DOCUMENT RESUME Aguilar, Pilar; Retamal, Gonzalo Rapid Educational Response in Complex ...

50 Pages·2012·2.19 MB·English

DOCUMENT RESUME
ED 431 675
SO 030 804
AUTHOR
Aguilar, Pilar; Retamal, Gonzalo
TITLE
Rapid Educational Response in Complex Emergencies: A
Discussion Document.
INSTITUTION
International Bureau of Education, Geneva (Switzerland).
SPONS AGENCY
United Nations Children's Fund, Geneva (Switzerland).;
United Nations Educational, Scientific, and Cultural
Organization, Hamburg (Germany). Inst. for Education.
PUB DATE
1998-00-00
NOTE
49p.
AVAILABLE FROM
International Bureau of Education, P.O. Box 199, 1211 Geneva
20, Switzerland.
PUB TYPE
Reports - Descriptive (141)
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
Childrens Rights; *Civil Rights; Educational Cooperation;
Educational Improvement; *Educational Needs; Educational
Planning; Elementary Secondary Education; Equal Education;
Foreign Countries; International Cooperation; International
Education; *International Programs; Refugees; *Student Needs
IDENTIFIERS
UNESCO; *United Nations Convention on Rights of the Child;
United Nations High Commissioner for Refugees
ABSTRACT
On-going political and economic instability impede access to
regular education for large numbers of war-affected children and young
adults. This brochure represents an effort to consolidate a systematic
response to the special needs of children from the outset of the crisis until
they can attend regular basic education. Attempts are made to ensure that at
least minimum teaching standards have been met. The document is organized
into four parts. Part one summarizes the basic policy instruments that
advocate education as a child's right. Part two analyses and illustrates the
different phases of emergency response using recent examples of humanitarian
educational interventions, including displaced, refugee, and returnee
situations. Examples of actual field experiences are included. Further
information and readings are suggested in footnotes. Part three shows how the
basic core of non-formal education may be expanded to cover threats facing
populations every day. Part four presents suggestions for the provision of
temporary classrooms. Informative charts, diagrams, visual illustrations or
demonstrations, and a selected bibliography are provided.
(MM)
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BEST COPY AVAILABLE
Foreword
Contents
With the fall of the Berlin Wall, the new world order has been challenged
Introduction, page 3
by the appearance of religious, ethnic and nationalistic conflicts marked
by profound inhumanity and violence. New and old forms of intolerance
have generated uncontrollable and complex emergencies. It is estimated
Basic policy instruments and
I.
framework for education in
that nearly 100 million people are caught up in a cycle of civil strife, while
complex emergencies, page 5
about 50 million of them have been forced to flee their homes. As a
response to this need, United Nations Resolution 46/182 created the
Department of Humanitarian Affairs in 1994. The associated policy frame-
Phased development of the basic
II.
work defined for the first time the role and importance of inter-agency
education programmes, page 8
co-ordination in crisis situations. Intervention in humanitarian emergen-
II. 1. Introduction, page 8
cies is now adapting to the provision of schools and adult education in
11.2. Emergency situations, page 9
order to ensure the education of the next generation.
This document is an attempt to open a dialogue among educators work-
11.3. Rapid response, page 10
ing in the area of complex emergencies. It recognizes that most of the
11.4. Non-formal education, page 16
newly tested educational interventions lack a long-term perspective.
11.5. Emergency response teaching kits
Education, whether for peace and reconciliation or in the reconstruction
and materials, page 16
of human resources, is hardly addressed at present. The case studies
11.6. Implementation procedures,
described here provide a vivid account of an approach using kits. Clearly,
emergency phase education, page 26
different contexts and levels of emergency warrant different kinds of
response. Thus, there is the need for further research from field experi-
11.7. Reintroduction of the
ences, especially at the levels of rehabilitation of formal education systems
curriculum, page 26
and curricula and of adult learning.
UNICEF and UNESCO, as well as the other UN agencies, believe in the
Supplementary survival packages, page 33
M.
importance of using a developmental approach from the earliest stage, of
111.1 . Mine-awareness education, page 33
work-mg quickly to empower communities to take the lead in identifying
their own formal and non-formal educational needs and developing the
111.2. Cholera awareness and waterborne
response. The case studies described here will hopefully fuel a vigorous
diseases, page 3 7
and constructive debate about a wide range of issues relating to rapid edu-
111.3. Environmental awareness, page 39
cational responses in emergency and post-conflict situations. While the
111.4. Education for peace and
field-based approaches described here do not necessarily include all the
reconciliation, page 41
key principles and strategies which UNICEF, UNHCR and UNESCO have
developed in the past, they provide a valuable set of experiences for dis-
cussion and review.We welcome this document, and the discussion it will
The physical educational environment
IV
generate between partners in improving the situation of children, youth,
in complex emergencies, page 45
women and adultsvictims of organized violence.Although further action
IV1. Site planning and
is required in order to establish a strategy in the field of education for com-
educational shelter ,page 45
plex emergencies and refugees, what emerges as essential is increasing
IV.2.Tented schools, page 45
communication among educators in the field.
In this perspective, the UNESCO Institute for Education (UIE) can con-
tribute from its modest perspective to the assessment of the actual
List of acronyms and abbreviations, page 47
practices and policy considerations in the area of adult and lifelong learn-
ing, including young adults, among the populations concerned. We would
Select bibliography, page 47
like to think of this contribution as a first step towards a collective effort for
dialogue and a testimony for other educators and humanitarian workers.
UNHCR's follow-up strategy to the Machel Studyendorsed by the
Office's Executive Committee in 1997established the provision of basic
education and recreation activities for refugee children and adolescents as a
The ideas and opinions expressed in this
principal protection objective in the initial phase of an emergency. UNHCR
work are those of the authors and do not
is therefore eager to develop operational modalities and partnerships to
of
the
views
represent
necessarily
ensure this performance objective is met to the maximum extent possible.
UNESCO, UNHCR or UNICEF The designa-
In this way, we hope this book will initiate a broader view of the role and
tions employed and the presentation of
impact of initial as well as further education in the perspective of lifelong
the material in this publication do not
learning as a practice for dialogue in the extreme circumstances of politi-
imply the expression of any opinion what-
cal crisis and social confrontation. We are grateful to the International
soever on the part of UNESCO, UNHCR or
Bureau of Education (IBE), especially to Mr John Fox and Ms Erin Dorsey,
UNICEF concerning the legal status of any
for having contributed to the finalization of this publication.
country, territory, city or area, or of its
authorities, or concerning the delimitation
Paul Belanger; Director; UNESCO Institute for Education
of its frontiers or boundaries.
Nils Kastberg, Director; UNICEF/EMOPS
John Horvkens, Director; Division of Operational Support, UNHCR
Published in 1998 by the International Bureau of Education, P.O. Box 199, 1211 Geneva 20, Switzerland.
This book has been published thanks to the financial pacicipation of UNICEF/EMOPS and the UNESCO Institute for Education.
Cover photo: Benaco Refugee Camp, United Republic of Tanzaml, May 1994 (PHOTO: Don Edkins/WCC5
Printed in France by SADAG, Bellegarde
3
Introduction
3
It is estimated that half of the world's
the Rights of the Child (CRC) is especial-
refugees are children. According to recent
ly highlighted since it has been adopted
statistics, the
total refugee population
by UNHCR and UNESCO as a normative
amounted to approximately 13.2 million
instrument.
people at the beginning of 1997.' At
Part Two analyses and illustrates the dif-
that
the
date,
Nations High
United
ferent phases of emergency response
Commissioner for Refugees (UNHCR) pro-
using recent examples of humanitarian
vided protection and care to over 6 million
educational interventions, including dis-
refugee children world-wide.
placed, refugee and returnee situations.
The most fundamental challenge for
any
Examples of actual field experiences are
international organization wishing to miti-
included. In addition, further information
gate the suffering of children affected by
and reading are included in the foot-
war is to ensure their very survival and
notes.
well being. The United Nations Children's
Part Three shows how the basic core of
Fund (UNICEF), in 1996, reported that
non-formal education may be expanded
within the last decade 2 million child
to cover threats facing populations every
deaths had occurred due to war.
The
day.
majority of these victims died during civil
Part Four presents some suggestions for
PHOTO: UNHCR/Betty Press
wars, indiscriminate attacks and 'ethnic
the provision of temporary classrooms.
cleansing', such as in Bosnia and Rwanda,
The present book addresses the field prac-
where children and young adults were sys-
titioners and specialists (as well as non-
tematically targeted as the enemy's future
specialists) who have to implement basic
generations.
education, especially in situations of com-
The means by which children may be
plex emergencies. It is modest in scope
protected from armed conflict was the
and does not pretend to provide all
the answers to a complex reality.
theme of a recent Graga Machel2 study pre-
sented to the United Nations General
However, due to the increasing prob-
Assembly on the 8 November 1996.
lem of children and young adults as
The United Nations Office for the Co-
victims of organized violence, systems
of Humanitarian Affairs
ordination
are needed for rapid educational
(OCHA) currently maintains field co-ordi-
response. This publication intends to con-
nation arrangements affecting populations
tribute to emergency preparedness in the
in sixteen countries and one region. Inter-
field of basic education.
Agency Appeals reaching nearly US$9 bil-
lion have been sought to satisfy the most
urgent needs of these populations.
United
Nations
High
Commissioner
for
On-going political and economic instabil-
Refugees, The state of the world's refugees.. a
humanitarian agenda, 1997-98, Oxford, UK,
ity impede access to regular education for
Oxford University Press, 1997.
large numbers of war-affected children and
2 Report of the Expert of the Secretary-General
young adults. This brochure represents an
(Graga Machel), Impact of armed conflict on
effort to consolidate a systematic response
children, Commission on Human Rights, fifty-
to the special needs of children from the
second session, Economic and Social Council,
outset of the crisis until they can attend
E/CN.4/1996/110, New York, 15 February 1996.
regular basic education. It also attempts to
3 UNHCR, Revised guidelines for educational
assis-
ensure that at least minimum teaching
tance to refugees, Geneva, PTSS/UNHCR, 1995.
standards have been met.
The central aim of this document on
rapid educational response is to provide a
practical tool, and to explain and illustrate
each phase of an emergency response
using mainly the UNHCR Guidelines.'
This publication is comprised of four
parts.
Part One summarizes the basic policy
4
instruments that advocate education as a
t.
child's right. The 1989 Convention on
CONVENTION ON THE RIGHTS OF THE CHILD
Article 28:The child's right to education
States Parties recognize the right of the child to education, and with a view to
1.
achieving this right progressively and on the basis of equal opportunity, they shall
in particular:
Make primary education compulsory and available free to all;*
(a)
Encourage the development of different forms of secondary education, including
(b)
general and vocational education, make them available and accessible to
every child, and take appropriate measures such as the introduction of free
education and offering financial assistance in case of need;
Make higher education accessible to all on the basis of capacity by every
(c)
appropriate means;
Make educational and vocational information and guidance available and
(d)
accessible to all children;
Take measures to encourage regular attendance at schools and the reduction of
(e)
drop-out rates.
States Parties shall take all appropriate measures to ensure that school discipline is
2.
administered in a manner consistent with the child's human dignity and in
conformity with the present Convention.
States Parties shall promote and encourage international co-operation in matters
3.
relating to education, in particular with a view to contributing to the elimination
of ignorance and illiteracy throughout the world and facilitating access to
scientific and technical knowledge and modern teaching methods. In this regard,
particular account shall be taken of the needs of developing countries.
Article 29:The aims of education
States Parties agree that the education of the child shall be directed to:
1.
The development of the child's personality, talents and mental and
(a)
physical abilities to their fullest potential;
The development of respect for human rights and fundamental freedoms,
(b)
and for the principles enshrined in the Charter of the United Nations;
The development of respect for the child's parents, his or her own cultural identity,
(c)
language and values, for the national values of the country in which the child
is living, the country from where she or he may originate, and for
civilizations different from his or her own;
The preparation of the child for responsible life in a free society, in the spirit of
(d)
understanding, peace, tolerance, equality of sexes, and friendship among all
peoples, ethnic, national and religious groups and persons of indigenous origin;
The development of respect for the natural environment.
(e)
No part of the present article or article 28 shall be construed so as to interfere with
2.
the liberty of individuals and bodies to establish and direct educational institutions,
subject always to the observance of the principles set forth in paragraph 1 of the
present article, and to the requirements that the education given in such institutions
shall conform to such minimum standards as may be laid down by the State.
* = Our emphasis.
Basic policy instruments
I.
and framework for education
in complex emergencies
Part One describes the basic policy instru-
Article 29
describes a general consen-
ments in which the rights of children and
sus regarding the' aims of education.
young adults to education are endorsed,
In essence, it addresses learning's
including the 1951 Convention Relating to
basic aims: to develop children's full
the Status of Refugees. The Convention on
potential and to prepare them for a
the Rights of the Child, which was adopted
responsible life in a free society.
by the General Assembly of the United
Furthermore, theArticle advocates the
Nations in 1989, has become one of the
rights of individuals and groups to
most useful tools to assess and advocate
establish educational institutions, as
for the needs of children in general, includ-
long as they fulfil the aims of educa-
ing those children and young adults in
tion set out in the Article and any offi-
war-affected countries.
cial minimum standards. This is partic-
ularly relevant in the context of
1.IThe Convention on the
refugee education, for which mini-
mum standards have recently been
Rights of the Child, 1989
developed by UNHCR (see Tables 1
and 2, pages 8 and 9).
The Convention on the Rights of the Child'
(CRC) has gained widespread ratification
UNESCO's MEDIUM-TERM PLAN
by States Parties. In 1997, almost all States
had signed the CRC, which establishes that
With regard to emergency assistance, UNESCO
has
children under 18 years of age (Article 1)
become a strong advocate in the international
have specific rights without discrimination
community of the idea that humanitarian assistance
of any kind. This is particularly relevant to
cannot be reduced merely to the supply of food, medicine
refugee children because it establishes
and blankets; that there must be
a close link between
broad standards and may be used as the pri-
the concept of 'relief', 'rehabilitation' and long-term
mary basis for protecting them.2 However,
development'; and that emergency operations
must
this only applies when a State is a party to
include from the beginning a local training component.
the CRC, and not to another treaty con-
This idea has gained ground: there is growing recognition
cerned with refugees. The convention tries
of the principle that victims of conflicts have
an equally
to take into consideration all aspects of the
inalienable right to education as all other human beings.
child's life, from health and education to
UNESCO's strategy therefore consists in endeavouring
social and political rights. According to
to set up temporary educational structures in
UNHCR's Policy on Refugee Children
emergency
situations, particularly for displaced
persons and
(1993), the CRC `constitutes a normative
refugees. There, too, the Organization's role
can only be
frame of reference for UNHCR's action' on
as a catalyst: it is not so much to build schools or print
behalf of refugee children. This section's
textbooks as to assess priority needs, formulate
main focus addresses Articles 28 and 29
of the CRC, which specifically refer to
strategies to meet them in conjunction with UNHCR,
education.
UNICEF and WFP and contribute to the formulation of
Article 28
of the Convention estab-
consolidated appeals for international humanitarian
lishes the child's right to education.
assistance co-ordinated by UNDHA.3
Education is recognized to be essential
for all children. This Article establishes
1
Implementation bandbook for the
UNICEE
the core minimum targets for educa-
Convention on the Rights of the Child, prepared
tionfree, compulsory primary educa-
by R. Hodgkin and Peter Newell, Geneva,
UNICEF, 1998. (Further reference to the CRC is
tion for alland different forms of sec-
from the same source.)
ondary education and vocational guid-
2
UNFICR, Refugee children: guidelines on protec-
ance available and accessible to all.
tion and care,
Geneva, UNHCR, 1994, p. 19.
Higher education must be accessible
3
UNESCO, Medium-term strategy, 1996:-2001,
on the basis of capacity.
Parist1996.
BEST COPY AVAILABLE
6
Basic policy instruments
Today, when the rights of children have
been blatantly violated, the role of field
UNHCR EMERGENCY RESPONSE
practitionersUN agencies, government
agencies, non-governmental organizations,
In 1992, the UNHCR Executive Committee demanded that
and other international and national organi-
basic education be better addressed and that, even in the
zations, etc.are vital in the overwhelm-
early stages of emergencies educational requirements
ing task of translating the child's rights
be identified, so that prompt attention may be given to
into action. All parties concerned must .
such needs.
take effective action when the child's
UNHCR's follow-up strategy to the Machel Study
rights are violated or neglected.
endorsed by the Office's Executive Committee in 1997
There have been some examples of how
established the provision of basic education and recre-
field experience and educational out-
ation activities for refugee children and adolescents as
comes have changed institutional strate-
a principal protection objective in the initial phase of an
gies and programme guidelines. The Ngara
emergency. UNHCR is therefore eager to develop opera-
experience of educational intervention for
tional modalities and partnerships to ensure this perfor-
. Rwandan refugees (see page 19) helped to
mance objective is met to the maximum extent possible.
defme options in the UNHCR Guidelines.
UNICEF will collaborate with UNHCR to ensure conti-
In the same vein, inter-governmental con-
nuity in approach, content and teacher training between
sensus among ministries of education from
refugee basic education and the basic education system
the Southern African region was reached in
in the country of origin. UNICEF, in its collaboration with
1990 on the acceptance of using the
national authorities to rehabilitate or develop the basic
Mozambican curriculum for refugee school
education system of the country of origin, will collabo-
children from Mozambique. The principle
rate with UNHCR to facilitate access for returnee chil-
of 'education for repatriation' applied to
dren to national schools.
the Mozambican refugee population in
Both agencies will co-ordinate with UNESCO in rela-
Zimbabwe and Malawi had a significant
tion to basic education activities.'
impact on the traditional interpretation of
the 1951 Convention.'
of the
By applying Article
28.1(a)
...
vulnerable
1.3 Early intervention during
Convention to all children without dis-
populations who
emergencies
crimination, education must therefore be
have been victims
available and accessible to children who
of man-made or
As education is considered crucial to the
have been victims of organized li'iolence.
natural disasters.
A State may not actively deny any child the
development of children, UNICEF, UNHCR
right to an education within its territory
and UNESCO apply the Convention on the
Article 31 of the Convention promotes
Rights of the Child6 to their own work by
the child's right to rest, leisure, play and to
using these rights as guiding principles. As
described in the 1990 World Conference
participate fully in cultural and artistic life
on Education for All in Jomtien, refugees
Thus, there is a need to provide operational
support in order to develop recreational
and displaced persons are often an 'under-
and leisure activities at camp level and
served group'.
present
although
publication,
among IDP communities.
The
inspired largely by the earlier guidelines
and institutional frameworks, also attempts
1.2 Convention Relating to the
Status of Refugees, 195 1
The right of refugee children to a public
education was spelled out in Article 22 of
4 UNHCR, UNICEF, Memorandum of understand-
ing between UNHCR and UNICEF, Geneva, 1996.
the 1951 Convention Relating to the Status
(Paras. 31-32, p. 7-8.)
of Refugees.
'the
that
established
It
5 UNHCR, Report of the Seminar of Education and
Contracting States shall accord to refugees
Protection for Mozambican Refugees in the Southern
the same treatment as
is accorded to
African Region, Harare, 14-19 January 1990.
nationals with respect to elementary edu-
6
UNHCR, Refugee children: guidelines on protec-
cation.'
tion and care, Geneva, 1994.
PHOTO: EPD/WCC
7
7
Basic policy instruments
MN'
et..;
--L
tt:
to widen its potential use in problematic
approach. Nevertheless, one of the main
... humanitarian
situations where persons have fled their
limitations of this proposal is the need for
relief and the
homes but do not necessarily cross bor-
further research and systematic evaluation
transition to
ders. Internally displaced persons (IDPs)
of the impact of present and past experi-
rehabilitation and
and other vulnerable populations who
ences of educational interventions of this
have been victims of man-made or natural
kind. As
development.
by Aguilar
explained
and
disasters are confronted with similar situa-
Richmond in the case of Rwanda:
tions that refugee populations face.
The new political framework faced by
The technical impact of education
as a tool for
the Post-Cold War era has forced the inter-
changing behaviours and attitudes of
an illiter-
national community to give priority in its
ate or semi-illiterate population affected by
cholera or the landmine threat, and in general
agenda to a new strategy for peace-keeping
by the trauma of war, needs to be further
and humanitarian assistance. As a response
assessed. This requires a specific technical
to this need, United Nations Resolution
knowledge where educational strategies
can
46/182 created guidelines in order to
partially be the result of standardized logistic
ensure an international mandate that is
responses
school supplies) but also
(i.e.
able to provide 'a continuum of action
require specific cultural and linguistic adapta-
from early warning prevention and pre-
tions that can only be developed
as a rapid
paredness to humanitarian relief and the
response by joint techniCal teams of local and
transition to rehabilitation and develop-
international educators (i.e. curriculum and
ment." However, no clear reference is
educational programme development).8
made to the role education should play in
complex emergencies.
7
United Nations, Secretary-General's Report
on
This document proposes a step-by-step
of
Strengthening
the
Co-ordination
of
strategy taking into consideration the
Emergency Humanitarian Assistance, 21 June
diverse phases in the continuum from
1994. (UN document N° A/49/177/E/1994/80,)
relief to development. At the same time it
8
P. Aguilar and M. Richmond, Emergency educa-
tional response in the Rwandan Crisis, in: G.
suggests strategies for preparedness, while
Retamal and R. Aedo-Richmond, eds., Education
highlighting some of the recent teaching
as a humanitarian response, London, Cassell,
experiences
linked
to
this
phased
1998, p. 139.
BEST COPY AVAILABLE
ase d veto ment
of
8
t e basic education
rogrammes
11.1. Introduction
adults. They are drawn from different
sources; some directly related to complex
emergencies and others associated with
Part Two of this document aims to provide
field practitioners/managers, staff of non-
wider trends and developments.
Usually, education is perceived as a
governmental organizations, United Nations
and other international agencies, refugee
developmental initiative. Thus, it is often
excluded from the 'emergency prepared-
community workers, or a relevant institution
of the host government, with pragmatic
ness response'. More and more, recent
educational humanitarian interventions
educational strategies for rapid educational
been
coherent
perceived
have
response in a post-crisis situation.A special-
as
tesponses serving two purposes: (a)
istas well as the non-specialistshould
consider it a supporting document. It is
responding to the humanitarian and psy-
cho-social needs of affected children;
believed that the strategies offered have
contributing
(b)
to
the
been tested in recent emergency situations,
future
eco-
nomic/human resource development of
especially in Africa, and have contributed to
countries in crisis.
the overall protection of children and young
TABLE I.
Objectives for
PRIMARY (GRADES 1 TO 61
1N-SERVICE TEACHER TRAINING
basic
Objectives
Objectives
education in
UNHCR-
0 Provide basic education (sustainable
0 Develop professional teaching skills
literacy/numeracy and life skills);
through in-service teacher training;
funded
0 Meet psycho-social needs of displaced/
0 Up-date teachers on subject
schools
traumatized children and adolescents;
knowledge, psycho-social issues, and
0 Provide foundation for secondary
life-skills, such as health, environment,
education (high-achieving students);
conflict resolution and human rights;
0 Prepare children/youth for repatriation,
0 Prepare teachers for repatriation,
reintegration or local settlement,
reintegration or local settlement.
Characteristics of the programme
Characteristics of the programme
0 Pre-school classes for children under
0 Teacher selection based on tests, or
6 years not funded by UNHCR, except
performance at 'new teacher
for materials and training;
workshop';
0 School curriculum based on the
0 Training to include pedagogy, school
country or area of origin;
subjects, meeting children's psycho-
0 Language used in the schools in the
social needs, and messages regarding
country of origin;
sanitation, health, environmental
0 Target of primary schooling for all;
awareness, conflict resolution and
0 Special afternoon classes for out-of-
human rights, etc.;
school children/adolescents, with
0 Teacher training to be documented
appropriate curriculum;
and recognized by the country of
0 Minimum of four hours/day above
origin, if possible;
class 1, six hours/day after class 4;
0 In-service training for all teachers
0 Minimum of five days a week;
in vacations/week-ends/special days,
0 Two shifts to increase the number of
at least ten days per year
pupils who can receive schooling
0 In-school training by project education
each day;
advisers and school mentors;
0 Final examinations recognized by
0 Refugee teachers to benefit from
Education Ministry of country of origin;
national training programmes and
0 Community support mobilized through
vice versa, as applicable.
a community education committee or a
parent/teacher association.,
!
BEST COPY MAW
E
9
Phased if evelopment of the basic education
programmes
Hi. Emergency situations
TABLE 2.
PRIMARY (GRADES 1-6)
Minimum
There is a clear relationship between emer-
Materials
standards for
gency, rehabilitation and development. In
Grade 'I to 4: slates, chalk, 2 exercise
basic
order to ensure a smooth transition from
books;
education in
relief to rehabilitation and development,
Grade 5 to 6: at least 6 x 200-page
UNHCR-
exercise books;
emergency assistance should already pro-
One reading and one arithmetic
vide ways that are supportive of recovery
funded
textbook per student;
and long-term development. Thus, emer-
schools
Other reading materials in resource
gency measures should be seen as a step
centre;
towards long-term development.'
At least one set of all other textbooks
This rationale and a selected number of
(50 copies) per school.
case studies from emergency situations
Infrastructure
have to a large extent inspired the phased
Classroom size: about 6m x 7m;
approach described in the next sections.
Sanitation facilities and potable water
In addition, the 1995 UNHCR Revised
supply in all schools;
guidelines for educational assistance to
Lockable storage room in each school;
Playground sufficient for recreational
refugees (see footnote 3, page 3) constitute
activities;
probably the most updated institutional
Staffroom in each school;
effort to systematize one of the most
Reading room/resource centre in each
important aspects of complex emergen-
school;
cies in the education sector. It still remains
Community support in site clearing
a valid instrument when dealing with gen-
and construction.
eral humanitarian problems.
Equipment
Regarding the provision of education in
Simple, clean seating for all students,
complex emergencies, three phases of edu-
based on local practice;
cational response were described in the
Minimum 2.5m blackboard space
1995 UNHCR Guidelines:
per class, regularly
repainted;
First phase: Recreational/preparatory;
One portable ABC chart per class;
One portable number chart per class;
Second phase: Non-formal schooling;
One globe per school;
Third phase: Re-introduction of the
Minimum of one large map, either of
curriculum.
the country of origin or of asylum,
The three phases can be presented sep-
per school, with smaller versions in
arately for analytical and technical pur-
classroom for regular reference;
poses. However, from the point of view of
Laminated wallcharts in each
field programme management, especially
classroom to make a supportive
'learning environment';
on aspects concerning procurement, stock-
Other educational materials, as
piling and distribution of the educational
appropriate;
materials and technical support, it is sug-
One mimeograph and one laminating
gested that the first and second phases are
machine per project office;
combined.
Sports equipment in each school;
Initially, the first emergency response,
Chair and table for each teacher.
emphasis on the
placing
non-formal
1N-SERVICE TEACHER TRAINING
approaches, should be considered as a pro-
cess that 'avoids the technology of formal
Materials
schooling, thus permitting a more diverse
One complete set of teaching
manuals per school;
and flexible deployment of space, time,
Materials for preparing teaching aids.
and materials and accepting a relaxation of
personal qualifications in response to the
1 United Nations
General Assembly, 78th Plenary
structure of the workplace',2 and the com-
Meeting, New York,
December
19
1991,
munity living under special humanitarian
Resolution 46/182, Strengthening of the Co-ordi-
situations.
nation of Humanitarian Emergency Assistance of
The third phase should be considered
the United Nations.
2 Nj. Colletta, Formal, non-formal, and informal
within the programme scope of what
education, in: A.C. Tuijman, ed., Intgrnational
UNHCR calls care and maintenance
encyclopedia of adult education and training,
activities, or in other words, activities
2nd ed., nrd, UK, Pergamon, 1996, p. 23.
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