Young champions for education

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INDIA MALDIVES BANGLADESH

Children in emergencies

Professor Lynn Davies <L.Davies@bham.ac.uk>, University of Birmingham, UK
In a group activity with the Young Champions, Professor Lynn Davies discussed the particular challenges faced by children in emergencies. The purpose was to identify the most vulnerable children, those who were able to continue their studies and the strategies used in education to cater to these groups.
GROUP WORK: What happens to education in emergencies, such as a natural disaster or in times of violence?

In your experience, which groups of children were particularly harmed/affected educationally by the emergency situation?
Which groups of children faced more than one disadvantage? How? Why?
How and why did some children keep going to school in this disaster?
What strategies were used to work with particular groups in education during or after this emergency?
How were disadvantaged children monitored, identified or tracked?

	INDIA	MALDIVES	BANGLADESH	PAKISTAN	AFGHANISTAN	NEPAL
	Drought	Tsunami	Cyclone/ Floods	Earthquake	Suicide attacks	Floods
1.Children affected	Children of farmers with little/no land Children with special needs Children of migrant groups Girls	Children living on small isolated islands due to the damage done to schools	Children from the poorest families Children from fishing/ farming, coastal or river communities	Children who lost families and/or their homes School children	Primary school children victims (especially the best students)	Primary school children Children from poor families (esp. Dalit) Children from riverside communities
2.Children who faced more than one disadvantage and how	Girls ------------------- Priority is given to boys Less food Deprived of shelter and education Vulnerable to abuse and exploitation Child labour Loss of livelihoods Displacement	Those who lost their families and/or their homes. Children from poor communities Disabled children ------------------- Psychological and physical trauma	Girls Primary school aged children (5-12 yrs) ------------------- They depend on adults	Children from families with damaged units ------------------- Disease outbreak Kidnapping Harsh weather conditions difficult terrain	Girls ------------------- Killed Traumatized Banned from going to school	Girls Poor and Dalit communities Children aged 3-9 ----------------- Deprived of education, health, nutrition and sanitation
3. Children who kept going to school	Children from families with income, skills, resources or alternative support Children with parents aware of the importance of education	Children with access to temporary schools Children sent to locations with functioning schools	Children with schooling near their hometown			Children and parents who received counseling Rich families
4. Strategies used	Residential facility in schools Mid-day meals Special provision for extra teacher Providing opportunities for employment in their own villages	Physical rehabilitation of schools Moving children to islands with functioning schools Providing families with educ. supplies Psychological support and care	Gathered information on the affected area through government, field officials and MIS body.	Created child friendly spaces and programmes for psychosocial support Developed coordination mechanisms among different stakeholders Inter-agency network for education in emergencies (INEE) standards	Psychosocial support training from UNICEF to affected students and teachers Ministry of Education stopped allowing children to participate in similar ceremonies	Counseling Educational material support Tuition Extra classes
5. Monitoring	Monitoring of existing village committees (village education committee, parent-teacher association, teachers, etc.)		Immediate supply of emergency items Midterm and long term (construction, reprinting of books, mobilization of funds) Emergency preparedness programme	Creation of the Earthquake Reconstruction and Rehabilitation Authority (ERRA), Provincial ERRA (PERRA), and the National Disaster Management Authority (NDMA)	Group investigation /monitoring of different sectors	By mobilising CBOs, youth clubs, child committees and Young Champions

Every emergency affects different groups. We need to find out who is most affected by emergencies and why. Gender intersects with other factors, so we must ask ourselves if it is most appropriate to target gender or other categories. When we are thinking of strategies we need to question if it is the right one, and if it is in the right place. We can also work on minimizing the impact of disasters by seeing what can be done before they strike.

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