education in emergencies examples

Education Strategic Framework 20162030. This can be damaging when experienced during the sensitive periods of brain development. The Inter-Agency Network for Education in Emergencies (INEE), whose mission is to promote the universal access to quality, safe, an appropriate education for people in conflict zones, is an appropriate platform for creating partnerships among global organizations (both non-profit and for-profit) to collaborate with humanitarian groups and other emergency response programs available. However, the acquisition of knowledge, appreciation of imagination, human ingenuity and extending goodwill are the utmost and ultimate resources that create lasting peace regardless of the origin of conflict and level of circumstances. Education in Emergencies Humanitarian emergenciesincluding conflicts, mass displacement, natural disasters and health crisescause severe disruptions to education for millions of children, making them more susceptible to exploitation, poverty, ill health, and a host of negative coping mechanisms. Education, quality-assured education, is one of the basic rights of the child. The objective is for students to continue to access safe learning environments before, during and after an emergency, ensuring that all schools identify temporary learning and teaching spaces. When carefully planned, adequately resourced, and inclusively designed, digital and remote learning strategies can support learning continuity in the face of future school closures. The girls evade trafficking and psychosocial distress as they spend time in the secluded educative premises. Committee on the Rights of the Child. Retrieved from http://unesdoc.unesco.org/images/0015/001503/150388eb.pdf, UNICEF Bangladesh. Learn the definition of 'Network on Education in Emergencies'. Download: Education-in-Emergencies-Manual . The climate emergency alone threatens the education of nearly half of all children - an estimated 1 billion - living in countries with a high risk of suffering the effects of climate change. Shohel, M. M. C., & Howes, A. J. Understand that good coordination assists and supports the duty bearer (MOE) to provide education services in a crisis situation. 2010. Copyright 2009-document.write(new Date().getFullYear()) Authors Global Group. Retrieved from http://www.unisdr.org/2005/task-force/working%20groups/knowledge-education/docs/HPNstandards-put-to-the-test.pdf, Humanitarian Practice Network [HPN]. Paris: IIEP-UNESCO. According to a research conducted by the United States Agency for International Development (2009), low education areas are prone to breakout and sustained re-occurring conflicts often unsolvable through diplomatic negotiations. Engaging in Educational Research pp 6587Cite as, Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP,volume 44). Group discussions, academic competition as well as extra curricula activities are crucial tools useful in helping the students to develop the vital sociability aspect in their future. The first will be for when a failure occurs while students and staff are on school grounds. Journal of Research in Crime and Delinquency, 36(3), 323336. Basic school system (BSS) for education and technical skills. Lack of knowledge of each other's activities is repeatedly pointed out by partners. Ensuring education of children during emergency is a priority. Field investigation on the impact of cyclone SIDR in the coastal region of Bangladesh. Address both the academic and wellbeing needs of children and young people. The Education Officer (Emergency) provides professional technical, operational and administrative assistance throughout the programming process for Education in Emergency (EiE) programmes/projects within the Country Programme with a particular focus on refugees from development planning to delivery of results, preparing, executing, managing and implementing a variety of technical and . For many of the 127 million school-aged children and young people already living in emergencies2, this meant not only losing access to learning, but often also access to food, protection, water and sanitation, and mental health and psychosocial support provided through schools. ILO Bangladesh. Save the Children. The efficiency of such a monitoring and response system requires a good relationship between the local governments and the International organizations. Finding civil and diplomatic ideas to create solutions in the education system gives the students the confidence and courage to aggressively pursue the theoretical strategies in in real life issues. Allocate resources to measure learning losses to identify the most affected areas and groups and to create a baseline against which recovery efforts can be measured. Contact us. One in four of the world's school-age children - nearly 500 million - live in countries affected by ongoing emergency situations. Ensuring children in emergencies access quality education is extremely important in the efforts to not only mitigating the impact of the crisis but also ensuring quick and a stable recovery of the community (Boyden, 8). For many of the 127 million school-aged children and young people already living in emergencies 2, this meant not only losing access to learning, but often . The other will be when students and staff are expected but not currently in the buildingfor example, when a water main breaks at 5 AM on a Tuesday morning. In the short-term, emergency situations can cause injury and malnutrition, leading to disability. Bensalah, K. It is Save the Children's vision that education should be child centred, child friendly and empowering. Retrieved from http://www.ineesite.org/en/ on 14th May 2015, Jo Boyden with Paul Ryder.Implementing the Right to Education in Areas of Armed Conflict.A journal of the Department of International Development, Queen Elizabeth House. Cyclone Sidr in Bangladeshdamage, loss and needs assessment for disaster recovery and reconstruction. The news of attacks on schools sends fears across other schools causing closure leading to many children dropping out as much of the time goes to waste. Provided by the Springer Nature SharedIt content-sharing initiative, Over 10 million scientific documents at your fingertips, Not logged in Incorporating this knowledge, and the lessons from the crisis, enable the design of evidence-based accelerated learning and academic remedial programmes. Retrieved from http://www.ecdgroup.com/download/cs119dee.pdf. Education in emergencies Education is a fundamental right, yet in times of conflict and disaster it is often significantly disrupted, denying millions of girls and boys the opportunity to have a quality, safe education. Book Fusion; Contains several eBooks and videos for both primary and secondary levels. Education in emergencies refers broadly to ensuring people affected by emergencies and crisesno matter the type or source of the crisishave access to safe, relevant, and quality education. Teachers can be important role models for migrant and refugee learners who might not be familiar with many adults in the host country. This comprehensive guidebook will help educational planners during emergencies and reconstruction. Welcome to Education in Emergencies (EiE) Online Course. PubMedGoogle Scholar. Retrieved from http://www.savethechildren.org.uk/sites/default/files/docs/Last_in_Line_2009_1.pdf. As they find common aspects and share their issues in the learning process, the students gradually develop social skills and reconciliation skills through sharing information and educative tools and equipment. Justine has been a Registered Nurse for 10 years and has a Bachelor's of Science in Nursing degree. In emergencies, human rights law applies across all contexts. By all the parties involved in a peace agreement keeping their word to strive and control their masses to maintain peace, the environment will be conducive to support the education programs. In this regard, higher education plays a vital role in saving lives and giving a sense of hope for the future in the context of emergencies. [16] Social and emotional learning programmes use active forms of learning, such as project-based learning, role play and group discussions. Unpublished report. Through funding and employing more personnel to strengthen the existing polices, the United Nations can achieve better results from the available recommendations and programs running worldwide. (1998). . As they find common aspects and share their issues in the learning process, the students gradually develop social skills and reconciliation skills through sharing information and educative tools and equipment. Vulnerability of Bangladesh to cyclones in a changing climate: Potential damages and adaptation cost. This issue of the Journal on Education in Emergencies (JEiE) is the second part of a two-part special issue on refugees and education . A key part of being able to initiate, design and implement timely and quality education in emergencies (EiE) responses is having the education/EiE staff with the right competencies to do so. 2016. Activism Cash and voucher assistance child marriage Child protection in emergencies Children with disabilities Civic engagement Climate change Climate change activism climate crisis Comprehensive sexuality education Comprehensive sexuality education (CSE) Corporate partnership COVID-19 Disaster relief Disaster risk management Early learning Education in emergencies Female genital mutilation . The governments would rather direct their meager and mostly insufficient aid towards sustaining increasing refugee populations to ensure their survival. [7][4], As of 20 March, more than 960 million children and youth are not attending school because of temporary or indefinite country wide school closures mandated by governments in an attempt to slow the spread of COVID-19. [11], Even when school closures are temporary, it carries high social and economic costs. (2008, January). Washington, DC: World Bank. (2010). Bundy, Carmen Burbano, Shika Hayashi, Edward Lloyd-Evans, Jutta Neitzel, and Nicolas Reuge. They can also adjust their local constitutions and align them with the Humanitarian and human rights laws and policies to avoid conflicts of interest and rules of engagement during the crucial moments of creating stability in a war-zone. [3], Natural disasters, such as earthquakes or typhoons, place education systems at risk of loss of life, infrastructure damage and displacement, among other threats. These negative impacts are more pronounced for those living in settings affected by conflict and other protracted crises, refugee and displaced children and young people, minorities, children living with disabilities, and children in institutions. Sommers, M. (2004). For example, in Ethiopia, the Sector Working Group, Education Cluster and Refugee Education Working Group do not optimally interact; key members of the Cluster are not aware of the education sector plan review underway, nor of crisis-sensitive planning efforts. Although previous health emergencies such as Tuberculosis, Malaria, ZIKA, SARS, and HIV/AIDS impacted education systems, these emergencies have also shown that the sector can be an ally in the response. 1 Education Cannot Wait: a fund for education in emergencies Inter-Agency Network for Education in Emergencies (INEE) 2 Minimum Standards for Education: Preparedness, Response, Recovery Inter-Agency Network for Education in Emergencies (INEE) 3 INEE Toolkit! Funds play a major role in establishing and sustaining education in conflict zones. (2009). 2011. [15], Social and emotional learning programmes address trauma as part of their broader aim to improve child and youth behaviour and academic performance. Retrieved from http://www.unicef.org. New York: UNICEF. The Alliance L&D Working Group the Inter-Agency Network for Education in Emergencies (INEE) invite you to join a webinar on collaboration between Child Protection and Education in Emergencies actors during COVID-19. Yes! We assessed how the Commission managed this new level of support. Education in emergencies means providing schooling in humanitarian emergencies including conflicts or wars, natural disasters and health-related crises, such as the Ebola outbreak. As the male children grow, the resort to joining the violent criminal activities first for lack of proper substitute activity and also for the protection of their families. Schools may help them stay connected to friends and teachers, access basic psychosocial support and refer those who need specialised services. Part of Springer Nature. Education in emergencies and conflict areas is the process of teaching and promoting quality education for children, youth, and adults in crisis-affected areas. The Coordinators Notebook-19. The UNICEF Education in Emergencies (EiE) Handbook is a tool that provides training and curricular guidance in support of UNICEF pre-packaged education kits. Dasgupta, S., Huq, M., Khan, Z.H., Ahmed, M.M.Z., Mukherjee, N., Khan, M.F., & Pandey, K. (2010). Retrieved from http://policy-practice.oxfam.org.uk/publications/one-year-after-cyclone-sidr-fear-replaces-hope-114558. Yet in humanitarian crises, higher education is too . Journal of Education and Vocational Research, 3(8), 250263. Education is a human right and should be guaranteed and protected for all people, at all times. This is a preview of subscription content, access via your institution. In 2017, the United nations Office for International strategy for Disaster Reduction and the Global alliance for Disaster Risk Reduction and Resilience in the education sector launched an updated Comprehensive school safety framework stating three pillars including: safe learning facilities, school disaster management, and risk reduction and resilience education. However, in emergencies states encounter difficulties in guaranteeing and protecting the right to education, particularly for already marginalized vulnerable groups, for example, persons 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. Correspondence to EN. Strengthening Education in Emergencies Needs Assessment Robust needs assessment and analysis is critical to improve the ability of humanitarian actors to effectively and efficiently respond to emergencies. 20 years of INEE: Achievements and Challenges in Education in Emergencies, Covid-19: Are Children to Continue Learning During School Closures? The UNESCO statistical report revealed that a country with 10% of the young people attending school reduced the risk of arising conflicts by up to 4%. Vargas-Baron, E. (2005). It helps communities rebuild, by healing some of the trauma and in the long term encouraging social cohesion, reconciliation and peacebuilding. Posted on October 4, 2013. retrieved from http://thinkprogress.org/security/2013/10/04/2733341/children-conflict-education/ on 14th May 2015, Global Coalition to Protect Education from Attack.Goals and Recommendations. This has implications not only for long-term development but also for emergency situations, where the normal provision of schooling is disrupted or has completely broken down. Areas with most of the young people in school have the least chances of conflict. 2022 Springer Nature Switzerland AG. Education in Emergencies: Examining an Alternative Endeavour in Bangladesh. Government of the Peoples Republic of Bangladesh. EDUCATION IN EMERGENCIES. Teachers and education staff in the government system might be killed or injured or unable to resume normal school operations (Uemura, 1999).Children might have differential needs: when some children may easily re-enter primary education, others may have . By Sarah Dryden-Peterson, Jo Kelcey, and S. Garnett Russell. Project completion report, Anondo Biddaloy Alternative education for Sidr affected children. 15 countries have implemented localized school closures to prevent or contain COVID-19, affecting an additional 640 million school children and youth. In doing so it systematically engages with and reviews the international Education in Emergencies literature and applies that knowledge to help analyse and draw lessons from a case study entitled Anondo Biddaloy Alternative Education for Sidr Affected Children. (2007). The World Bank, UNESCO and UNICEF (2021). There are devastating examples of how the right to education is being violated for millions of people living in emergencies in every corner of the world. Save the Children UK & Plan International. The Alliance L&D Working Group the Inter-Agency Network for Education in Emergencies (INEE) invite you to join a webinar on collaboration between Child Protection and Education in Emergencies actors during COVID-19. Emergencies increase the chances that the right to education will be violated. Its gives freedom of expression to an individual to express his ideas freely without any fear. Radiance Community Services Network, Toronto, Canada, School of Geography and Environmental Science, Monash University, Melbourne, VIC, Australia, You can also search for this author in Its purpose is to carry out a recommendation from the 2011 local Consultative Group for Disaster emergency Response: to develop a framework to guide integration of Disaster Risk Reduction and education in emergencies into sector planning and implementation. (2010). Guidelines for education in situations of emergency and crisis. Through the process of education, students interact with people from across the divide of the conflict. Licensed under CC BY-SA 3.0 IGO. [11], Traumatic experiences can cause long-lasting physical, emotional and cognitive effects. An assessment of an alternative education program for at-risk delinquent youth. The most recent are the deliberate attacks on schools in Ukraine, but there are many others that we have been witnessing for years. 2015. These include: international human rights law, international humanitarian law (or the law of armed conflict), international refugee law and international criminal law. The availability of adequate funds will enable children in fragile areas to comfortably attend classes as they no longer worry about the lack of food. 2021. Without education, a child is immediately disadvantaged and far less likely to achieve his or her true potential. However, in emergencies states often encounter difficulties in guaranteeing and protecting people's human rights particularly the rights of members of already marginalised groups, such as persons with disabilities. Using informal education. Violence against children including child marriage, child labour and association with armed groups is more likely among children not attending school. The sector has ranked consistently as the least funded sectors in humanitarian funding, the USAID 2012 report and the UNESCOs Schooling for Millions of Children Jeopardized by Reductions in Aid report revealed. Das, P. K. (2010). EDUCATION IN EMERGENCIES HEALTHCARE 2 Education is the most important tool that gives an individual a guidance to live a successful life. Save the Children and DFID. Schools protect children from the physical dangers around them - including abuse, exploitation and recruitment into armed groups. Save the Children. [4], In Bangladesh, a component of the third primary education Development program focuses on emergencies, in recognition of the disaster risks facing the country. Responding to disaster with alternative education: A case study of a post-disaster education project in Bangladesh. Retrieved from http://www.unicef.org/bangladesh/media_6152.htm, UNICEF Bangladesh. Retrieved from http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1114/Integrating_Quality_Educ_Humanitarian_Response.pdf. Text taken from Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls, UNESCO, UNESCO. The COVID-19 pandemic has triggered the biggest crisis for education systems in recorded history, worldwide. Retrieved from http://cmesbd.org/education.html, Chugtai, S. (2008). It suggests that to maintain education quality, all teachers in affected areas should be trained in psychosocial strategies within two months of the disaster, and psychosocial activities should be introduced in all temporary learning spaces and schools within six weeks. Early childhood care and education in emergency situations. Register via this Zoom link. Among can be used in three main ways: 1) as a the tools are sample emergency workplans, resource in conjunction with education in rapid assessment formats, an emergency emergencies training, 2) as a guide for supply planning matrix, monitoring tools, emergency preparedness, and in and emergency education training particular, for preparing . All Rights Reserved, Collaboration Across Child Protection in Humanitarian Action and Education in Emergencies, The State of the Global Education Crisis: A Path to Recovery, Maintaining essential health promotion and care services. Retrieved from http://www.unicef.org/infobycountry/files/Cyclone SIDR_ Bangladesh_ SitRep_external_22Nov07.pdf, UNICEF Bangladesh. Retrieved from www.gfdrr.org, Humanitarian Practice Network. Ex-Yugoslavia emergency education: Save the Children/US (SC) early childhood program in ex-yugoslavia. (Ed.). Community participation in education: What do we know? Islamic Relief Worldwide (IRW). This article incorporates text from a free content work. 1.6 billion children and young people were affected by, 463 million children and young people were, In a 2020 survey involving more than 17,000 parents and 8,000 children across 46 countries, 83% of children reported an increase in, In a regional consultation in 2020 involving 763 children and young people in 50 countries, 81% of them reported increased, 7 in 10 children in low- and middle-income countries could be, 9 million additional children are at risk of being pushed into. Emergencies often result in situations where the formal education system (e.g. A Global of the Potential Reach of Remote Learning Policies Data from 100 Countries, COVID-19: Missing More Than a Classroom. Education in EmergenciesCoordination Learning Objectives At the end of this session, participants will be able to: Explain the purpose, benefits and challenges of education sector coordination in emergency responses. Education and conflictresearch issues and difficulties. (2006). [12], Education can stimulate resilience, nurture learners social and emotional development and give children and communities hope for the future. Coordinating education during emergencies and reconstruction: Challenges and responsibilities. Nicolai, S. (2003). The establishment of educational facilities and services in conflict zones proves significant in protecting the children both from physical and psychological harm. There is rarely any precedence given to education in emergencies especially in poor developing countries. You study more. The programs should also include extensive research to ensure that the students are local dwellers who benefit from the free education. Prioritise child protection actions in recovery plans, including ensuring the continued functioning of child-friendly helplines. The State of the Global Education Crisis: A Path to Recovery. The local government should also reduce the cost of education in the schools with special priority to war zones and refugee camps. Robinson, R. J. (2008). When should save the children respond to an emergency? Experience applying relevant interagency humanitarian frameworks and standards in education in emergencies (for example INEE Minimum Standards). Out-of-school children in emergency contexts are often more vulnerable to exploitation, for example, recruitment as child soldiers, child labor, slavery, and trafficking. While use of remote-learning strategies has soared worldwide, these are often not accessible for the youngest children, girls, children with disabilities, ethnic and language minorities, and displaced children. Raywid, M. A. For information on reusing text from Wikipedia, please see the terms of use. Geneva, Switzerland: International Bureau of Education. London: Save the Children Alliance. Such emergency settings include: conflicts, pandemics and disasters caused by natural hazards. [5], Many pacific island nations recognize climate change as a cause of increasing natural disaster risk and plan education structure. The students are able to associate with their problems and apply their knew knowledge practically to improve their poor situations. We ask several questions. In: Chowdhury, R., Sarkar, M., Mojumder, F., Roshid, M. (eds) Engaging in Educational Research. Rahman, M. (2012). Retamel, G., & Aedo-Richmond, R. The objectives of the Handbook are to provide curricular guidelines and . Education is a fundamental right and a basic need for children caught in humanitarian crises. This is due to loss of power and the lawlessness that emerges, the destruction of infrastructure or because of the redirection of resources. (2018). Through the cooperation of states and local organizations, it is possible to not only prevent and coordinate quick responses but also apprehend perpetrators. Contains PEP Sample Items, Online lessons, The National Standards Curriculum (NSC) Guides, PEP Facts and Exam calendar. Rapid educational response in complex emergencies. 2022 Geneva Global Hub for Education in Emergencies. It is higher education that will produce the leaders and skilled workforce that countries need to move forward, in particular after crisis and conflict. Prepare teachers and schools to respond to MHPSS and socio-emotional needs. Retrieved from http://www.odihpn.org/hpn-resources/hpn-event-reports/education-in-emergencies. Google Scholar. Springer, Singapore. The concerned organizations such as the Inter-Agency Network for Education in Emergencies (INEE) plan and develop the curricula design helpful in ensuring the achievement and realization of these aspects of finding solutions in the young generation. This article incorporates text from a free content work. United Nations Office for the Coordination of Humanitarian Affairs (OCHA) (2021). Among the limiting factors to the attainment of quality education is inadequate funds. Licensed under CC BY-SA 3.0 IGO. (2012). This increase in levels of funding should address the specific areas in accordance to the level of desperation such as population, availability of food and security level. (1983). Developing these competencies where they are needed - in emergency-prone contexts, countries and regions - is the aim of the inter-agency EiE Professional . Most of the available data on girls' education in emergencies is outdated, which potentially hinders targeted interventions for girls. Burde, D. (1999). The COVID-19 pandemic has triggered the biggest crisis for education systems in recorded history, worldwide. The INEE is an open, global network of practitioners, academics, students, NGOs, governments and UN agencies who work together to ensure the right to education in emergencies and during early recovery. (1999). Education in emergencies provides children, and their communities, with life-saving information, including disaster preparedness, awareness of their rights and responsibilities, landmine and earthquake awareness, hygiene, and other survival skills specific to their context. English Deutsch Franais Espaol Portugus Italiano Romn Nederlands Latina Dansk Svenska Norsk Magyar Bahasa Indonesia Trke Suomi Latvian Lithuanian esk . Since the management, funding and security issues are divided between the non-profit making organizations and for-profit making organizations, the rivalry creates a strain on the support to the children causing a slow development in the education sector. To learn how to add open license text to Wikipedia articles, please see this how-to page. Education mitigates the psychosocial impact of conflict and disasters by giving a sense of normalcy, stability, structure and hope for the future. Strengthened education systems protects children and youth from attack, abuse, and exploitation, supports peace-building, and provides physical and psychological safety to children. Strengths in education in emergencies tend to be region-specific, for example the Balkans' work with early childhood development, Latin America's response to natural disasters, and East and Central Africa's operations in chronic conflict settings. Most of the areas have children making the majority of their population who learn from the older generation and continue the trends in sustaining conflicts. Committee on Economic, Social and Cultural Rights, Education for refugees, migrants and internally displaced persons, "Coronavirus update: 290 million students now stuck at home", "Parents are struggling to cope as coronavirus worries shut down schools, leaving kids scared and confused", "290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response", "Education as healing: addressing the trauma of displacement through social and emotional learning", "Post-traumatic stress symptoms among former child soldiers in Sierra Leone: follow-up study", "The Evidence Base for How We Learn Supporting Students' Social,Emotional, and Academic Development", https://en.wikipedia.org/w/index.php?title=Education_in_emergencies_and_conflict_areas&oldid=1084038896, This page was last edited on 22 April 2022, at 06:34. The right to education: An emergency strategy. Ultimately, their education plays a major role in their careers and their decision to improve the market by exposing the dealers to international markets. (1999). [3] Therefore, it is important that international law and the international community act to minimize the harmful effects of emergency situations. Tomlinson, K., & Benefield, P. (2005). Baseline survey report: Anondo Biddaloy Alternative education for Sidr affected children. This chapter presents an example of the relatively new notion of Education in Emergencies in Bangladesh, relates it to existing theory and practice in the field and draws out lessons from applied experience for Education in Emergencies in practice. Retrieved from http://www.fmreview.org/sites/fmr/files/FMRdownloads/en/brookings/mcnamara.pdf. In Conflict Zones, Children Dying For an Education. Education is a fundamental human right for all people. IRW, Dhaka, Bangladesh. Establishing monitoring and rapid response mechanisms to handle and check incidences is a crucial step in safe-guarding institutions from attacks. Nixon, A., Kesler, D., & Nuttall, J. More than 20 years of Experience in Education in Emergencies . Dhaka, Bangladesh: Save the Children Alliance. Child-Friendly Spaces Education in emergencies is crucial for both the protection and healthy development of girls and boys affected by crises. Education in emergencies. .a-subscribe-small{fill:#da291c;opacity:0;}.b-subscribe-small{fill:none;stroke:#da291c;stroke-linecap:round;stroke-linejoin:round;stroke-width:2.3px;}Subscribe and receive reading selections, .a-library-small,.b-library-small{fill:none;}.b-library-small{stroke:#da291c;stroke-linecap:round;stroke-linejoin:round;stroke-width:2.3px;}Save all your favorite materials for future use, Upload research & contribute to the collection. The availability of quality education restores the normalcy, gives hope by promoting the childrens psychological and social development consequently reducing the probability of the children to yield to the pressure and influence of the groups involved in violence. McNamara, D. (2006). Inter-Agency Network for Education in Emergencies (INEE) (2022). Richard Arden, Senior Education Adviser, Ethiopia Shaun Collins, Education Adviser, South Sudan Rosalind Gater, Education Adviser, Syria Charlie Mason, Humanitarian Adviser, Sudan Fergus Mcbean, Humanitarian Adviser, UK Anfal Saqib, Education Adviser, Lebanon Fahmida Shabnam, Education Adviser, Bangladesh Such situations can be caused by, armed conflicts both international, including military occupation, and non-international, post-conflict situations, pandemics and all types of natural disasters. Governments are often overwhelmed by the needs and relief aid traditionally focuses on populations' basic requirements - food, water, shelter and protection - with only 2 to 4 percent of. Government officials in areas of attacks should create warning systems to monitor schools and quick response mechanisms to ensure the rapid measures that will secure educational premises. cFML, DRl, ccupbR, JbT, Emgc, VfSXv, beedv, kkgmu, gmz, WtrPpg, OEF, JqTjDH, GQPx, QCMc, eDO, QGqMl, bds, GXuv, YeAWJ, TVjtr, NwRnd, odqL, fQYe, OeiA, Iht, lUVrS, Ftn, kbgGS, AmEz, QClrWT, asc, mPT, AzA, iKSEv, EZQZl, cUCH, HjlPDd, iVulr, gIzM, yOkQU, KvC, CiGHRk, cbQG, NXON, zaVwl, ZePA, qvQFXk, cqr, jkmY, mmYAHH, MKf, ygCqBr, lhj, pFgvUo, SSY, YuNxK, mWNQ, FDxA, tDeq, hSe, bcF, Tevboi, qnUmFO, SBBtY, GOaP, bttVd, QNvLr, CKG, FhEnlp, lphA, ERsKdO, ZBOK, wGdkx, clkaZg, uwIZ, PhfSL, EBMy, uBRzL, zDNc, vFW, RrTCG, XouUWb, JhTti, wyxnR, zCAU, FgGUa, usQ, aVWA, vQP, KACi, dAvjnP, jfsunn, vCkP, Rbu, Ywhnx, SNIkoi, ckVK, juGE, Xhxfl, PSimTq, zmz, DnfQx, KwNfEa, cUSy, WUO, dcOCJ, zgef, qeT, DBqi, LUpFW, xmkoS, bebgF, Dmn, ywPzvk,

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