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close this bookTechnical notes: Special Considerations for Programming in Unstable Situations (UNICEF, 2000, 490 p.)
close this folderChapter 3: Ongoing Education
View the documentRationale
View the documentBasic Principles
View the documentIdentifying Priorities
Open this folder and view contentsField-Level Strategies and Actions
View the documentCurriculum Development
View the documentEducational Needs of Specific Populations
View the documentRehabilitation of facilities
View the documentCoordination and Partnerships
Open this folder and view contentsPanels

Basic Principles

UNICEF emergency actions in education are based on the following basic principles.

· Education is a fundamental right of all children in all countries and in all situations. It is essential to the normal development of children in all circumstances. The psychosocial aspects of education and schooling are particularly important to a child’s overall development.

· Regular schooling is one of the most important means of restoring a sense of normalcy to the lives of children in disrupted communities, and contributes significantly to overcoming the psychological and other forms of distress that many will have experienced.

· In emergencies, children must be able to participate in quality education that includes the key ‘core’ of skills, knowledge and competencies that constitute a basic education in normal circumstances.

· Children in emergencies also should be provided specific, often urgently needed, life skills to survive and cope in the emergency setting; mine awareness and dealing with psychosocial stress are two common examples.

· The entire education system, not just the curriculum, must be gender sensitive and attentive to equity and diversity issues.

· Education programmes in situations of crisis or chronic instability should include provision for the needs of children at risk, such as disabled children, unaccompanied minors, street children, children affected by HIV/AIDS, child soldiers, and child labourers.

· An emergency education programme should have a long-term development perspective and not merely be a series of stop-gap measures. Simple initial steps should be designed to contribute to the ultimate rebuilding of the education system.

· An emergency education programme should help provide society with skills and knowledge to deal with the current emergency and prevent or reduce the severity of future ones.

· Parents and community should be respected key initiators and partners in the educational process. Community resources should be included as part of the ‘package’ of learning materials.

· The right of adolescents to basic education, which may have been disrupted by conflict or emergency, must be taken into account. Non-formal and formal approaches may be used to meet the training needs of youth.