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Moving beyond trainings: A ‘learning path’ on Conflict Sensitive Education

Tue, April 16, 1:30 to 3:00pm, Hyatt Regency, Floor: Atrium (Level 2), Garden Room A

Proposal

There has been growing recognition in the education in emergencies (EiE) sector that conflict sensitive approaches are key to minimising the possible negative impact and maximising the positive impact that education programmes and policies can have in emergency contexts, thus making conflict sensitive education (CSE) a key strategy for sustainability in EiE programming.

In response to this global recognition, War Child Holland is in the process of mainstreaming conflict sensitivity in its EiE programming, starting with the capacity building of education advisors and programme managers around CSE. While strong training and e-learning resources exist on CSE, War Child identified the need for a more diverse learning framework that goes beyond training to support EiE practitioners to implement CSE independently. To respond to this need, the organisation has developed a Conflict Sensitive Education (CSE) ‘learning path’, which is a trajectory of practical learning activities based on the 70:20:10 model of learning. This model states that people learn most effectively when 70% of the learning occurs on the job, 20% is learning from others, and 10% is learning through formal courses or learning opportunities (Kajewski, K. and Madsen V., 2013, DeakinPrime—Demystifying 70:20:10 White Paper). The ultimate goals of the CSE learning path are to equip EiE practitioners to:

• Be able to promote a conflict sensitive approach in education programming to maximise positive impact and minimise negative impact

• Be able to incorporate a conflict sensitive approach in the education programme management cycle

• Be able to roll out a context-specific capacity building plan on CSE for programme implementation staff and implementing partners at country level

This presentation will introduce the CSE learning path development process and content in more detail. It will also place the development of the CSE learning path in the broader context of War Child’s vision to become a learning organisation in which colleagues and partners connect, inspire, share, learn and continuously improve their practice. It is War Child’s hope that this learning path can eventually benefit a wider EiE audience and can inspire others to re-think approaches to capacity building in education in emergencies.

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