Published on March 10, 2016
1. Crisis-sensitive planning: from education in emergencies to conflict and disaster risk reduction CIES, March 2016 Leonora MacEwen UNESCO-IIEP
2. Overview • Reflecting on the past • Building the bridge – IIEP’s approach • Preconditions for crisis-sensitive educational planning • Reflections for the future
3. Reflecting on the past – we’ve come a long way!
4. Reflecting on the past • EiE emerges (2000) • INEE Minimum Standards (2002) • IIEP Guidebook for planning EiE (2006) • Cluster system introduced (2005) • Push for government leadership and links with ESWG Reflecting on how education can mitigate risks of disaster and conflict
5. One Humanity: Shared Responsibility Core responsibility 4 - moves from delivering aid to ending need Reinforce Anticipate Transcend the humanitarian- development divide Two sections on education: safe, quality and inclusive access sufficient domestic and international funding
6. Building the bridge – IIEP’s approach
7. Different but complementary logics… Planning for risk reduction: • Preparedness • Prevention • Mitigation
8. • Research: case studies • Training Technical support Knowledge management IIEP’s approach to crisis-sensitive planning email@example.com
9. Crisis-sensitive educational planning: the process Regular process Education Sector Analysis Policy formulation Plan preparation M&E framework Cost & financing framework Crisis-sensitive planning aspects Conflict and disaster risk analysis Policies Priority programmes Integrate crisis indicators Ensuring adequate financing from all sources
10. Pre-conditions for crisis-sensitive educational planning
11. Pre-conditions for crisis-sensitive education sector planning Institutional Organizational Individual • Government led • Participatory • Well-organized • Capacity development process
12. Pre-conditions for crisis-sensitive education sector planning Institutional capacities: Political will, MoE leadership, int. and nat. frameworks and mechanisms Organizational capacities: e.g. EiE Cluster, technical and financial WGs, partners Individual capacities: Invested advocates or ‘crisis-sensitive planning champions’ • Government led • Participatory • Well-organized • Capacity development process
13. Reflections for the future: challenges and opportunities 1. Political and funding 2. Operational 3. Capacity
14. Political and funding issues Funding mechanisms still not very flexible Education still not priority in humanitarian funding Multiple & often-competing agendas in planning Considerable momentum o Particularly at international level o But also in countries affected by crisis: Common Platform, bilateral partners
15. Operational factors Silo approach in many agencies High staff turnover Push for increase in coordination, collaboration & innovation between humanitarian AND development partners: o At global level thru fora such as WHS o At country-level thru instruments i.e. TEP Cross-sectoral collaboration: o Education used in peacebuilding o Education as the basis for the SDGs
16. Capacity issues HR turnover & tight deadlines challenges sustainability of CD efforts Strengthening capacities for a critical mass & at all levels does NOT happen within 1 program cycle Particular needs include: o Implement, monitor and evaluate crisis-sensitive planning, o Data collection & analysis, EMIS & monitoring tools must include risks & use innovative collection methods in hard-to-reach areas Push to eliminate need for aid thru working with existing systems & reinforcing capacity New tools developed to address crisis-sensitive planning: TEP, IIEP guidelines & booklets
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