000012046 001__ 12046
000012046 037__ $$a4079
000012046 041__ $$aEnglish
000012046 245__ $$aEducating young  people in emergencies: Time to end the neglect
000012046 260__ $$c2005
000012046 260__ $$bid21 insights education #4 August 2005 http://www.id21.org/insights/insights-ed04/insights_edn_4.pdf
000012046 490__ $$aNewsletter
000012046 507__ $$aMFOLL
000012046 520__ $$aThis issue of id21 insights focuses on education during times of emergencies:
<ul class='square_dot_ul'>
    <li><strong>Educating young people in emergencies - Time to end the neglect:</strong> Armed conflict and natural disasters tear communities apart. Lives are lost, families are displaced and separated, and support systems break down. Opportunities for education often diminish or disappear in environments where they may have already been scarce - over half of the more than 200 million children and young people who have not completed primary school, live in regions devastated by armed conflict. The impact on adolescents and youth is uniquely devastating.</li>
    <li><strong>Applying minimum standards in Indonesia: </strong>For many humanitarian agencies, the tsunami in December 2004 tested their ability to assist in educating children on a massive scale. It also raised important challenges in applying the new Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (MSEE) recently developed by the Inter-Agency Network on Education in Emergencies.</li>
    <li><strong>New survey reveals major gaps in education</strong>: Most children and young people growing up in war zones miss out on education. Precise data, however, are lacking.</li>
    <li><strong>Life skills, peace education and AIDS prevention:</strong> Adolescents in post-conflict situations face many risks including HIV/AIDS and recruitment by fighting forces. Life skills training can add enormously to general education and provide support for emotional and social skills, particularly for HIV prevention and peace-building.</li>
    <li><strong>Young people speak out</strong>: Between 2000 and 2002 over150 adolescents led studies on the problems facing young people in Kosovo, northern Uganda and Sierra Leone, with the Women&rsquo;s Commission for Refugee Women and Children and other organisations. Despite the different stages of conflict and the diverse cultural, political and social backgrounds of the 3,000 adolescents and young adults interviewed, most said that education is critical to achieving physical protection, psychosocial recovery, peace and development.</li>
    <li><strong>Young people take the initiative:</strong> Young people in Africa face obstacles - poverty, war, discrimination - to a better life and to fulfilling their dreams. In frustration some resort to joining militias or becoming petty criminals or prostitutes in search of friendship, protection and food. The great majority do not want this, however; they want to get better educated and earn a living.</li>
    <li><strong>Make learning relevant, say young people: </strong>As thousands of Rwandans were killed or fled to neighbouring countries ten years ago, the international community provided primary school education in exile camps and local communities. Surveys by the Norwegian Refugee Council (NRC) found that young people wanted to learn but felt that education is not available and that subjects taught are not relevant.</li>
    <li><strong>Civil war in Uganda - Education as a means of protection</strong>: Over 18 years of civil war in northern Uganda, fought mainly between the Lord's Resistance Army (LRA) and the Ugandan military, has prevented young people from getting a good education. Over 90 percent of people live in camps for internally displaced persons and most schools in Kitgum and Pader districts are closed despite efforts to achieve Universal Primary Education</li>
    <li><strong>Post-primary education - Time to deliver:</strong> Primary education is increasingly seen as a priority on the same level as &lsquo;life saving&rsquo; activities such as ensuring good health, adequate food supply and water and sanitation facilities. Most refugee camps have primary schools and many adolescents attend these classes. After primary, however, there is a mixed pattern of refugee education.</li>
    <li><strong>Young people reshape the future</strong>: Conflict has a devastating impact on education - it disrupts schooling and destroys educational infrastructure. Yet education systems are usually expected to contribute significantly to rebuilding shattered societies. They have to do this in a society suffering from the after effects of conflict and the psychological impact felt by pupils, teachers and communities. In post conflict situations, political authority and civil administration are often weak, compromised, or inexperienced; civil society is in disorder and financial resources limited.</li>
    <li><strong>Youth peace-building responds to inter-communal conflict: </strong>Peace-building programmes for young people are being pioneered to transform social relationships in countries and regions suffering long-standing conflict such as Northern Ireland, Cyprus, the Middle East, the Balkans, India and Pakistan: young people go to a neutral country where they are free from the pressures of conflict and violence.</li>
000012046 653__ $$achildren
000012046 653__ $$acommunity
000012046 653__ $$aconflict
000012046 653__ $$adisaster
000012046 653__ $$aeducation
000012046 653__ $$aenvironment
000012046 653__ $$apolitics
000012046 653__ $$aUganda
000012046 650__ $$aKnowledge management
000012046 650__ $$aEducation/capacity building
000012046 650__ $$aHazards and disasters
000012046 650__ $$aDisaster preparedness
000012046 650__ $$aPolicies and governance
000012046 691__ $$aKnowledge management
000012046 691__ $$aEducation/capacity building
000012046 691__ $$aHazards and disasters
000012046 691__ $$aDisaster preparedness
000012046 691__ $$aPolicies and governance
000012046 773__ $$p
000012046 8564_ $$uhttp://lib.icimod.org/record/12046/files/4079.pdf
000012046 980__ $$aNEWSLETTER