INEE MS Contextualization Juba, South Sudan 6-8 March, 2012

1. INEE MS ContextualizationJuba, South Sudan6-8 March, 2012 Workshop Objectives:1. Refresh knowledge about the INEE Minimum Standards for Education2. Contextualize the INEE Minimum Standards for South Sudan3. Draft the INEE Minimum Standards for Education in Emergencies for South Sudan

2. Session 1: Education in Emergenciesin South Sudan

3. Learning Objectives At the end of this session, participants will: • Describe the workshop’s definition of education in emergencies in South Sudan • Articulate the difference between development and emergency response in South Sudan • Advocate for education as critical in humanitarian response INEE and Global Education Cluster

4. Definition of Education in Emergencies “The provision of quality education opportunities* that meet the physical protection*, psychosocial*, developmental and cognitive needs* of people affected by emergencies, which can be both life-sustaining and life-saving”

5. Education ResponseEmergency vs. Development Education in Emergencies Humanitarian response Acute crisis Specific target population Temporary learning spaces Rapid supply disbursement Rapid teacher/volunteer training Short term contracts Life saving messages Psychosocial support Education in Development Development response Long-term deprivations Broad target population Permanent schools Infrastructure strengthening Teacher recruitment systems Long term contracts Regular complete curriculum Less psychosocial support

6. (5 minutes) Discuss with your neighbor:1. What kind of emergencies exist in South Sudan? 2. Where has emergency education been provided?

7. What does it look like when we do NOT respond with education in an emergency? • Internally displaced in north Sudan Education was not prioritized for funding • Current insecurity in South Sudan Agencies do not mainstream education in emergenciesin development programmes/proposals INEE and Global Education Cluster

8. I was forced to leave my village or town My home was destroyed I was separated from my family A member of my family was injured during the emergency I had no safe space to go I had no information about my new surroundings I had no friends to share my troubles with I did not know what each new day would bring I could not attend local schools I could not take my final exam What would a child say about her experience in emergency without education?

9. What it looks like when we do respond with education in an emergency. • In Pibor 2012, Rapid Response: Assessment within 2 weeks, response within 3 weeks • Establishment of TLS, distribution of supplies (training of teachers on PSS planned for March) • Facilitated examinations to ensure continuity of education for affected students INEE and Global Education Cluster

10. Education in Emergency Response in Pibor, South Sudan 2012 • Facilitated reopening of formal schooling through community awareness campaign • Advocated at county and national levels to ensure IDPs and troops were not occupying schools • Inter-Sectoral Action: Strong collaboration with Child Protection and WASH Clusters INEE and Global Education Cluster

11. Education is an important emergency first response because education: • Is a fundamental right to all and in emergencies children and other learners are often denied this right • Is critical for healthy development • Can help children and youth deal with the effects of crisissituations • Can help create a sense of normalcyfor children and communities • Is critical to provide protection in a safe environment and provide life saving and sustaining skills and support • Is an important means of promoting toleranceand conflict resolution • Is critical for economic recoveryand socialreconstruction INEE and Global Education Cluster

12. Education is an important first responsebecause education: • Can engender democratic participationand respect for rights • Is what children and parents prioritise • Is a platform for providing life saving knowledgeand skills(landmines, cholera, gender violence, trafficking) • Reduces maternal and child mortality • Can identify and reach children with special needs • Can provide nutrition • Provides an opportunity to get out-of-school children enrolled • Can support livelihoods and income generation activities INEE and Global Education Cluster

13. S Five Ss of Education in Emergency Safe space in context of crisis Service delivery point Source of lifesaving information Structure, stability, hope Solve problems through critical thinking and informed decisions Ckoons for INEE and Global Education Cluster

14. Group Exercise: Emergency vs. Development Find the signs “development” or “emergency” posted on the wall Listen to the situation that is read by the facilitator. Think if the situation is development or emergency. Go to that corner of the room. INEE and Global Education Cluster

15. Group Exercise: Advocacy Message for Education in Emergencies • Watch the video “Education Can’t Wait” • Think about the key advocacy messages that are being presented • Write down all the messages you observe about the importance for education in emergencies INEE and Global Education Cluster

16. Conclusion • Education in Emergencies is distinct from education in development • Multiple contexts of emergency exist in South Sudan, some have received education response, others have not • There are negative consequences for children when education is not provided during an emergency • Education in Emergency is important for many reasons, including the 5s

17. Break Time