What influences decisions-making about education programmes in emergencies?
Education has a critical role in contributing to peace and security which is reinforced in the Dakar Framework for Action which outlines the need to “meet the needs of education systems affected by conflict, natural calamities and instability and conduct educational programmes in ways that promote mutual understanding, peace and tolerance, and that help to prevent violence and conflict” International NGOs and UN agencies are often responsible for the implementation of field programmes, particularly in acute emergencies, but also during protracted refugee and internally displaced persons operations and in early reconstruction. These organisations are motivated by humanitarian concerns to respond to the needs of children and adolescents by providing educational programming of the highest quality, best adapted to those needs. But what other factors influences how and what is delivered as part of the educational response? Decisions regarding educational programming have to be made quickly.
Related Questions
- Are the programmes conducted by MERCU™ Learning Point (Eunos and Bangkit) registered with the Ministry of Education (MOE)?
- Does having a PEP mean that Individual Education Plans (IEPs) or Pastoral Support Programmes (PSPs) are not needed?
- Do you feel technology eg.computer programmes/websites, aid childrens learning?
