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Who holds the definition of education in emergencies? Who disseminates that knowledge to whom and how? The paper describes findings of Save the Children’s global, participatory process to create consensus around the definition of EIE and answer these questions. Our theory was that through a collective, participatory, global process we could first, reach global commitment to a shared conceptual framework for EIE and second, select from the rich world of resources a vetted library of resources, and third create a toolkit to link the two. We had a lot to draw on--since our founding in 1919, Save the Children has provided emergency relief in natural disasters, war, health crises and economic crises. Our method included, a global identification of EIE interventions across acute response to protracted, multiple crises; mapping of available evidence against our theory; soliciting the best resources from around the globe; and pulling it all together.
Among our many findings was the realization that we could indeed use a participatory process to define EIE and agree: our intended outcomes, conceptual framework and principles, a vetted library, and a toolkit pulling it all together. For Save the Children education in Emergencies means the provision of uninterrupted, high-quality learning opportunities for children affected by humanitarian crises. It is about making sure children can learn regardless of who they are, where they live or what is happening around them and ensuring that they are safe while learning. Specifically, as part of our ambition that all children learn from quality basic education Save the Children commits to ensuring literacy, numeracy, and wellbeing for all children, including those whose lives are affected by emergencies. Our collective efforts identified 27 education in emergency topics and matched specific EIE interventions to our conceptual framework for quality basic education.
Towards this end, we have developed the Education in Emergencies Essential Resource Pack (EiE ERP). This package of resources includes three components: A framing document that document defines Save the Children’s education in emergencies aim, principles, and framework. A toolkit, organized by the framework, including a step-by-step guide to selecting and sequencing interventions according to specific barriers to education, linked to resources in the library. A select library, organized by the framework, of Save the Children staff vetted education in emergencies resources.
The final section of this paper describes how we managed vertical and horizontal knowledge transfer of the EIE ERP. Activities included: sharing with networks, piloting in emergency responses, integrating in accredited EIE training programs, and building a supportive operational environment. These activities constitute the piloting of the EIE Essential Resource Pack, and will occur in Q4 of 2017 and Q1 2018. The subsequent findings will be added to this paper and presentation.