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Revisiting the Two Faces of Education in Conflict: Implications for Education Materials

Bush and Saltarelli (2000) told us that there are two faces of education in ethnic conflict – education grievances and structural features that can act as drivers of conflict, and education policies that can build connectors and promote peace. Many countries face new and divisive tensions as economic and other forces impact unevenly on different ethnic, linguistic, religious and other groups, leading to instability and sometimes armed conflict.

The Sustainable Development Goals Targets 4.1 and 4.7 ask educators to see that all children complete primary and secondary school, Read more  »

Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Learning and Teaching Strategies in EiCC, Understand and Strive for Equity, Understanding Crisis and Conflict Contexts

Rapid education and risk assessment (RERA) for the USAID/ERSA (education recovery support activity)

Author: USAID Education Recovery Support Act
Full Citation: USAID Education Recovery Support Act. (2016). Rapid education and risk assessment (RERA) for the USAID/ERSA (education recovery support activity). (Presentation Slides). Mali: Authors
Research Category:
  • Primary Research
    • Planned or ongoing project / program evaluation
Category/Categories:
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Research / Assessment for Program Design/Implementation
    • Understanding Crisis and Conflict Contexts
Location(s):
  • Africa
    • Mali
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Research / Assessment for Program Design/Implementation, Understanding Crisis and Conflict Contexts

A rapid needs assessment guide: for education in countries affected by crisis and conflict

Author: Valerie Haugen
Full Citation: Haugen, V. (2014). A rapid needs assessment guide: for education in countries affected by crisis and conflict. Washington, DC: USAID
Research Category:
  • Project Documents
Category/Categories:
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Research / Assessment for Program Design/Implementation
    • Understanding Crisis and Conflict Contexts
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Research / Assessment for Program Design/Implementation, Understanding Crisis and Conflict Contexts

Rapid education risk analysis in the Gao region

Author: USAID Education Recovery Support Act
Full Citation: USAID Education Recovery Support Act. (2016). Rapid education risk analysis in the Gao region. Mali: Authors
Research Category:
  • Primary Research
    • Planned or ongoing project / program evaluation
Category/Categories:
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Understanding Crisis and Conflict Contexts
Location(s):
  • Africa
    • Mali
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Understanding Crisis and Conflict Contexts

Rapid education and risk analysis El Salvador: final report

Author: USAID Education in Crisis and Conflict Network
Full Citation: USAID Education in Crisis and Conflict Network. (2016). Rapid education and risk analysis El Salvador. (Final report). Washington, DC: Authors
Research Category:
  • Primary Research
    • Planned or ongoing project / program evaluation
Category/Categories:
  • Design, Implement, Research and Evaluate for Better EiCC Programs
    • Research / Assessment for Program Design/Implementation
    • Understanding Crisis and Conflict Contexts
Location(s):
  • Latin America and The Caribbean
    • El Salvador
Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Research / Assessment for Program Design/Implementation, Understanding Crisis and Conflict Contexts

El Salvador Rapid Education and Risk Analysis: Gang Violence and Education Access

In March 2016, I traveled to El Salvador as part of team looking at the impacts of violence and insecurity on education. Although I was aware of the high levels of violence in this country, I was shocked to learn the extent to which the daily lives of students and teachers were affected by violence. Teachers, principals, and international partners alike referred to the drop-out “crisis” in El Salvador – the disappearing students – as a result of gang violence. I heard stories of students who were forced to flee their communities, and in some cases, the country, or hide in their homes instead of attending school. Read more »

Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Understanding Crisis and Conflict Contexts

Rapid Education and Risk Analysis

In late 2015, a Rapid Education Risk Analysis (RERA) was conducted in Gao, Mali by the USAID-funded Education Recovery Support Act project. The purpose of this RERA was to analyze the effects of the crisis on the lives of the population, the school system and the security situation in order to define the project’s implementation strategies for the region.  Read more »

Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Understanding Crisis and Conflict Contexts

Planning for crisis – what can education systems do to prevent and prepare?

Hazards, either natural or human-made, do not necessarily lead to crisis. While education systems are often impacted by crises, there are measures that can be put in place to mitigate risks and increase efficiency and equity.

Ministries of education (MoE) are increasingly aware of this and countries including South Sudan, Uganda, Mali, Burkina Faso and others have started planning for crises before they occur. Read more »

Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Understanding Crisis and Conflict Contexts

Are you a hazard?

When was the last time you asked yourself that question? Too few people do, and too few organizations do.  Then why should you?

Because if you don’t understand the risks around you and your intervention, and how you and your intervention are in a relationship with those risks, odds are you’re a hazard. That means you’re increasing the risks faced by the communities you’re serving.

(The Do No Harm Project helped sound the alarm back in the 1990s about how donors, Read more  »

Posted in Design, Implement, Research and Evaluate for Better EiCC Programs, Understanding Crisis and Conflict Contexts