Crisis sensitive planning: from education in emergencies to conflict and disaster risk reduction

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Information about Crisis sensitive planning: from education in emergencies to conflict and...

Published on March 10, 2016

Author: IIEP_UNESCO

Source: slideshare.net

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 education4resilience@iiep.unesco.org

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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