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Teachers Without Borders

Which countries spend more on arms than primary schools? | News | guardian.co.uk - 1 views

www.guardian.co.uk/...adult-literacy-war-crimes

developing nations teachers education conflict schools report

shared by Teachers Without Borders on 06 Apr 11 - No Cached
  • "When wars break out, international attention and media reporting invariably focus on the most immediate images of human suffering. Yet behind these images is a hidden crisis. Across many of the world's poorest countries, armed conflict is destroying not just school infrastructure, but the hopes and ambitions of generations of children."
  • According to the report's data, 21 developing countries spend more on arms than on primary schools. Meanwhile, only 2% of humanitarian aid goes towards education (with the vast majority of aid requests for education in conflict-affected states left unfulfilled).
  • The consequences are stark. In poor countries affected by conflict: 28 million children of primary school age are out of school (42% of the world's total) a child is twice as likely to die before their fifth birthday (compared with a child born in a poor but stable country) about 30% of the young people aged 15-24 are illiterate (compared with 7% in other poor countries)
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  • But while the Unesco report examines the effects of conflict on education, it criticises donor countries for skewing assistance towards a small group of "strategic" countries while neglecting the world's other equally poor and equally conflict-affected countries. While aid for basic education increased more than fivefold in Afghanistan during the past five years, for example, it stagnated or declined in other conflict-affected countries, such as Ivory Coast.
  • Globally, more children are going to school than ever before but, according to the report, the number of children out of school is falling far too slowly, and progress is far too varied across the different regions of the world.
  • Half-of the world's out-of-school children live in just 15 countries. The largest population of out-of-school children is in Nigeria (8.3 million), followed by Pakistan (7.3 million), India (5.6 million), Ethiopia (2.7 million), and Bangladesh (2 million)
  • In sub-Saharan Africa, about 10 million children drop out of school every year
  • It also points to key capacity gaps – for example, that another 1.9 million teachers will be needed by 2015 to achieve universal primary education
Teachers Without Borders

Conflict takes a huge toll on education « World Education Blog - 0 views

efareport.wordpress.com/...takes-a-huge-toll-on-education

conflict education EFA UN

shared by Teachers Without Borders on 01 Jun 10 - Cached
  • Children and education systems are often on the front line of violent conflict. Of the world’s 72 million children who don’t attend school, about one-third live in only 20 conflict-affected countries.
  • The report will also explore the role of inappropriate education in fostering conflict and explore ways that education can be a force for peace, social cohesion and human dignity.
  • Save the Children, which in 2006 launched its campaign Rewrite the Future to get children in conflict-affected countries into school, released a report this month called The Future is Now, which points out that “civilians now make up more than 90% of casualties in the world’s conflicts and about half of those are children.”
Teachers Without Borders

Peace Education - 1 views

escolapau.uab.cat/index.php

peace_education peace education lesson ideas

shared by Teachers Without Borders on 01 Jun 11 - No Cached
  • stephknox24 on 01 Jun 11
     
    The Bank of Resources of Peace Education activities of the School For a Culture of Peace now has 50 activities in English. We invite you to take a look and use them freely! The Resource Bank makes available participative activities (role plays, group dynamics, and other methodologies) on peace education, conflict education, intercultural education and education for international understanding. There are 50 activities posted in English and 100 activities posted in Spanish and Catalan.
  • Teachers Without Borders on 01 Jun 11
     
    Peace education is understood to be "a permanent, continuous, and dynamic process rooted in concepts of positive peace and a creative outlook toward conflict. By focussing on socio-affective and problematizing causes, positive peace aims to develop a new culture of peace which enables individuals to critically discern the reality in which they are immersed and to act upon it …" (Jares, Xesús (1999). Educación para la paz, Madrid: Editorial Popular)
Teachers Without Borders

Aid donors get an F for education « World Education Blog - 0 views

efareport.wordpress.com/...-donors-get-an-f-for-education

aid funding development education EFA

shared by Teachers Without Borders on 27 Mar 11 - No Cached
  • This is a war zone. Families in the sprawling camp have lost everything – everything that is except a drive to get their kids an education. In the midst of the most abject poverty, parents have come together to build makeshift classrooms, hire a teacher, and buy a blackboard. Many of the kids work in the afternoon, selling charcoal to pay the $1 fee charged every term. “Being in school is fun – and people with an education can have a better life. I’ll be a doctor,” says David Ichange, aged 12.
  • If every girl in sub-Saharan Africa had a secondary education, it would cut under-five deaths by around 1.8 million. The reason: educated mothers are empowered to demand better health and nutrition provision.
  • The same holds for cutting poverty. If every child in a low income country got into school and left with basic reading skills, the growth effects would lift 171 million people out of poverty. That’s a 12% decline.
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  • Here are the facts. We need around $16 billion in aid to achieve the international development targets in education – targets that donors have signed up for. Currently, aid levels are running at around $4.7 billion and stagnating.
  • Education in conflict-affected states is getting spectacularly short shrift. Humanitarian aid could play a vital role in keeping open opportunities for schooling in communities displaced by violence. Yet education receives just 2% of humanitarian aid – and no sector receives a smaller share of the emergency aid requested in emergency appeals.
  • Of course, some countries in conflict do receive substantial support. Afghanistan gets more aid for basic education than the Sudan, the DRC, Ivory Coast, Central African Republic and Chad combined. But the general picture is one of overwhelming neglect.
  • Yet effective aid on education is an investment in creating the hope and opportunity that makes conflict less likely by breaking the link between poverty and violence. Cutting aid for education is the type of cent-wise, dollar-dumb thinking that the Tea Party has brought to the budget reform table.
  • That $16 billion that we need in aid for education represents just six days worth of what donors spend each year on military budgets. Viewed differently, it’s roughly equivalent to the bonuses dished out to investment bankers in the City of London last year.
  • So, here’s the question. What do you think offers the best value for money? A global education initiative that could put over 67 million kids in school, or a week’s spending on military hardware. Do you really think we get a bigger bang for our buck by funding the indulgences of the team that brought you the crash rather than by financing books and schools that offer millions of kids a way out of poverty – and their countries a route into global prosperity?
Konrad Glogowski

Educators in Exile - 0 views

publications.thecommonwealth.org/educators-in-exile-965-p.aspx

Education_Under_Attack teachers report refugees PDF

shared by Konrad Glogowski on 27 May 13 - No Cached
  • Konrad Glogowski on 27 May 13
     
    Much of the literature surrounding education in emergencies focuses on the impact of armed conflict on children. Surprisingly little focuses explicitly on teachers, and yet it is commonly acknowledged that the biggest influences on the education a child receives are the knowledge, skills and attitudes of their teacher. Through field research from Kenya, South Africa and Uganda, the study examines the role and status of teachers in emergencies. It identifies the issues refugee teachers face and makes recommendations on how policy can better address their particular needs and protect their rights, and thus improve access to and quality of education to populations affected by an emergency. The research findings also include data on South Sudan and the status of teachers returning there from exile.
Konrad Glogowski

Children still battling to go to school | World Education Blog - 1 views

efareport.wordpress.com/...still-battling-to-go-to-school

Education_Under_Attack EFA Education_in_Emergencies education Mali Syria report PDF

shared by Konrad Glogowski on 16 Jul 13 - No Cached
  • Konrad Glogowski on 16 Jul 13
     
    28.5 million children in conflict-affected zones are unable to go to school. These children now make up 50% of those denied an education, up from 42% in 2008,
Teachers Without Borders

CENTRAL AFRICAN REPUBLIC: Education against the odds - AlertNet - 0 views

www.trust.org/...lic-education-against-the-odds

Central African Republic schools education Education Under Attack

shared by Teachers Without Borders on 26 Feb 11 - No Cached
  • Decades of political violence in northern Central African Republic have caused widespread destruction and displacement. The educational sector has been badly affected by a dire shortage of teachers and adequate physical infrastructure. For thousands of children, classes take place not in solid buildings of brick, but in rudimentary “bush schools”.
  • “Needs are huge and funds insufficient. More appropriate infrastructure as well as qualified teachers are needed. Because of difficulties in the conflict-affected areas of the North, disparities in terms of access and quality are deepening,” Farid Boubekeur, chief education officer with the UN Children’s Fund (UNICEF) in CAR, told IRIN.
  • For about 200 pupils of the primary school Ecole Ouande, in the Linguiri Village of the M'Brès Sub-Prefecture in the northeast of the country, lessons are conducted under a big tree with five pupils sharing each wooden desk.
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  • Many of the pupils attending schools in the area were forced to flee their homes due to the conflict between rebel groups and government forces, and are now living in informal settlements in and around the village.
  • “Finding teachers who would want to work in this area is very difficult. But pupils’ parents are very supportive and voluntarily contribute with 100 CFA each [50 cents] to support the trainee teacher,” said one of the teachers.
stephknox24

Common Ground News Service - 0 views

www.commongroundnews.org/about.php

peace_education

shared by stephknox24 on 10 Aug 11 - No Cached
  • stephknox24 on 10 Aug 11
     
    As an initiative of the international conflict transformation organization Search for Common Ground, CGNews welcomes all stakeholders to share their perspectives on key issues affecting Muslim-Western relations. 
Teachers Without Borders

IRIN Global | Girls fare worse in disasters | Global | Aid Policy | Conflict | Disaster... - 0 views

www.irinnews.org/...girls-fare-worse-in-disasters

gender girls education disasters conflict

shared by Teachers Without Borders on 25 Oct 13 - No Cached
  • During disasters, girls fare worse than the rest of the population, according to a new report released on 11 October by child rights NGO Plan International. “Men, women, boys and girls experience disasters in different ways. Pre-existing inequalities and vulnerabilities will be exacerbated in disasters and will affect girls and women more,” said Plan International regional director Gezahegn Kebede at an event for the launch of the report.
  • “In emergencies, given their gender, age, and humanitarian status [girls] experience triple disadvantage,” said Kebede. However, education can be a powerful mitigating tool, and can significantly improve their livelihoods.
  • The report entitled The State of the World’s Girls 2013: In Double Jeopardy: Adolescent Girls and Disasters argues that a combination of political, economic, social and cultural attitudes can lead to discrimination of girls during disasters.
Teachers Without Borders

IRIN Global | GLOBAL: Many more in school but many still out | Asia East Africa Great L... - 0 views

www.irinnews.org/report.aspx

education Africa school children EFA MDGs

shared by Teachers Without Borders on 04 Jun 10 - Cached
  • Of the 72 million children out of school [down from 115 million in 2006], 39 million live in conflict-affected countries, according to The Future is Now report, published on 11 May by the Save the Children Alliance.
  • In Liberia, 73 percent are out of school, and in Somalia 81 percent have no access to education. In Afghanistan’s Uruzgan, Helmand and Badges provinces, 80 percent are in the same boat. “Without urgent action to help these hardest-to-reach children, Millennium Development Goal Two – that all children get a full course of primary schooling by 2015 – will not be met,” the report warned.
  • In Southern Sudan, only 14 percent of the children attended school during two decades of conflict that ended in 2005, according to the UN Children’s Fund, UNICEF. In Angola, at least two million have enrolled in school but 1.2 million are still out, yet only 54 percent complete primary school. Similarly in Iraq, 22 percent of school-going age children failed to attend school in 2007. A study by the education ministry and UNICEF, found that 77 percent of these were female.
Meghan Flaherty

Definition - Gender - 0 views

webcache.googleusercontent.com/search

gender

shared by Meghan Flaherty on 26 May 10 - Cached
  • Gender “Gender” refers to the social differences and relations between men and women which are learned, vary widely among societies and cultures, and change over time. The term “gender” does not replace the term “sex”, which refers exclusively to biological differences between men and women. For example, statistical data are broken down by sex. The term “gender” is used to analyse the roles, responsibilities, constraints, opportunities and needs of women and men in all areas and in any given social context. Gender roles are learned behaviours in a given society, community or other social group. They condition which activities, tasks and responsibilities are perceived as male and female. Gender roles are affected by age, class, race, ethnicity and religion, and by the geographical, economic and political environment. Changes in gender roles often occur in response to changing economic, natural or political circumstances, including development efforts or structural adjustment, or other nationally or internationally based forces. The gender roles within a given social context may be flexible or rigid, similar or different, and complementary or conflicting. Both women and men are involved in reproductive, productive and community management activities and play roles within social and political groups. Their involvement in each activity reflects the gender division of labour in a particular place at a particular time. The gender division of labour must be reflected in gender analysis.
Teachers Without Borders

IRIN Africa | CENTRAL AFRICAN REPUBLIC: Idris Gilbert, "Teaching is my passion but to e... - 0 views

www.irinnews.org/report.aspx

education africa Central African Republic teachers teaching

shared by Teachers Without Borders on 23 Feb 11 - No Cached
  • N'dele, 21 February 2011 (IRIN) - With literacy and school-enrolment rates among the lowest in the world, the continuing fighting between local rebel groups is putting even more pressure on CAR’s fragile education system.  Years of displacement have caused the collapse of school attendance. Destroyed or looted facilities are still being rebuilt and the recruitment of teachers in areas affected by violence in the North is extremely difficult, leaving humanitarian aid organizations battling to providing basic education.
  • “I decided to stay in the village anyway. I was trying to keep regular lessons with the children in school though the situation was so fragile a lot of people had left. Many of them never came back.
  • “Since I left I haven’t been under contract with the government any more. However, I decided to carry on with teaching in rural areas, even though I am not paid for it. Teaching is my passion but now to earn some money I have to cultivate people’s land.”
Teachers Without Borders

IRIN Africa | BURUNDI: Helping returnee students overcome language barrier | Burundi | ... - 0 views

www.irinnews.org/report.aspx

Burundi education languages refugees teachers schools

shared by Teachers Without Borders on 03 Mar 11 - No Cached
  • MAKAMBA, 24 February 2011 (IRIN) - Unversed in Burundi's official languages of French and Kirundi, children of refugees returning after decades spent in Anglophone countries, such as neighbouring Tanzania, often find it difficult to continue their studies and some drop out.
  • To ensure such students continue learning, a group of returnee teachers has set up an education centre in the commune of Mabanda in Makamba Province, near Tanzania. The teachers work without pay. "We couldn't just sit back while our children faced a lack of education due to a language barrier," Norbert Bitaboneka, the principal, told IRIN. Swahili and English are the languages of instruction at the facility, the Centre Prévisionnel de l'Afrique de l'Est (East African Planning Centre), in line with the Tanzanian curriculum. The language of instruction in Burundian schools is French.
  • Most of the returnee students affected by the language barrier are those whose parents fled Burundi during civil war in 1972.
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  • "When I returned from Tanzania, I hoped to continue with my studies but I had no chance of doing so because I didn't understand French or Kirundi," Imed Hakiza, now a small-scale trader at Mabanda market, said.
  • “The situation is complex. The school is not recognized by Burundian law but teachers and the principal are doing something good, which made us decide not to close the school even though we were asked to do so," he added.
  • "Besides language training, we are adopting a holistic approach in providing returnees with life skills like sports for integration, culture and arts, awareness-raising and discussions of youth-relevant issues such as HIV/AIDS, sexual and reproductive health, environmental awareness and conflict resolution," Zeus said.
  • According to RET, some 690 students are enrolled in intermediate level courses to learn French and Kirundi and culture clubs have been set up in 37 secondary schools across the provinces of Bururi, Makamba and Rutana.
Teachers Without Borders

AFP: Fears of violence shake Mexico schools - 0 views

www.google.com/...M5hRRS8DzkbgEm4L2MKyXrtMH_Wt8w

Mexico violence conflict drugs education schools

shared by Teachers Without Borders on 08 Oct 11 - No Cached
  • 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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  • 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).
  • 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.
  • 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

UNICEF - At a glance: Occupied Palestinian Territory - UNICEF provides support to Pales... - 0 views

www.unicef.org/...oPt_59933.html

children community education UNICEF palestinian territory Palestine Israel

shared by Teachers Without Borders on 06 Oct 11 - No Cached
  • DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
  • Country website Countries in this region All countries   UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions By Monica Awad DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
  • Despite these efforts, a newly added classroom was knocked down a few months later, right before the eyes of 15 students who were forcibly moved out just minutes before the walls caved in.
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  • Rana Najadeh, 12, recalled her horror as she bore witness to the destruction. “I got very scared when the soldiers came to demolish our class,” she said. “I rushed out to check on my six year old brother Suleiman, who was crying.” The demolition did not end there, however, as nine other residential structures were also destroyed that day, leaving 30 children and their families homeless. 
  • Thankfully, UNICEF and Islamic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play.
  • amic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play. “Sometimes for children it is simply the opportunity to play and have fun – be a child – in a safe environment,” said UNICEF Deputy Special Representative, Douglas G. Higgins. “In the end, the psychosocial project is important for children to have a sense of stability, normality and opportunity to reach their potential.” Dkaika children are not the first ones to receive help however, as UNICEF has worked with ECHO since 2003 to help Palestinian children and their families cope with the conflict and violence that affects their daily lives. The activities focus on children who live in areas exposed to frequent home and school demolitions, as well as young Bedouins and children with disabilities. “We must not fail Dkaika children,” said the Deputy Special Representative. ”Education is the cornerstone for peace and security and is at the heart of equity.” var emailarticleloc = location.href; emailarticleloc = emailarticleloc.replace("http://www.unicef.org",""); emailarticleloc = emailarticleloc.replace("http://unicef.org",""); var emailarticle = "Email this article Email this article UNICEFBLOG.addentry({ linkClassName: "bloglink", image: "", title: "UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions", blurb: "DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment. 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Teachers Without Borders

PAKISTAN: Schools Rise From the Rubble - IPS ipsnews.net - 0 views

ipsnews.net/news.asp

PAKISTAN schools Education Under Attack violence conflict

shared by Teachers Without Borders on 29 Jun 11 - No Cached
  • 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

As turmoil continues, children remain out of school in Côte d'Ivoire | Back o... - 0 views

www.educationandtransition.org/...-out-of-school-in-cote-divoire

Cote D'Ivoire education schools Education Under Attack

shared by Teachers Without Borders on 01 Jul 11 - No Cached
  • “We arrived at school at 7:30 a.m. as we always do on a school day. At exactly 8:30 we could hear shooting coming from the direction of a neighbouring village,” recalls Pafait Guei, a 14-year-old boy in sixth grade, who usually attends Beoua village primary school in western Côte d’Ivoire.
  • Pafait and his friends have not been in school since that day, on 17 March. Côte d’Ivoire has been through political crisis and violence following disputed presidential elections last year. Although the political deadlock has been resolved with the new President, Alassane Outtara, sworn in, there is still a tremendous push required to restore the volatile situation in the country.
  • UNICEF, with the support of the Government of Côte d’Ivoire and its partners, has been targeting one million children for the national ‘Back to School’ campaign in the 10 most vulnerable regions in the western and southern parts of the country.
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  • “I don’t know when school will start. I know that it’s not good for me to be sitting at home, but none of the teachers have returned to Beoua as their homes are still occupied by the military,” says Pafait.
  • Several schools in western Côte d’Ivoire remain closed, due to the occupying of teachers homes and, in some cases, school buildings by the armed forces. UNICEF is currently actively engaged in negotiations with the Government of Côte d’Ivoire to get the occupied homes and buildings vacated immediately.
  • Learning in a safe and protective environment is crucial for a child. One of UNICEF’s main challenges here remains access to education for the most vulnerable children in the conflict-affected areas because of insecurity.
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