Türkiye and Syria Earthquake Response Resources

INEE shares its sincere condolences to all those affected by the earthquakes in Türkiye and Syria. INEE will continue to provide support to its members living and working in the areas affected. 

INEE has compiled a list of resources to support the provision of education and the psychosocial support and wellbeing of learners, teachers, and those who have been affected by the earthquakes in Türkiye and Syria. Click here to access these resources. 

For up-to-date information on the situation in Türkiye, visit the Ministry of Education website.
For information on the humanitarian response in affected areas, visit ReliefWeb.
To suggest resources, contact resources@inee.org.
For EiE technical support, submit a request to the INEE Help Desk request here.

INEE exists for and because of its members. We will continue to advocate and respond to disruptions in education, and will actively support those working to ensure that this right is continually guaranteed to all.

Global Joint Statement on Supporting Children and Their Families During the Ongoing Crises in Syria and Türkiye

On February 6, 2023, two major earthquakes at a magnitude of 7.8 struck ten provinces in Southeastern Türkiye and Northern Syria. The population of these ten provinces is around 14 million, of which over 2 million are young children under 8 years of age. In Northern Syria, there were already approximately 5.3 million previously displaced people who are heavily dependent on humanitarian aid, due to civil unrest which started in 2011.

For Syrians, this was a disaster within a disaster. The death toll in both countries continues to rise rapidly. As of 14 February, over 40,000 people are reported to be killed with an even greater number injured across the two countries, including children. The death toll in Northern Syria is unclear and, due to political blockades preventing these areas receiving aid, much more support is needed for this region. Thousands of children are either separated from their families or expected to be orphaned.

Read the global joint statement by ECD organizations and stakeholders calling on the governments, local authorities and donors to support the children and families impacted by the earthquakes through providing access to PSS-SEL services, evidence-based early childhood interventions, and impartial aid.  

Access the complete statement here

NEW TRANSLATIONS: JEiE Special Issue on Education in Pandemics

JEiE’s Special Issue on Education in Pandemics is now available in French and English!

The Journal on Education in Emergencies (JEiE) has published translations of six research articles, four field notes, and the Editorial Note from JEiE Volume 8, Number 3. With this collection of translated articles, JEiE seeks to disseminate rigorous evidence and insightful lessons from innovative programmatic and policy responses to COVID-19 to EiE scholars and practitioners in their own language. 

As a diamond open access journal, JEiE Volume 8, Number 3, as well as all previous issues of JEiE, are available to download for free from https://inee.org/journal. 

World Leaders Announce Over US$826 Million in Pledges to Education Cannot Wait at High-Level Financing Conference

World leaders announced over US$826 million to Education Cannot Wait (ECW) and the global challenge to support the education of 222 million girls and boys living in crises. These ground-breaking announcements were made at the ECW High-Level Financing Conference on 16-17 February in Geneva, Switzerland – a vital step in delivering on the global promise of providing education for all by 2030 as outlined in the Sustainable Development Goals. 

In all, 17 donors announced pledges to Education Cannot Wait, including five contributions from new donors – a historic milestone for education in emergencies and protracted crises and Education Cannot Wait. Just over one month into the multilateral Fund’s new 2023-2026 Strategic Plan, these landmark commitments already amount to more than half of the US$1.5 billion required to deliver on the Fund’s four-year Strategic Plan and reach 20 million children and adolescents.  

With the war in Ukraine, global economic uncertainty and record-high forced displacement and humanitarian crises derailing development gains across Africa, Asia, the Middle East and Latin America, the new pledges signal an important global commitment to place funding for education in emergencies and protracted crises at the top of the international agenda.

Worldwide, 222 million children impacted by conflict, climate change, forced displacement and other protracted crises urgently need quality education. Together with its partners, ECW is leading the way to reach these girls and boys with the safety, hope and opportunity that only a holistic education can provide.  

Click here to learn more

Suha Tutunji wins the Amnesty International Ginetta Sagan Award

The Ginetta Sagan Award recognizes and assists women who are working to protect the liberty and lives of women and children in areas where human rights violations are widespread.

Suha Tutunji, member of INEE's Teachers in Crisis Contexts (TiCC) Working Group, is one of the winners of the 2022 Ginetta Sagan Award. 

Suha Tutunji is a passionate advocate for access to education and a role model for educators in her home country of Lebanon and all contexts of armed conflict and forced displacement. Since 2013, Suha has led the Refugee Education Program for Jusoor, an international non-governmental organization with the mission of maximizing the potential of Syrian youth through education, working to ensure that children are not only in school but also learning concrete, practical skills that help ensure a brighter future. In an environment where there are many barriers toward access to refugee children’s learning, Suha has reimagined education, leading a powerful movement in her home country and region.

Click here to learn more

The Period Posse monthly interactive webinar series brings together experts in menstrual health and hygiene from across research, policy and practice to discuss key emerging issues. Upcoming webinars include: 
 

Menstrual Health & Hygiene in Emergencies: Cluster Coordination and Beyond
Thursday March 23, 2023 | 8am ET
Registration: https://columbiacuimc.zoom.us/webinar/register/WN_YoEfRa5WTK6jN9NYq6N3fQ 
Speakers: Marina Berbiec, Global Education Cluster; Monica Ramos, Global WASH Cluster; Jennifer Chase, Global Protection Cluster; TBD, Global Health Cluster; Michelle Farrington, Oxfam International, Moderator
 
Puberty & Menstrual Health Education: The Role of Teachers
Tuesday April 18, 2023 | 8am ET
Registration: https://columbiacuimc.zoom.us/webinar/register/WN_c1wdS1MiQpCZF15mcRJU-A
Speakers:  Frances Vavrus, University of Minnesota; Mehjabin Tishan Mahfuz, International Centre for Diarrhoeal Disease Research, Bangladesh (ICDDR,B); Antara Ganguli, United Nations Girls' Education Initiative (UNGEI)

Afghan Teachers Rights Observatory
Education International 

The Taliban regime’s rise to power in August 2021 marked a major setback for Afghan society, particularly for the rights of Afghan women and girls. 

To respond to this situation, Education International has created its Afghan Teachers’ Rights Observatory. The platform will collect and feature data and testimonies on rights’ violations, highlighting the voice of Afghan teachers and informing advocacy at all levels to restore Afghan girls’ right to education.

Click here to access the resource

Attacks on Education and Military Use of Education Facilities in Ukraine in 2022
Global Coalition to Protect Education from Attack (GCPEA)

The brief provides an overview of trends and impacts of attacks on education in Ukraine between February and December 2022, as well as recommendations addressed to parties to the conflict, donors, humanitarian and development actors, education providers, states, and international bodies.

Click here to access the resource

Humanitarian Education Accelerator (HEA) Learning Synthesis
UNHCR

Launched in 2016, the Humanitarian Education Accelerator (HEA) supports promising humanitarian education innovations to transition from successful pilots to programmes that can operate at scale, while documenting and disseminating learnings for stakeholders worldwide. 

This Learning Synthesis is part of a larger effort to contribute to global discussion and add to learning and knowledge around scaling humanitarian education innovations. Through reviewing and reflecting on the experience of the HEA and connecting it to system level perspectives, the Synthesis seeks to present lessons learnt, good practices and recommendations that can support the scaling of humanitarian education innovations. The recommendations formulated aim to be strategic and add value for education innovators and practitioners, as well as other stakeholders of the humanitarian system - especially donors - so that informed decisions can be made to invest in promising education innovations and accelerator programmes that support those innovations.

Click here to access the resource

Humanitarian EdTech Innovation Toolkit
Airbel Impact Lab (Research and Innovation at IRC)

The Humanitarian EdTech Innovation Toolkit is developed for organizations in the humanitarian sector seeking to improve the education access and quality for crisis-affected communities via technology-enhanced solutions. 

With this toolkit, an organization implementing an education innovation can decide how to select or invest in EdTech innovation to solve specific education barriers. The toolkit is specifically designed for testing the merits and scaling an existing innovation, not for inventing a solution from scratch. This selection and decision-making process is what is called a pilot - a small scale test-run of a program to assess its effectiveness in addressing a pre-defined problem.

These existing innovations are expected to be identified among innovators from outside the organization, so a major focus of the toolkit is on ways for identifying and building partnerships with companies who have a promising solution on hand. Note that this toolkit is intended as an aid and guide, not as a prescriptive determinant of a team’s decisions.

Click here to access the resource

Language Support and Resources
CLEAR Global (Translators without Borders)

• Are you supporting people affected by the earthquakes in Türkiye and Syria? Eligible nonprofits including local organizations, community groups, and individuals supporting people affected by the Türkiye-Syria earthquakes can get free translation support to communicate more effectively with people affected by earthquakes. 
• Are you supporting people affected by the war in Ukraine? Explore the information and practical resources can help you address language and communication challenges during supporting peole - in українська, polski, Română, русский, Magyar, slovenčina, čeština, Deutsch.
• New to translation and the humanitarian field? Explore the TWB Learning Center for learning about translation tools and training courses.

The key role of teachers in ending school violence and bullying: technical brief
UNESCO

This document, part of UNESCO’s series of technical briefs on school violence and bullying, focuses on the role of teachers in preventing and addressing violence in school. It draws on the findings from two recent studies to present new evidence on teachers’ readiness and capacity to recognize and respond to different forms of violence in their school and provides recommendations on what works to support teachers to be agents of change.
The document is primarily intended for education policy-makers and planners, school management, principals and teachers, and may also be of interest to donors investing in or organizations implementing teacher training programmes.

Social Emotional Learning in Emergencies (fact sheet)
FHI360

This fact sheet explains the importance of social-emotional learning (SEL) and FHI 360’s approach to SEL.

The fact sheet also describes FHI 360’s SEL programs in the Democratic Republic of the Congo, Iraq, Nigeria, Rwanda and Senegal, as well as across countries in Latin America and the Caribbean, and provides examples of how FHI 360 shows up as a global thought leader in SEL.

Click here to access the resource

Over the last few years, the Alliance for Child Protection in Humanitarian Action, the Child Protection Area of Responsibility, the Global Education Cluster, the Inter-agency Network for Education in Emergencies, the UN Refugee Agency, and international and national NGOs have made significant efforts to promote integrated approaches and joint programming across the two sectors of Child Protection and Education in humanitarian action.

Part of that initiative was a review of inter-sectoral collaboration between both sectors. At the same time, communication tools promoted the centrality of protection and the benefits of Child Protection/Education joint programming.

If you worked in a humanitarian setting in 2021-2022, we would like to have your feedback. Have integrated approaches and joint programming between Child Protection and Education improved? If so, to what extent? Whether your organization is an Alliance member or not, please respond to this short survey and tell us about your experience.

Conference theme: Education for Social and Environmental Justice: Diversity, Sustainability, Responsibility

This conference will bring together scholars and practitioners in the field of international education, training, and lifelong learning at this crucial half-way point on the timeline set for the SDGs in 2015, offering opportunity for diverse and critical dialogue and debate on ways forward in this crucial field of research and practice.

Sub-themes: 

• Conflict, crisis, climate and migration
• Decolonisation, politics, knowledges and power
• Planning, finance, technology and data
• Rights, equity and inclusion
• Education systems including workforce and curricula
• Holistic learning processes and outcomes

• Abide by page length (maximum 20 pages) and all components of the proposal template are complete
• Partner and sub-partners are non-profit organizations
• Partner and sub-partners have operational presence in and are legally registered in Kenya
• Partners have at least 10 years’ experience working with education in conflict and crisis, especially with refugee populations
• Partners have successfully managed acute humanitarian funding
• Partners and sub-partners agree to abide by the LEGO Foundation’s Code of Conduct and Child Safeguarding Policy

During the last four decades, Afghanistan has witnessed a series of destructive wars, and it is a fact that war causes deaths, destroys infrastructures, and severely impacts various aspects of people's lives. Throughout these times, Afghan teachers have always served the youth of the country, with honesty and dedication.

In the last 20 years, while the international community provided generous financial assistance to the country, systemic corruption and mismanagement of the funds by past governments resulted in the waste of resources and pushed Afghan teachers to the edge of poverty.

Most recently, the ascent of the Taliban to power exacerbated difficulties, with teachers facing unprecedented challenges and restrictions in their work. The establishment of strict rules in the work environment, enforced transfers, and the ban on girls’ education further added to the psychological and economic pressures on them, making teachers more vulnerable....

Click here to read more

The Global Coalition to Protect Education from Attack (GCPEA) strongly condemns the ongoing attacks on schools and universities in Ukraine which have caused significant damage and upended learning across the country. Since the full-scale Russian invasion in February 2022, over 3,500 educational institutions have been damaged or destroyed, according to Ukraine’s Ministry of Education and Science, although that number has not been independently verified.

Since February 2022, education facilities and staff have come under attack in many regions of the country, with Kharkiv and Donetsk regions most affected, according to a new brief on Ukraine published by GCPEA. This research highlights that attacks on education involving explosive weapons, including shelling and airstrikes, were the most prevalent, and that no level of learning has been spared, from pre-primary through tertiary and including schools for students with disabilities...

Click here to read more