Institutionalizing Conflict Sensitive Education: Resources and Challenges
In recent years, awareness has grown regarding the importance of conflict sensitivity for education program planning, design, financing, implementation, and data collection. Yet education institutions are challenged to effectively incorporate conflict sensitivity into their operations. USAID, researchers and practitioners who have been working to institutionalize the messages contained within INEE’s Conflict Sensitive Education Pack, joined for an overview of conflict sensitive education principles, existing resources, and challenges.
Before USAID, Nina worked for the International Rescue Committee in various capacities, including the Emergency Response Team Senior Education Coordinator, Education Technical Advisor and Education Coordinator. She led the expansion of IRC’s education programs in the DRC from 2009 to 2014.
Nina received her M.A. in International Educational Development from the Teachers College at Columbia University.
Emeline’s interests are in child protection, inclusive education and disability in emergencies and fragile states. She’s a qualified modern foreign languages’ teacher from Cambridge University, UK, with six years of experience teaching in Europe and the Caribbean. She also worked as a tutor and psycho-social assistant for local NGOs in Colombia and most recently as an education program manager/coordinator (nutrition, adult training) for international NGOs in Haiti (Caritas, Save the Children, WFP). Her research for the NOHA master’s in humanitarian action addressed education in Colombia where she also worked with the Ministry of Education on inclusive education projects.
Kelsey Shanks is the Global Challenges Research Fund Challenge Leader for Education Research within UK Research and Innovation and a Senior Lecturer at Ulster University. Her research agenda focuses on the relationship between education and conflict in divided societies, with an exploration of education’s links to post-conflict stabilization and peace-building agendas. She has conducted extensive research in Iraq, along with work in Ukraine, Palestine, Syria, Somalia and Lebanon. Kelsey has led commissioned research projects for a range of international actors, including OHCHR, UNAMI, UNESCO, UNICEF and GIZ. Kelsey has a PhD in Political Science from the University of Exeter and has held fellowships at the University of York Postwar Reconstruction and Development Unit (PRDU) and the University of Exeter Institute of Arabic and Islamic Studies (IAIS). Kelsey is the author of Education and Ethno-Politics; Defending identity in Iraq and various book chapters and articles.
Noëmi Gerber is Education Specialist at War Child Holland, where she supports country offices on quality programming in various technical areas such as teacher professional development and TVET. Prior to this, Noëmi worked for the Inter-agency Network for Education in Emergencies (INEE), where she supported the coordination of the Working Group on Education and Fragility (now Education Policy Working Group), and the development of the INEE Conflict Sensitive Education Guiding Principles and Pack. She has worked in the field of education in emergencies for over 6 years and holds a Master’s degree in Children’s Rights and International Development, with a focus on Education.
Daniel Lavan, PhD
Dr. Lavan has focused on supporting EGR and accelerated education projects in West Africa, including in the post-conflict and ongoing conflict areas of Northern Nigeria and Mali. He joined the ECCN Support Team as Protocol and Metrics Specialist in February 2017. Prior to joining EDC at the start of 2016, Daniel conducted evaluation and research in Sub-Saharan Africa and the Pacific as a consultant in the fields of education, child well-being, and youth opportunities, and taught courses at the School of International Development and the Faculty of Education at the University of Ottawa.
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