Category: Bi-Weekly Bulletins
Subject: Bi-Weekly Bulletin (July 2007, vol. 1)
Dear INEE Members,
Please find below the first INEE bulletin for the month of July that contains information and resources of interest and relevance to those working in the field of education in emergencies, chronic crises and early reconstruction. This information will also be posted on the INEE website for easy access (when possible). We would also like to encourage you to share any helpful resources and information that you encounter with the INEE Secretariat for inclusion in future updates for members and on the website. Please forward your suggestions with necessary attachments and web links to <.
We hope that you will find this bulletin interesting and helpful.
Sincerely,
INEE Secretariat
In this issue:
Resource: Latest education indicators from the UNESCO Institute for Statistics
Toolkit: A toolkit on positive discipline, with particular emphasis on South and Central Asia (Save the Children – Sweden)
Database: CREATE! Framework for behaviour change when working with health issues
Website: Launch of “Resources on Youth Reproductive Health and HIV/AIDS” by The Interagency Youth Working Group (IYWG)
News and Publication: Experts discuss textbooks as instruments for peace
News Report: UNICEF condemns attacks on schoolchildren in conflict areas
Job Posting: Vocational Education and Training Program (VET) Coordinator in Afghanistan – IRC
Job Postings: Project Director and Education Specialist – Combating Exploitive Child Labour in Colombia – IRC
Resource: Latest education indicators from the UNESCO Institute for Statistics
UNESCO’s Institute for Statistics (UIS) has released the latest available global literacy statistics, along with internationally comparable education indicators for the 2005 school year. This release coincides with the launch of the new UIS Data Centre. With over 1,000 types of indicators and data on education in over 200 countries, the UIS Data Centre allows users to download existing statistical tables related to UNESCO’s work or build their own statistical tables by choosing a country, region or theme.
Publication available at:
Toolkit: A toolkit on positive discipline, with particular emphasis on South and Central Asia (Save the Children – Sweden)
Physical and humiliating punishments are recognised by the UN Study on Violence against Children as the most common form of violence affecting children the world over. It has a high degree of acceptability in South and Central Asia, as a method of instilling discipline and exercising control over children by adults within the home, schools, work place and in institutions. Physical and humiliating punishment can be replaced by techniques of positive discipline.
The Toolkit on Positive Discipline equips anyone who is involved with children - professionals, parents, teachers and care-givers - with precise tools and concrete activities to raise disciplined children without using physical and humiliating punishments. The toolkit can also be used with older children who could make use of some of the tools in their own collective efforts to prevent violence against children. The toolkit can also be used as an educational tool with NGO partners.
The toolkit has been developed by a regional group of experienced people working to end physical and humiliating punishment with support from Pepa Horno Goicoechea, Save the Children Spain.
To access the report, please visit:
To order a hard copy of the report, write to:
Prajwol Malekoo (<) and copy Neha Bhandari (<)
Database: CREATE! Framework for behaviour change when working with health issues
UNICEF is pleased to announce the launch of CREATE! (Communication, Resources, Essentials, And Tools for Emergencies), a creative resource tool meant to speed up emergency response. Communication is a critical component of successful disaster response. UNICEF, supported with funding by the Government of Japan, developed the CREATE! framework in order to open the channels of communication and facilitate immediate emergency communications and response.
CREATE! presents a core set of tools developed in cooperation with programme communication teams in countries judged to be at a particularly high risk of future disasters. By following the CREATE! framework, appropriate, effective and professionally produced emergency communication tools can be adapted, produced and delivered to where they are most needed in a matter of hours or days. This enables an immediate programme communication response as well as facilitating transition towards recovery and reconstruction. Currently, the database contains useful resources for educating about many important health issues, including avian flu, immunisation, infant & young child feeding, malaria, and water, sanitation, & hygiene.
To access the database, please visit:
For more general information on the topic of communication and health issues, please visit:
Website: Launch of “Resources on Youth Reproductive Health and HIV/AIDS” by The Interagency Youth Working Group (IYWG)
The Interagency Youth Working Group (IYWG) announces the launch of a new website, “Resources on Youth Reproductive Health and HIV/AIDS”. This unique global resource provides materials designed for those working with youth in developing countries. The site features guidance on key program areas and best practices, publications grouped by organisations with major youth resources, an easily searchable database of more than 900 recent resources, research tools, training materials and websites for youth.
Please visit the website at:
INEE members may find the following section on “Sexuality and Family Life Education” particularly interesting as it provides information and useful resources on dealing with the sensitive issue of sexuality in education:
The website also has a “Teacher Training” section which provides access to reports and briefs, tools and guides, and electronic resources, which are particularly useful for educators:
News and Publication: Experts discuss textbooks as instruments for peace
“Thinking and Building Peace through Innovative Textbook Design” was the title of a meeting of experts from Europe and the Arab States hosted by UNESCO on 14 and 15 June. The aim of the meeting was to produce guidelines for promoting peace and intercultural understanding through curricula, textbooks and learning media within the UNESCO-ISESCO Cooperation Programme. At the meeting, some 25 authors, publishers and researchers from Europe and the Arab States shared information and experiences in the instructional design of textbooks. Thematic discussions focused on practical ways of incorporating concepts, attitudes and skills for global citizenship into the learning process and making them accessible to all learners. During the meeting, the UNESCO/IBE publication “Textbooks and Quality Learning for All: Some Lessons Learned from International Experiences” (2006, Eds Cecilia Braslavsky and Katya Halil) was launched.
For more information, please contact:
or visit:
For more information about the above publication, please visit:
News Report: UNICEF condemns attacks on schoolchildren in conflict areas
According to the UN, two schoolgirls were killed at a girls’ school in Afghanistan in recent weeks, and another three students and a teacher were injured; while in Gaza, one student travelling to national college entrance exams was killed, and in a separate incident another was injured, in crossfire. In a news release on June 29, 2007, the United Nations Children’s Fund (UNICEF) condemned continuing attacks on schoolchildren and educational facilities in conflict zones around the world, citing recent incidents in Asia, the Middle East and Africa. “Attacks on schoolchildren are unacceptable,” said UNICEF Executive Director Ann M. Veneman. “Schools must be safe environments for children to learn and thrive.”
UNICEF stated that, “In parts of Iraq parents remain justly concerned about the risks involved in sending their children to school, and insecurity has closed schools in the Central African Republic, Nepal and Sri Lanka.” The agency also cited evidence that where an education system continues to function, students will face real risks to take advantage of the opportunities that education provides. In the occupied Palestinian territory in June, some 60,000 students in both Gaza and the West Bank made it through 10 days of entrance exams, despite the current crisis.
“Children have the right to a safe learning environment at all times, even under the most difficult of circumstances,” Ms. Veneman stated.
For more information on this and other stories, please visit the UN News Centre:
To listen to news and in-depth programmes from UN Radio please visit:
Job Posting: Vocational Education and Training Program (VET) Coordinator in Afghanistan – IRC
The International Rescue Committee (IRC) is seeking a dynamic, motivated individual with strong management and technical skills to lead their Vocational Education and Training Program in Afghanistan. The VET Coordinator will provide overall strategic leadership to IRC Afghanistan’s VET program, overseeing a team of 25 staff and a network of 25 local NGO partners, working in 12 provinces throughout Afghanistan. The Coordinator will be expected to ensure high standards of program implementation, explore opportunities for strengthening and expanding the program, and deepen the IRC’s relationship with their partners. In addition, the Coordinator will lead IRC’s support to the Government of Afghanistan as they develop their National Skills Development & Market Linkages Program. The VET Coordinator’s responsibilities extend to a number of areas, including program quality/management, staff development, and coordination/representation.
The successful candidate will have the relevant post-graduate qualification, as well as at least three years of program management experience and extensive international experience implementing vocational education and/or skills training programs in post-conflict settings. Familiarity with international core labour standards and rights-based programming is a requirement, and strong communication and interpersonal skills, including good written and verbal skills in the English language are a must. Professional experience in Muslim communities is preferred.
For more information, please visit:
[Please contact the IRC directly with any inquiries about this position. Please do not contact the INEE Secretariat.]
Job Postings: Project Director and Education Specialist – Combating Exploitive Child Labour in Colombia – IRC
The International Rescue Committee is seeking qualified applicants for its competitive bid to the U.S. Department of Labour to implement a project aimed at promoting the elimination of exploitative child labour, particularly the worst forms of child labour in Colombia, through the provision of direct educational services, policy work, awareness-raising, and research.
Project Director: The Project Director will be responsible for overall project management, supervision, administration, and implementation of the requirements of the cooperative agreement. S/he will establish and maintain systems for project operations, ensure that all cooperative agreement deadlines are met and targets achieved, maintain working relationships with project stakeholders, oversee reports, and manage project staff and monitor work of IRC partners. The successful candidate will have a Master’s Degree or higher in education and a minimum of 6 years of professional experience in leading the implementation of complex basic education programs in developing countries. S/he should have experience in education policy, improving educational quality and access, assessment of disadvantaged students, development of community participation in improving basic education for disadvantaged students, and monitoring and evaluation of projects.
Education Specialist: The Education Specialist will be responsible for providing leadership in developing and implementing the technical aspects of the project in collaboration with the Project Director. Duties include designing the formal project plan within six months of grant award in coordination with the Project Director, training project staff, monitoring program performance, planning and implementing teacher training initiative, and tracking project budget and field expenditures. The successful candidate will have a Master’s Degree or higher in education and a minimum of 3 years of professional experience in managing the technical implementation of complex basic education programs in developing countries. Experience in student assessment, teacher training, educational materials development, educational management, and educational monitoring and information systems is important.
Both positions require candidates to have fluency in English and Spanish, knowledge of exploitive child labour issues, strong writing and editorial skills, and the ability to work under pressure.
For more information, please visit:
[Please contact the IRC directly with any inquiries about this position. Please do not contact the INEE Secretariat.]
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