Young champions for education



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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?

  1. In your experience, which groups of children were particularly harmed/affected educationally by the emergency situation?

  2. Which groups of children faced more than one disadvantage? How? Why?

  3. How and why did some children keep going to school in this disaster?

  4. What strategies were used to work with particular groups in education during or after this emergency?

  5. 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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