The UN General Assembly adopted the 2030 global development goals that will replace the previous Millennium Development Goals that concluded in 2015 at its meeting in New York. The news clippings this week capture some of that activity. The items we identified this week include the summit web site, several different access points, and more. Education is one of the 17 goals and was highlighted as being central to the success of all of the goals by the UN Secretary General in one news release. Another important news release came from several UN agencies, with a call for better integration between health and education. ISHN and its partners in our global dialogue, ASCD and Education International are very pleased to see this call. There are several other news release, statements and world leaders available from the items we identified this week. Read more >> (An item from the ISHN Member information service)
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(An item from the ISHN Member information service) The world’s leading NGOs demand action on education in emergencies at Oslo Education Summit on July 7th. Here are some excerpts from the NGO call to action released subsequent to the conference. "The education of an estimated 65 million children age 3-15 is disrupted as a result of wars, natural disasters and other emergencies. These children are out-of-school, at risk of dropping out or suffer from poor quality education and learning. Over 20 million are out-of-school primary school-age children. But last year, only 1% of humanitarian aid went to education..... We, the undersigned organisations, call upon world leaders at the Oslo Summit to publicly commit to the creation of a Global Humanitarian Fund for Education in Emergencies to protect the most vulnerable children and get them back in school. The fund must strengthen existing mechanisms, rapidly coordinate and deliver education in emergencies, and leverage new finance. World leaders must create this fund in 2015 if we are to keep our promise to children and the right to education. We hope this call to action leads to a process of robust technical analysis and wide consultation to determine how best to secure more and better funding for education in emergencies. World leaders have said “Education Cannot Wait,” and must now take action to keep the promise to the most marginalised and vulnerable children. Read more>>
(From the Inter-Agency Network on Emergencies in Education) Building on the INEE Minimum Standards, the Guidance Notes on Teaching and Learning articulate good practice on critical issues related to curricula adaptation and development; teacher training, professional development and support; instruction and learning processes; and the assessment of learning outcomes. Accompanying the Guidance Notes is a vetted Resource Pack that includes sample tools, teaching materials and case studies, which can be used to adapt the good practices within the Guidance Notes to one’s specific context. These tools were developed in a widely consultative manner led by an Advisory Group with representatives from the INEE Secretariat, Save the Children, UNICEF, UNESCO, CARE, World Vision, CERG and education consultants as well as input from over 300 technical experts and consultative workshop participants around the world. Read more>>
(An item from the ISHN Member information service) An article in Issue #5, 2013 of Journal of Primary Prevention describes how a school-based intervention program was able to help students immediately after being exposed to war. " This study evaluates a school-based primary prevention intervention designed to promote adolescents’ coping in the immediate aftermath of war exposure in Operation Cast Lead. Participants were 179 adolescents from two demographically similar schools in Ashkelon in south Israel. The intervention incorporated two previously proven resilience factors—mobilization of support and self-efficacy." The authors conclude that "Findings showed significant pre-test differences in self-efficacy and psychological symptoms between participants with low and high PLE. For both PLE groups, the intervention strengthened support mobilization and self-efficacy and reduced psychological distress and emotional symptoms. Findings reinforce the importance of offering appropriate evidence-based interventions for school staff to restore security and well-being to adolescents in a crisis context immediately following war. Despite the apparent return to a school routine after war, school staff should be aware of the risk to youth for development of psychological symptoms and disorders, and the need for preventative intervention." Read more>>
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