The Djibouti Declaration – A New Global Compact for Those Fleeing Violence, Seeking Safety

In the village of Sebagoro, in Uganda, on the shore of Lake Albert, tens of thousands of refugees have arrived from the Democratic Republic of the Congo. They are being moved into settlements provided by the Ugandan government. This ongoing effort follows the Comprehensive Refugee Response Framework (CRRF), which envisions a world in which refugees can come to countries where they are safe and welcomed. The CRRF recognizes that when refugees can support themselves and their families, when they’re given that chance, they can make positive contributions to their communities.

Recently, the countries of Djibouti, Ethiopia, Kenya, Uganda, Tanzania, and Zambia agreed to apply the CRRF to the current crisis. That agreement, called the Djibouti Declaration, proposes the following:

  • supporting refugees’ immediate and ongoing needs (i.e. protection, heath, and education);
  • assisting local and national institutions and the communities receiving refugees;
  • expanding opportunities for those in need of international protection; and
  • increasing opportunities for resettlement and complementary pathways.

ECCN supported USAID in a webcast highlighting the recent Djibouti Declaration on Refugee Education, signed on December 14, 2017. The webcast discusses the implications of the Djibouti Declaration on USAID education investments in the area.

For more information, see the ECCN Djibouti Declaration webpage.



Recent News Items

USAID Releases New EiCC Learning Agenda

USAID has released the new Education in Crisis and Conflict Learning Agenda. The agenda is comprised of five priority questions  in the education in crisis and conflict field and was informed by extensive consultations with USAID colleagues and outside experts.

The five areas of research are:

  • humanitarian and development coherence,
  • student well-being,
  • equity,
  • data monitoring and evaluation, and
  • strengthening institutional capacity

To address the research questions posed in the learning agenda, the USAID Education office, supported by ECCN, will organize and disseminate existing data, generate new evidence, and produce conclusions and recommendations through academic research, situational analyses, literature reviews, case studies, peer to peer learning, program and impact evaluations and multi-method tests of the theory of change that guides EICC programming.

Throughout 2018, the USAID EICC team will focus on collaborating with USAID Mission staff and partners to move forward learning activities related to these questions, with the goal of developing learning products that are utilized by staff and partners in program design, implementation and strategic planning processes. Taken as a whole, this new wave of inquiry aims to improve the quality and impact of USAID education programs and technical assistance as well as enhance the shared understanding of what works to improve education in crisis and conflict contexts.

ECCN encourages those who might be doing work that address any areas of this learning agenda to get in touch by sending an email to subject line: Learning Agenda.

We hope this agenda can result in a collective effort to generate learning that can benefit us all.

Help Shape the USG’s new International Basic Ed Strategy

Julie Cram, USAID’s Senior Coordinator of US International Basic Education Assistance, spoke with the ECCN Steering Group to gather views about what the U.S. Government’s priorities should be for the international basic education strategy, particularly from the perspective of education in crisis and conflict. Now, Julie Cram and her team are eager to gather input from the ECCN community.

We invite you to share your views. In particular we encourage members to be as specific as possible, and give examples to illustrate your input.

  1. What are the high-level education outcomes that are most important for children and youth living in crisis-affected contexts?
  2. If the US government were to focus its investments on those outcomes, what medium-term outcomes should we invest in?
  3. What are the two biggest challenges you face in trying to achieve those educational outcomes for children and young people?
  4. Finally, across the US government, what opportunities exist to leverage various agencies’ comparative strengths for improved education outcomes in crisis and conflict regions?

Submit your contributions anonymously or under a name and/or organization by May 13, 2018.

ECCN will compile all the input and share it with Julie Cram’s team.

New Partner Initiatives Program

ECCN is currently accepting applications for its new Partner Initiatives Program. This program is a unique opportunity for knowledge sharing and advancing dialogue on pertinent issues around education in crisis and conflict. For more information, see the Partner Initiatives Program page.

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