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SYLLABUS
INSTRUCTOR Fred Mednick, Ed.D Founder, Teachers Without Borders Assistant Professor, Johns Hopkins University School of Education 206-356-4731 fred@twb.org or fred.mednick@jhu.edu FALL: November 4th December 21st 2013 SPRING: March 10th April 25th 2014
PLEASE NOTE: In its present form, ASAP: Education in Emergencies is designed to work only as a an online survey course for the public at large, in order to introduce teachers and interested persons to the work of INEE and the field of education in emergencies. It is neither a training or skill-building program.
Students who successfully meet course requirements will earn three (3) Johns Hopkins University School of Education Continuing Education Units (CEUs). These CEUs are not eligible for Johns Hopkins University School of Education academic credit, nor can JHU guarantee that course participants can meet professional development requirements of those seeking such credits from other universities. For more information about policies associated with CEUs, please visit Johns Hopkins Universitys FAQ page.
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
Table of Contents
Course Overview .............................................................................................................. 2 Credits and Grading Criteria ............................................................................................. 4 Technology and Public Blog Posting Requirements ......................................................... 4 Essential Course Policies ................................................................................................. 5 Course Readings and Media ............................................................................................ 6 Online Public Events/Webinars: Conversations with Colleagues ..................................... 6 MODULES ....................................................................................................................... 7 Getting Organized | Getting Acquainted ..................................................................... 7 The Wrong Place at the Right Time: Introducing INEE .............................................. 9 If Only: Gaps and Connections Between International Development and Global Aid 11 Drilling Down, Digging Out, Delivering Education: The INEE Toolkit ........................ 13 Momaland: Case Study and Assessment Strategies ................................................ 20 Support from Viewers Like You: Emergency Education Public Appeals................... 21 Key Links to Share with Colleagues ............................................................................... 24 Background: Teachers Without Borders and Education in Emergencies ....................... 24
Course Overview
The news about large-scale emergencies is inescapable and all-too familiar. ASAP: Education in Emergencies was designed to help the public explore the complex issues of education in emergencies. We will explore national and natural disasters, as well as the space in between, and evaluate the relationship between education, international development, and global aid. The Inter-Agency Network for Education in Emergencies (INEE) shall serve as our guide. This course is devoted to and is based upon the work of the Inter-Agency Network for Education in Emergencies (INEE). It is this instructors opinion that INEE represents our greatest hope for children and the capacity for educators to ensure their safe future.
This course will cover (1) a review of basic elements surrounding the vast field of education in emergencies (2) the work of INEE, along with examples of INEEs Toolkit in action (3) an exploration of a case study designed by practitioners, global agencies, and stakeholders, and (3) how the global community of development personnel, aid workers, and donors intersect with education in emergencies. The subject of education in emergencies is not for the faint of heart. Most likely, this course will challenge, exasperate, anger, and raise more questions than provide answers. For example, many claim that it is near impossible for schools to function adequately or establish any semblance of normalcy. NGOs, well-resourced individuals, and global agencies attempt to address these gaps, but some states have been known to rely on foreign aid rather take on the chief responsibility of protecting and educating their people. In an alarming number of cases, schools have served as havens for criminals, warehouses for arms, and targets of attack.
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
More specifically, lets say that an earthquake has just struck a seismically vulnerable country. Thousands are crushed by their homes. In many under-resourced, densely populated communities living atop shallow fault lines, close to 50% of the children who die in these earthquakes perish in their schools. When is a natural disaster a truly preventable national disaster? How have poor or unenforced building codes and policies, a lack of transparency, wholesale neglect, misinformation, or a lack of preparedness and planning contributed to the catastrophe? Have the tyrannies of the urgent plaguing that country made it such that disaster risk reduction is unaffordable or a secondary priority? On the positive side, how have countries prepared themselves and their people to address these crises? What can we learn from them? Are their practices portable, replicable, and sustainable? We hope you will raise several such questions. I hope we can all agree on this: in emergencies, children are especially vulnerable to the ravages of human trafficking, disease, and recruitment into paramilitary gangs. At the onset of a crisis, human necessities must be addressed ASAP, triage style: stop the bleeding; protect, feed, clothe, and house the people; seek more aid; rinse and repeat. One may assume that education in emergencies is less urgent. This is where the Inter-Agency Network for Education in Emergencies (INEE) comes in.
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
The majority of our policies about the creation, use, and reuse of content are adapted from the work of our colleague, David Wiley, PhD of Brigham Young University a pioneer in the field of Open Educational Resources (OER). To learn more about the transformative power of OER, please look up: www.davidwiley.org and, in particular, his course: Introduction to Openness in Education.
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Louis D. Brandeis, cited on the Louis D. Brandeis School of Law, University of Louisville website, in Other Peoples Money Chapter V: http://bit.ly/9vfrYh
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
Participation
Participation and discussions are included in student grading and evaluation. The instructor will clearly communicate expectations and grading policy in the course syllabus. Students who are unable to participate in the online sessions for personal, professional, religious, or other reasons are encouraged to contact me to discuss alternatives.
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
Public Conversation/Webinar: (Dates TBD) Global Tragedies: Local and Global Solutions
A short presentation a seasoned professional in the field, followed by a conversation. For example, I am presently discussing a date for such a webinar with my colleague, Sharon Ravitch, PhD, a professor of Education at the University of Pennsylvania and the Senior Advisor to the Minister of Education of Haiti. I hope Sharon will be able to join us to address the challenges and opportunities of working in Port- au-Prince following the 2010 Earthquake, along with her particular contributions in community assessment and countrywide educational capacity building. There will be plenty of time for questions and conversation.
Public Conversation/Webinar: (Dates TBD): Earthquakes, Floods, and Education: A Conversation with Colleagues in Pakistan and Tajikistan
I am arranging short presentation by Teachers Without Borders colleagues: (1) Sameena Nazir, Founder of PODA (Potohar Organization of Development Assistance), an NGO devoted to the education of girls, crafts, and human rights in Pakistan, and (2) Solmaz Mohadjer, Founder of PARSQUAKE (an organization for earthquake education in the Persian-speaking community). Here, too, well follow the presentations with ample time for questions and comments.
I have not chosen her poem to elicit a conversation about religion (as its title may connote), but rather to ask you to describe your interpretation of, and thoughts about, the poem in light of what might lie ahead in a course about education in emergencies. Its best to let the poem percolate by sitting quietly after you read it, rather than rushing to the keyboard. Structure: Please include your name in the title of your post. Ex: Fred Mednick: Borderless Conflicts When you read this, what does your heart or your head bring forth? Quote lines. Please also comment on at least two other colleagues posts.
Central Questions3
1. How would you define the field of education in emergencies? 2. Why has education been left out of standard humanitarian response until recently? 3. What is an educational intervention? 4. What are the international legal foundations, obstacles, and challenges that underpin education in emergencies? 5. How might the growing awareness surrounding the needs of children in emergencies (establishing normalcy, child protection, and psychosocial well-being) affect the strategy of humanitarian response? 6. What role might culture, religion, and class play in emergency education? 7. Who and what are the key players, structures and institutions for education in emergencies and how do they work together? 8. What are the reliable methods for evaluating the impact of education in emergencies?
Readings
Multiple Faces of Education in Conflict-Affected and Fragile Contexts: Inter-Agency Network for Education in Emergencies (INEE) Working Group on Education and Fragility Education Under Attack: UNESCO Schools as Battlegrounds: Human Rights Watch
These questions are derived from Teachers Without Borders experience in the field and from the excellent syllabi posted on the Inter-Agency Network for Education in Emergencies websites Academic Space. ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without 8 Borders
focus on what youve learned, what you noticed, what you believe is missing, what you would like to pursue. Please also comment on at least two responses to your colleagues.
Objectives
To explore issues faced by those working in the Education in Emergencies field To recognize and articulate the structure of INEE and apply principles to case studies and further activities/exercises To enable students to demonstrate how educational systems prepare for and react to various sorts of emergencies, from the general sense that educational systems themselves are in crisis to natural disasters such as earthquakes to manmade disasters such as wars
Readings
Education and Emergencies: Humanitarian Coalition INEE: Minimum Standards: Preparedness, Response, Recovery: INEE Protecting Education: media clips Education Strategy 2012-2016 and UNHCR Where We Work: United Nations High Commissioner for Refugees The Sphere Project: The Humanitarian Charter
Frequently Asked Questions about INEE and the INEE Minimum Standards | http://bit.ly/1bfYKkK 9
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
Learning is Their Future: Darfuri Refugees in Eastern Chad: INEE and Sphere Project (to serve as a model for the assignment)
It is impossible to digest these hefty readings in such a short time. The intention here is to give you a sense of the enormity of the subjects faced by researchers, networks, and practitioners working on education in emergencies. As we continue with the course, I am certain you will return to these documents and to consult the networks and resources to which they refer.
Activity
The UNHCR report (see link to Education Strategy 2012-2016, above) identifies 13 priority focus countries: Bangladesh, Chad, Egypt, Ethiopia, Iran, Kenya, Malaysia, Pakistan, South Sudan, Sudan, Syria, Uganda and Yemen. On page 12, please read the UNHCR criteria for their choice of priority focus countries, each of which will be supported in developing multi-year, multi-sectoral education strategies based on the local context and existing education programmes. (Unfortunately, the link to the country fact sheets is restricted to UNHCR staff) For now, we shall focus on the crisis of Darfuri refugees in Eastern Chad to illustrate how the INEE Minimum Standards can guide strategic planning, policy, and programs.5 Special appreciation is in order for Ariana Sloat for her design of a Case Study (from which our activities are drawn). Ms. Sloat is Deputy Coordinator for Minimum Standards and Network Tools. What follows is a self-paced module to be pursued in the following order, beginning with an Overview and ending with Feedback. To truly absorb the depth of the issue, it is essential to make the effort to read the documents to which it refers. Overview Foundational Standards Access and Learning Environment Teaching and Learning Teachers and Other Educational Personnel Education Policy Conclusion Resources and Acknowledgments Feedback
You can click inside the circle (on each of the pages you see to the left) for more information.
Discussion:
Share your feedback (last item on the Activity list) with your colleagues by posting it as a discussion topic.
Special appreciation and acknowledgments are in order for Ariana Sloat, Deputy Coordinator for Minimum Standards and Network Tools: arianna@ineesite.org ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
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Earthquake, along with her particular contributions in community assessment and countrywide educational capacity building. There will be plenty of time for questions and conversation.
If Only: Gaps and Connections Between International Development and Global Aid
Session 3 Overview
We began this course by diving right in and looking at the gravity of education in emergencies. Id like to pull back the lens even further in order to evaluate how the field fits into the overall global development agenda and to identify areas of study, particularly now that the post Millennium Development Goal era quickly approaches. All of this is intended to deepen ones understanding of the connections, best practices, and gaps in the space between development and global aid, with a particular emphasis on how INEE seeks to bridge the gap. The Millennium Development Goals (MDGs) were conceived at the Millennium Summit in September 2000 after world leaders in history adopted the UN Millennium Declaration outlining a set of 8 goals, with particular targets for 2015. These 8 MDGs address issues of poverty, hunger, disease, lack of adequate shelter, and exclusion-while promoting gender equality, education, and environmental sustainability. They are also basic human rights-the rights of each person on the planet to health, education, shelter, and security.6 According to the United Nations, the eight Millennium Development Goals form a blueprint agreed to by all the worlds countries and all the worlds leading development institutions. They have galvanized unprecedented efforts to meet the needs of the worlds poorest. Access to high-quality education is widely recognized as a universal human right. MDGs focus on national self-reliance, sound policy, sustainability, educational access, and global transparency. Its an optimistic vision and proponents do make a compelling case more children than ever are attending school; MOOCs (massive open online courses) are not only free, but inclusive, watchdog agencies are exposing abuses. While global diseases have become more difficult to identify and treat, public health successes in areas such as hygiene and immunization campaigns have benefited from public-private partnerships and individual philanthropy (Bono, Gates). The picture of development through education is not altogether rosy. In many poor countries, a quality basic education is hardly universal. And the voice of those critical of development and aid are growing louder. The firestorm of criticism directed toward the development world is particularly scorching. If, as H.G. Wells once said, "education is a race between civilization and catastrophe," then many claim catastrophe is winning. More sub-Saharan Africans have cellphones than access to clean drinking water. Poverty pornographers descended upon Haiti after the earthquake in order to raise money, yet today, three years later, there is enough rubble in the streets of Port-au-Prince streets to build a four-lane highway to Los Angeles and back again.
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Bookshelves are filled with this topic, and their titles speak volumes: The Road to Hell: Ravaging Effects of Foreign Aid and International Charity; The Lords of Poverty: The Power, Prestige, and Corruption of the International Aid Business; White Mans Burden: Why the Wests Efforts to Aid the Rest Have Done so Much Ill and so Little Good; Famine Crimes: Politics and the Disaster Relief Industry in Africa; Condemned to Repeat?: The Paradox of Humanitarian Action; The Crisis Caravan: Whats Wrong with International Aid? Depressing, indeed. Palagunmi Sainaths Everybody Loves a Good Drought; Stories from Indias Poorest Districts paints a nightmarish, development-is-its-own-disaster picture of dogooders: Development is the strategy of evasion. When you cant give people land reform, give them hybrid cows. When you cant send children to school, try non-formal education. When you cant provide basic health to people, talk of health insurance. Cant give them jobs? Not to worry, just redefine the words employment opportunities." Dont want to do away with using children as a form of slave labor? Never mind. Talk of improving the conditions of child labor! It sounds good. You can even make money out of it.7 The key takeaway is for you to decide. In the meantime, many would agree that we must bridge the gap between international development strategies and the world of global aid following a disaster. Its akin to the adage that an ounce of prevention is worth a pound a cure. If only, many say. This is a key opportunity to think about the connection between development and aid, about integrating these perspectives into teaching practice, whether in our own backyard or around the world. It is particularly important here to review the INEE Toolkit and other INEE documents to learn more about the strategy of mobilizing networks of high-quality development and humanitarian organizations and agencies.
Discussion Post
Whether you are unfamiliar with the MDGs, a well-seasoned practitioner in the trenches, a head of an NGO, or a donor, what would you do to affect one of the MDGs in an area of education in emergencies? Why? How? Would you work in the policy area for maternal-child health? Associate yourself with a particular NGO in a region you know about or you know is suffering? Although it may be hard to contain yourself, do not focus on what has been done poorly by others, but what you can see yourself doing. NOTE: Well form working groups to connect a particular MDG with a particular emergency and a toolkit used in the field
Sainath, P. (1996). Everybody loves a good drought; stories from Indias poorest districts. Penguin Books., p. 421
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Even more, it takes place in the middle of the class, rather than as a culminating assignment. I know this all sounds a bit crazy, but there is a method to the madness. If you train yourself to think big picture, even amidst acute or protracted emergency, youll be better off. In the world of development, if one digs in the trenches only, one cannot see where its going. If one flies overhead, one cannot even recognize the trench. This is about leadership and about the complex relationship between compass and map, development and aid. Besides, this work always requires that one bite off more than one can chew. Patience required. Hopefully, three weeks will be enough time to accomplish it all.
Overview
A high-ranking United Nations section leader once gave me a working definition of a teacher: From my experience in the field, a teacher is anyone with valuable information to share. It is interesting to note that, whether you are a student envisioning your future, a seasoned professional, or a donor, youre an educator. Even more, relief agencies have made the mistake of not conducting an assessment of community assets, alongside of their characteristic deficit assessments. Should that be standard practice (again, part of INEE protocols), services not only can be enhanced, but also sustained. Doctors and community health workers can be refugees, too, with many of the same intellectual resources and more credibility than those flown in.
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This session is designed to introduce you to well-crafted handbooks developed by INEE and partners, in very close communication with community leaders. It is now time to start drawing threads together: your passion, the MDGs, and now the INEE Toolkit, by choosing a thematic area you would like to discuss further, in groups. Focus on the INEE Toolkit Thematic Issues. Keep in mind your passion for a particular issue the earlier readings (INEE, Education Under Attack, the Millennium Development Goals), and our class discussions. All of this will lead to joining ONE MDG group, discussing your views there, and preparing a project presentation that will connect MDGs and INEE Toolkit Thematic Areas. Think of it this way: One Column is an MDG; another column is an INEE Thematic Theme. Your job is to draw vital connections between them.
Recommended Readings
Education in Emergencies: Toolkit - Prevention Web (worth scanning) Disaster Risk Reduction: UNICEF South Asia (for your reference) Millennium Development Goals (individual pages) Eradicating extreme poverty and hunger Achieving universal primary education Promoting gender equality and empowering women Reducing child mortality rates Improving maternal health Combating HIV/AIDS, malaria, and other diseases Ensuring environmental sustainability Developing a global partnership for development
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ADVICE ABOUT GROUPS: Groups can be really frustrating because of lack of communication or clarity. After you have introduced yourselves, talk frankly about protocols. Ill post more links to guidelines for group-work to help you along the way. In the meantime, heres what I have learned over the years: in groups, some colleagues emerge as leaders, while others like to play a supporting role. Some wish to focus on numbers; others on stories. Many groups take on these roles: Organizers: People valued for their ability to manage Creators: People who create content (numbers, stories, and pictures) Distillers: People who transform complex ideas into forms we can all understand Presenters: People who put it all together for public presentation Technologists: People who get technology and can solve problems for everyone
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
What methods are being used to evaluate the impact of education in this emergency? Look at research, data sets, media reports, voices from the field, blogs, images, video, and watchdog networks. In short, what is going on? Think about this from the development perspective (MDGs) and the emergency perspective (INEE: relief and aid). On the next page, please find a chart that can give you a more visual sense of what I would like you to do.
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
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CHART: Matching the MDG with the INEE Thematic Area/Toolkit At a Glance
MDGs INEE Toolkit
MDG 1: Eradicate Extreme Poverty & Hunger MDG 2: Achieve Universal Primary Education MDG 3: Gender Equality, Empowerment MDG 4: Reduce Child Mortality Rates MDG 5: Improve Maternal Health MDG 6: Combat HIV/AIDS, Malaria MDG 7: Ensure Environmental Sustainability MDG 8: Develop Global Partnerships for Dev.
Conflict Mitigatio n Disaster Risk Reduction Early Childhood Gende r HIVAIDS
Human Rights
Inclusive Education
Protectio n
Psychosoci al Support
Youth
Lets say that you have chosen MDG 3: Gender Equality, Empowerment. Now you have a group devoted to the issue. Next, your group debates the various INEE Toolkits and decides to focus on Human Rights. Next, someone suggests places to go for research. Another person learns that there is an extraordinary NGO, Potohar Organization for Development Advocacy (PODA), in Rawalpindi, Pakistan that focuses on gender equality and empowerment through training in education and human rights. They have been working on this issue for quite some time, and have become increasingly vocal about Pakistans status on scales measuring progress toward the MDGs. Youd clearly place them on the development, versus aid and relief side. They educate girls, gain support from men for womens empowerment, teach crafts, and every room displays a poster of the UN Declaration of Human Rights. Lately, however, they have stepped up their efforts to identify the issue as an emergency, especially in light of the news about how a girl, Malala Yousafzai, was shot for promoting education for girls. The head of that organization, Sameena Nazir, is available for a Skype or email interview. Others choose to interview field workers at international agencies or NGOs. At this point, youre in great shape:
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
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Youve chosen an MDG, an INEE Thematic Area, and a region where an ongoing emergency is taking place. Next, interviews.
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
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4a. Post your full interview on your blog. Please include the name of the
organization and its website
4b. Write a one-paragraph summary for your group discussion space. Your
group will be consulting these in order to highlight three for the online, public presentation
STEP 5: Create a Group 2-page Briefing Report. The audience for such a report is a
high-ranking UN official. Add a list of references (websites), substantiating your claims, to the 1.5-page Briefing Report. Heres what you need to do: Title Page: Include the name of the MDG and a descriptive subtitle, such as Advancing MDG 3: Gender Equality and Empowerment Employing the INEE Toolkit in Pakistan. List each team member, along with a few words about each persons contribution. Youll see how the online public presentation (coming up) will reflect these categories. One Page: Describe the nature of the emergency as objectively as possible. Establish your credibility with the facts. If news reports conflict, note that. Though it will be hard to do, avoid making recommendations. Just make your case for the emergency itself. Second Page: Hardly comprehensive, make a concise case for taking one specific action, such as launching an official United Nations public campaign; initiating a resolution or policy discussion. This is where your earlier research on MDGs and actors in the emergency youve chosen can be distilled and made available to
STEP 6: Create an online slideshow about your work. I have created an online
Google Presentation template (which you can copy to customize for your own group)
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
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1. Heres a link to a template for your slideshow: http://bit.ly/12nN7Ev. It is a Google Presentation application, so someone in the group needs to have a Google account. 2. Rename the Google Presentation with the same title as your Briefing Paper. Example: MDG 3: Gender Equality and Empowerment Employing the INEE Toolkit in Pakistan.
If you all have a Google account, then youre in business. If only some of you do, I suggest that one member of your group should make it available to other by downloading the renamed version to PowerPoint or PDF and share it. Somehow, as it goes through revisions within your group, youll need to stay in touch about the latest versions.
NOTE: Depending upon the size and vitality of the groups, this is where well decide whether to create new groups (for discussions) or reconvene for discussions with all colleagues taking this course
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trainings, along with a comprehensive Facilitators Guide (worth reviewing) that incorporates much of what weve studied, thus far. Both are included in the readings. The Facilitators Guide, even just the Momaland session, can compris an entire course. Even so, just a cursory reading will reveal how the INEE Minimum Standards and other protocols play themselves out, and how essential they are.
Reading
Momaland: Slides Education in Emergencies Training: Facilitators Guide (INEE, UNICEF, Save the Children). Pay close attention to Session 6.
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chain of transparency, communication, impact analysis, and accountability. This course does not all us the time to give the appeal process the attention it deserves. Again, the INEE sites resources are specific, clear, and essential for anyone in the position to coordinate this process. I have listed several INEE resources in this syllabus. For now, I am asking only that you familiarize yourselves with these protocols in order to post a discussion topic and to participate in an upcoming Online Public Conversation /Webinar.
Discussion
A couple of choices here (a few paragraphs, plus please comment on others posts) 1. Point to a specific disaster (within the last three years) for which a successful appeal was made. What made it so? A concise paragraph with a list of your references is all thats needed 2. Please identify a failed public appeal for support following a disaster (within the last three years) due to the following:
Not enough money or resources could be raised to make a difference So much money and resources were raised, that they could not be deployed There was no capacity for receiving, distributing, or securing relief, resulting in a coordination disaster Coordination was mishandled or missing entirely
Heres some advice for those who wish to discuss the second option: there is a growing genre of books about failed development projects. Try to avoid these, especially after just having explored so many tragic issues. Just focus on the mechanics or the missing elements of the appeal process. An earthquake has taken place or a civil disturbance has broken out. Clearly, communities have been devastated or are in danger. What happenedor didnt happen?
Does the Humanitarian Industry Have a Future in The Digital Age?: (required) Ushahidi: plus crowdmapping tool available for public use: www.crowdmap.com Education Firsts Education Cant Wait INEE: Promotion and Advocacy
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
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ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
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This is a small fraction of the links to organizations, networks, documents, news, and resources. Please join INEE and search their website for a far more complete list
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Today our Earthquake Science and Safety program teaches students and teachers about the science of earthquakes. Solmaz Mohadjer, a Teachers Without Borders member and geologist from Iran, saw from her work in Iran, Afghanistan, Pakistan, and Tajikistan that there is little the way of accurate science and safety content for teachers. Emergencies happen, but they dont have to be disasters. We launched our program in China immediately following the Sichuan earthquake, with an eye toward scientific validity for adaptation to particular regions, and cultural portability. Form there, it has been implemented in China, Haiti, Mexico, and back to Central Asia. It has also been translated into 6 languages.
Short Videos
TWBs Solmaz Mohadjer, Director of Teachers Without Borders Emergency Education program on the power of earthquake science education to save lives Defeating Earthquakes. Ross Stein, PhD geologist with the United States Geological Survey (and TWB partner): TEDx talk about earthquake science and safety
To Read More about the Girls Quake Science and Safety Initiative
Girls Quake Science and Safety Initiative: Teachers Without Borders and USGS Proposal to reach 100,000 girls A Framework for Evaluating the Effect of Earthquake Science Education: Graduatestudent project at George Washington University based upon the TWB Proposal Brochure about Girls Quake Science and Safety Initiative: TWB and USGS effort to attract attention, awareness, and funding for the project
ASAP: Education in Emergencies | Johns Hopkins University School of Education & Teachers Without Borders
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