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Konrad Glogowski

Annotated Bibliography: Teacher Professional Development in Crisis | INEE Site - 0 views

    Annotated Bibliography: Teacher Professional Development in Crisis
Konrad Glogowski

Children need a place to learn - YouTube - 0 views

    UNICEF correspondent Chris Niles reports on efforts to ensure that Syrian children can continue their education amidst conflict.
Teachers Without Borders

Tackling Violence in Schools: A Global Perspective-Bridging the Gap between Standards a... - 1 views

    The objectives of this report are to raise awareness about the causes and consequences of violence faced by children in and around schools, to share good practices and strategies on how to prevent and address it, and to discuss the importance of cooperation at local, national, regional and international levels.
Teachers Without Borders

Global Coalition to Protect Education from Attack - 1 views

  • Education under Attack 

    Students and educators in situations of armed conflict face violence every day. Schools and universities should be safe havens, where they can work toward a better future. Instead in many places they have become the targets of violent attacks for political, military, ideological, sectarian, ethnic, religious or criminal reasons. Students, teachers and academics are putting their lives at risk simply by showing up. A UNESCO study found intentional attacks of these types by state security forces or non-state armed groups in at least 31 countries in Africa, Asia, Europe, Latin America and the Middle East between 2007 and 2009.

    Our vision

    We seek to establish a world in which all who wish to learn, teach and research, at all levels and in all forms of education, and all those who support them, can do so in conditions of safety, security, dignity and equality, free from fear, consistent with the principles of mutual understanding, peace, tolerance and academic freedom.

    Our mission

    To catalyse enhanced prevention of attacks on education, effective response to attacks, improved knowledge and understanding, better monitoring and reporting, stronger international norms and standards,and increased accountability.

Teachers Without Borders

AFP: Fears of violence shake Mexico schools - 0 views

  • ACAPULCO, Mexico — Mexican schools appear increasingly vulnerable to the country's drug violence, with five human heads dumped outside one school and threats of a grenade attack on another in the past week alone.

    From northern border areas to Acapulco, on the Pacific coast, to the port of Veracruz, on the Gulf of Mexico, the trend has seen parents keep their children at home as both students and teachers see themselves as targets.

  • Beyond threats linked to drug gangs, violence threatening children and teachers has also occurred in recent weeks inside schools, including in northeastern Sinaloa and northern Nuevo Leon states.
  • "The community has organized itself and decided not to send children to school until we receive promises from the authorities," said Lourdes Sarabia, director of the National Union of Education Workers of Culiacan.
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  • Perhaps the biggest drama though has played out in violence-plagued Acapulco, where thousands of teachers have demonstrated and almost 200 schools in the area have been paralyzed by a month of strike action to persuade authorities to improve security amid extortion threats.
  • The fears appear excessive but are "part of the deterioration of daily life in some communities, as violence affects civilians in public places," according to Javier Oliva, an expert in security issues at the National Autonomous University of Mexico (UNAM).
  • Two weeks ago the government said classes would resume, after they promised to install panic buttons in schools and police patrols nearby, but the protest continued.

    Acapulco street seller Elizabeth Garcia, a 26-year-old mother of two, said she felt calmer keeping her kids at home.

    "I don't know if it's better that they don't go to school, but at least I know where they are," Garcia said.

Teachers Without Borders

PAKISTAN: Schools Rise From the Rubble - IPS - 0 views

  • PESHAWAR, Jun 26, 2011 (IPS) - Violence in the tribal areas of northwest Pakistan has kept students away from school, in some areas for at least two years. Now, officials are trying to make up for lost time by holding classes even under tents or trees.
  • "We are overwhelmed to be back in school," said third grade student Jaweria over the phone from Orakzai. The Taliban bombed her school in August last year, she said, leaving students idle.
  • Orakzai Agency is one of seven "agencies" or tribal units that constitute Pakistan’s Federally Administered Tribal Areas (FATA). FATA is the war-torn region between Afghanistan and the province of Khyber Pakhtunkhwa (KP) in northwest Pakistan, which has become the base of the Taliban and Al- Qaeda.
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  • In Orakzai alone, militants blew up nearly 80 educational institutions, including several schools from primary to high school for boys and girls, and one Degree College for men. Last February, militants destroyed the lone Girls’ Degree College, whose 235 students continue holding classes atop the debris.
  • The move will put some 4,500 students back on track with their schooling, and employ 192 teachers as well.
  • "The students study under the shade of trees, while they use the tents to store their bags. This is because there is no electricity inside the tents while outside the students enjoy a good atmosphere," said teacher Shahidullah Khan. At the moment, the students use mats in lieu of school desks, which will be provided in the future, he added.
  • Khan said the FATA has 5,478 schools and colleges, hundreds of which have been damaged, depriving some 255,000 students of education. The government was forced to shut down another 18 due to violence, leaving more than 300 teachers jobless.
  • In Mohmand Agency, the militants flattened 108 schools affecting almost 90,000 students. The authorities said they have reopened 44 boys’ and 12 girls’ schools in tents, while the rest are being reconstructed.
  • These government-run schools are the only source of modern education for students in the FATA. They offer classes from the first to the 10th grade, but students have to source their own books and other school materials. Gibran Khan is another beneficiary of the tent school that was established on May 30. "I was sad when our school was destroyed in January this year but now I am happy," said Khan, a 12-year-old fifth grade student.
  • Statistics for female literacy in the FATA are also disturbing. Neighbouring KP province has a female literacy rate of 30 percent, but the rate is FATA is a mere three percent. The national literacy rate for females is 54 percent.
  • "We have launched a programme in which we are going to reconstruct damaged schools. The government of Japan is assisting in rebuilding 80 schools in FATA," said Ghafoor Khan, education officer of the FATA Secretariat.
Teachers Without Borders

UN calls for better protection from attacks on schools « World Education Blog - 0 views

    A new UN report supplies further evidence of the disturbing trend towards attacks on schools that we documented in the 2011 Education for All Global Monitoring Report, The hidden crisis: Armed conflict and education.
Teachers Without Borders

Rape in war zones takes huge toll on education « World Education Blog - 1 views

    Robbing children of a secure home environment and traumatizing the communities that they live in profoundly impairs prospects for learning. Sexual violence creates a wider atmosphere of insecurity that leads to a decline in the number of girls able to attend school.
Teachers Without Borders

Education and conflict in Côte d'Ivoire: a deadly spiral « World Education Blog - 0 views

  • The political upheaval in Côte d’Ivoire is taking a heavy toll on education, especially in the north, illustrating starkly the devastating impact conflict can have on learning opportunities – and the vicious circle in which conflict and education can become trapped.
  • A teacher described his school in Abidjan, the commercial capital, as much better than others in the city: “There are around 63 students per teacher – that’s a small class; it’s considered good. But there are no tables, no chairs, sometimes there’s no light. Sometimes students take it in turns to come into the classroom to sit on the few chairs.”
  • This year’s Global Monitoring Report focuses on other ways in which education failures can stoke conflict – such as perpetuating prejudice instead of promoting tolerance, and failing to pass on the skills that children need to escape poverty. The report lays out practical steps that governments and the international community can take to make sure that education builds peace rather than fanning the flames of war.
Teachers Without Borders

Education doesn't save lives, so why should we care? « World Education Blog - 1 views

  • Education is one of the hidden costs of conflict and violence. Almost 750,000 people die as a result of armed conflict each year, and there are more than 20 million displaced people in the world. Violent conflict kills and injures people, destroys capital and infrastructure, damages the social fabric, endangers civil liberties, and creates health and famine crises. What is less known or talked about is how violent conflict denies million of children across the world their right to education.
  • Armed violence often targets schools and teachers as symbols of community leadership or bastions of the type of social order that some armed factions want to see destroyed. Children are useful in armies as soldiers, as well as to perform a myriad of daily tasks from cooking and cleaning to sexual favours. Children need to work when members of their family die or are unable to make a living, and families remove children from school fearing for their lives and security.
  • profound long-term effects of educational losses among those exposed to conflict.
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  • In particular, relatively minor shocks to educational access – even as small as one less year of schooling – can have long-lasting detrimental effects on the children that are out of school, as well as on the human capital of whole generations.
  • But human capital – the stock of skills and knowledge we gain through education and experience – is the backbone of successful economic and social recovery. Ignoring these long-term consequences will endanger any attempts to rebuild peace, social justice and stability.
Teachers Without Borders

Reuters AlertNet - DRC: Where schools have flapping plastic walls - 0 views

  • KIWANJA, 19 July 2010 (


    ) - It is a sunny day at the Mashango primary school in the Democratic Republic of Congo's (DRC's) North Kivu Province. That is good news for teacher Dusaba Mbomoya who is holding a geography exam under a roof filled with holes in a classroom where flapping pieces of plastic do duty as walls. Even the blackboard has holes large enough for students to peer through.

    "When it rains we allow the pupils to go back to their houses," said Mbomoya.

  • Most classrooms are dark and crumbling with limited teaching materials.

    With the government opting out, Save the Children estimates that parents are forced to finance 80-90 percent of all public education outside the capital Kinshasa, though under the DRC's 2006 constitution elementary education is supposed to be free.

    Teachers' salaries go unpaid which means parents must contribute to their wages via monthly school fees of around US$5 per pupil.

    Large families and an average monthly income of just $50 means such fees are entirely unaffordable for large swathes of the DRC population - with serious consequences. Estimates from Save the Children and others suggest nearly half of Congolese children, more than three million, are out of school and one in three have never stepped in the classroom.

  • Save the Children's research shows that teachers' pay is so low and so irregular that many take on other jobs, such as farming, taking them away from their classrooms and students.

    The situation is particularly bad in North Kivu where hundreds of thousands have been uprooted by years of war. Some like Laurent Rumvu live in camps for the internally displaced. None of his five school-aged children are in regular education.

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  • Ransacked

    Schools in the area were closed for several months in late 2008 and early 2009 when fighting between rebel soldiers in the National Congress for the Defence of the People (CNDP - now a political party) and the DRC army brought chaos to North Kivu. Children were forcibly recruited from schools by militia groups and the army and students and teachers were shot and abducted, according to the UN Children's Fund (UNICEF). Schools were ransacked and many were occupied by either soldiers or IDPs.

  • After the war, he said 120 fewer pupils returned to classes.

    At Kasasa, CNDP soldiers occupied the school for several weeks, taking books and causing damage. Some pupils were killed during the fighting, and Nkunda said others were traumatized. "Of course the war has had an effect," he said. "Imagine going to school after your parents have been killed."

    Getting displaced children back in school is a priority for international agencies including the Norwegian Refugee Council.

  • "Education is extremely important to the future of Congo," said Mondlane. "With large numbers of displaced children it is extremely important to invest in education in this humanitarian crisis."

    "Bad government"

    Kasasa student Shirambere Tibari Menya, 22, lost four years of his schooling to war.

    Most recently, he fled to Uganda during the fighting in 2008 and is now close to finishing secondary school. But one obstacle remains - a one-off series of final exams which all DRC pupils must take before graduation. Tibari is confident he will pass and would like to go on to study medicine but says his family does not have the $12 he must pay to take the tests.

    "I don't accept that I'm going to lose another year, but you can see that we are studying in bad conditions," he said. "For our parents the main activity is to go to the fields, but they are raped and attacked so we have the problem of food and no money.

    "I blame the government. We are in a bad country with a bad government."

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