Conflict Sensitive Education Training, Washington, D.C. - September 2018
The training will also increase understanding and the application of CSE practices and principles in crisis and conflict-affected environments.
Overview
On September 27-28, USAID Education in Crisis and Conflict Network (ECCN) in partnership with FHI 360 and Save the Children will host a two-day training in Washington, D.C., for practitioners and policy makers to use INEE’s Conflict Sensitive Education (CSE) Pack. The training will also increase understanding and the application of CSE practices and principles in crisis and conflict-affected environments.
The training will focus on the following topics:
- Steps for conducting a Rapid Education and Risk Analysis;
- Interaction between programs and conflict;
- Conflict sensitive strategies for access to learning environments;
- Conflict sensitive strategies for teaching and learning;
- Conflict sensitive strategies for teachers and other education personnel;
- Conflict sensitive strategies for education policy;
- CSE monitoring and evaluation.
The training will begin with an introduction to CSE followed by a presentation about how best to conduct a RERA. After lunch, facilitators will address the interaction between access to learning environments and conflict as well as conflict sensitive M&E.
On the second day, facilitators will continue with conflict sensitive strategies for teaching and learning. The final module of the training addresses education policy, with concrete guidance for working with host governments.
At the end of the training, participants will have a better understanding of CSE approaches and will be equipped to incorporate both CSE approaches and effective monitoring and evaluating techniques into their work. The training will prepare practitioners to look beyond the impact of conflict on access to education, by introducing strategies that help identify ways to mitigate the potential for education to fuel conflict and reinforce inequalities that exacerbate conflict.
Module 1: Conflict Sensitive Education
Find the INEE Conflict Sensitive Education Pack on the INEE website at:
https://inee.org/collections/inee-conflict-sensitive-education-pack
For more information on INEE and its working groups visit:
http://ineesite.org
Module 2: Rapid Education and Risk Analysis (RERA) RERA Training Materials
Module 3: Interaction between Program Parameters and Conflict
Module 4: M&E
Module 4 Strategy Strips Handout
Goldwyn, R. and Chigas, D. (2013). Monitoring and Evaluating Conflict Sensitivity: Methodological Challenges and Practical Solutions. Online: CARE and CDA
http://www.smallarmssurvey.org/fileadmin/docs/M-files/CCRVI/CCVRI-Monitoring-and-evaluating-conflict-sensitivity-challenges-and-solutions.pdf
(2010). Working Effectively in Conflict-Affected and Fragile Situations: Briefing Paper 1: Monitoring and Evaluation.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/67696/summary-note-briefing-papers.pdf
(2008). Evaluating Conflict Prevention and Peacebuilding Activities Factsheet 2008.
http://www.oecd.org/dac/evaluation/dcdndep/39289596.pdf
The INEE Conflict Sensitive Education Pack
https://inee.org/collections/inee-conflict-sensitive-education-pack
ECCN’s Safer Learning Environments Qualitative Assessment Tool
https://eccnetwork.net/resources/sle-qualitative-toolkit/
Module 5: Access and Learning Environments
The INEE Conflict Sensitive Education Pack
https://inee.org/collections/inee-conflict-sensitive-education-pack
(2011). Study on Field-based Programmatic Measures to Protect Education from Attack.
UNESCO EFA. (2010). EFA Global Monitoring Report 2010: Reaching the Marginalized.
http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/
UNESCO EFA-GMR (not dated). Inequalities in Education. p.4
http://unesdoc.unesco.org/images/0022/002204/220440E.pdf
UNICEF, Plan West Africa, Save the Children Sweden West Africa and ActionAid. (2010). Too Often In Silence: A Report on School-Based Violence in West and Central Africa.
http://plan-international.org/files/global/publications/campaigns/Too_often_in_silence_English.pdf
(2012). Child Protection in Educational Settings: Findings from Six Countries in East Asia and the Pacific Strengthening Child Protection Systems Series: No 2.
http://www.unicef.org/eapro/CP-ED_Setting.pdf
Module 6: Teachers and Education Personnel
INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement, and Post-Crisis Recovery. https://inee.org/resources/inee-guidance-notes-teacher-compensation
UNESCO IIEP Guidebook for Planning Education in Emergencies and Reconstruction. Chapter 15: Identification, Selection and Recruitment Teachers. http://unesdoc.unesco.org/images/0019/001902/190223e.pdf
CfBT and Brookings Institute’s Building Effective Teacher Salary Systems in Fragile and Conflict-affected States: Policy Report
https://www.brookings.edu/research/building-effective-teacher-salary-systems-in-fragile-and-conflict-affected-states/
Educators in Exile: The Role and Status of Refugee Teachers.
https://books.thecommonwealth.org/educators-exile-paperback
The INEE Conflict Sensitive Education Pack
https://inee.org/collections/inee-conflict-sensitive-education-pack
Module 7: Teaching and Learning
Education Above All. (2012). Education for Global Citizenship. Doha: Education Above All.
https://inee.org/resources/education-global-citizenship
Plan et. al. (2010). Too Often in Silence” A report on school-based violence in West and Central Africa.
http://plan-international.org/files/global/publications/campaigns/Too_often_in_silence_English.pdf
(2004-2008). Peace Education Programme.
http://www.ineesite.org/en/peace-education
Anti-Defamation League. Education & Outreach Anti-Bias Education Resources.
https://www.adl.org/media/2203/download
Teaching Diverse Students Initiative Classroom Resources.
http://www.tolerance.org/classroom-resources
Collaborate for Academic and Social Emotional Learning.
http://www.casel.org/social-and-emotional-learning
(2010). Anti-bias Education for Young Children and Ourselves.