFE SKILLS

Toddler (1-3
Emergencies can disrupt or negatively impact on Years)
this process and EiE programmes should aim to
prevent and mitigate educational barriers
Infant (4
Weeks– 1 Year)
Newborn (0-4
Weeks )
Education is life- saving and sustaining

Protective Learning spaces can provide physical

protection and security.
These can be life- saving , protecting children
from harm, exploitation and dangers
EiE and DRR/CSS

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Education in Emergencies - What?

Disruption to Mitigate
learning and disruption, allow
Emergency EiE interventions
continuity of
development
and increased learning and help
risks protect

EiE is…
…the provision of structured quality learning
opportunities, formal and non-formal, that allow
education to continue in times of crisis
contributing directly to the survival and
development of children
How does education fit within
humanitarian response?

• Integral part of the planning and

provision of immediate response
• Coordination and collaboration
between sectors
• Continuum involving disaster
Preparedness and response extending
into recovery
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Let’s sum up!
Education is vital and prioritized because
it… PROTECTS
Schools and child-friendly spaces protect children both physically and
psychologically during an emergency. They offer protection against
exploitation and harm, and create a sense of normality and routine which is
crucial to the healing process

CAN BE A LIFE-SAVING PLATFORM

Schools and safe places provide a structure to deliver other lifesaving
interventions, such as food, water, sanitation and health services. School
staff can communicate key messages about safety, provide vital life skills
and information about health and hygiene, and raise awareness of the
dangers of landmines and unexploded ordnance

SUSTAINS COMMUNITIES
Education programmes help children and young people to continue learning
and reduce interruption to their schooling. Having schooling in place aids
early recovery, creates greater stability in communities, and nurtures hope
for the future among children and their families.
Education is vital because it…
BUILDS KNOWLEDGE

Education helps children develop core life skills such as problem

solving and decision-making, and living alongside others. Young people
can learn useful new skills through vocational training and be given the
opportunity to catch up on missed schooling.

STRENGTHENS RESILIENCE

Education programmes mitigate the impact of humanitarian crises by

building resilience among children, young people and their
communities.

Disaster risk reduction (DRR) programmes strengthen children’s ability

to deal with emergencies, and mitigate the impact of future disasters. In
conflict situations, peace education can increase children’s
understanding of the conflict and help bring about peace and
reconciliation.

Education programmes help children to continue learning and reduce

interruption to their schooling. Having schooling in place aids early
recovery, creates greater stability in communities, and nurtures hope for
the future among children and their families.
LET US...
Build a Culture Of
Protection,
Safety and Resilience
for _______
and _______.!