World AIDS Day

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“UNESCO believes in education as the cornerstone of a sustainable and effective approach to HIV prevention…”

Irina Bokova, UNESCO Director-General

Education in Emergencies Group

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As part of our blog series on education in emergencies, a group has now been created to allow teachers to share their expereince of working in emergency situations.

Click here to go to the group.

 

Cover photo: Artwork on the wall outside a girls’ school at a refugee camp in Jordan reads ‘welcome.’ Credit: Omar Chatriwala

Education in Emergencies

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Conflicts, natural disasters and pandemics keep millions of children out of school and the numbers are rising. In crisis-affected countries, school-age children are more than twice as likely to be out of school as their peers in other countries (UNESCO, 2017). There are several policy documents and frameworks aimed at developing education systems that are more resilient and responsive in the face of conflict, social unrest and natural hazards – and to ensure that education is maintained during emergency, conflict and post-conflict situations. One such document is the Education 2030 Framework for Action.

There are also practical tools with the potential to support systems for education in emergencies. One such example is Aputs, which is provided by the Commonwealth of Learning (COL). Aptus is an off-grid, off-line virtual classroom that allows teachers and students in regions with no internet connectivity to benefit from digital resources and learning networks. This can be particularly effective when combined with the use of Open Educational Resources (OER) as well as Open, Distance and Flexible Learning (ODL) practices.

A low tech, but non-the-less effective and practical solution is School-in-a-Box, developed by UNICEF. The School-in-a-Box has become part of the UNICEF standard response in emergencies, used in many back-to-school operations around the world. The kit contains supplies and materials for a teacher and up to 40 students. The purpose of the kit is to ensure the continuation of children’s education by the first 72 hours of an emergency. School-in-a-box was recently deployed in Dominica, in the aftermath of hurricane Maria in 2017.

We have compiled a set of resources below to help teachers and education ministries to build their capacity and become more resilient and responsive in emergency situations.

 

Recommended Resources

1Education Cannot Wait: a fund for education in emergencies

Inter-Agency Network for Education in Emergencies (INEE)

 

2 Minimum Standards for Education: Preparedness, Response, Recovery

Inter-Agency Network for Education in Emergencies (INEE)

 

3 INEE Toolkit!

Inter-Agency Network for Education in Emergencies (INEE)

 

4 Inter-Agency Network for Education in Emergencies: A community of practice, a catalyst for change

Inter-Agency Network for Education in Emergencies (INEE)

 

5 Hurricane Irma

Inter-Agency Network for Education in Emergencies (INEE)

 

6 Education in Emergencies: Best Practices and Lessons Learned (Recorded webinar)

Education in Emergencies: Best Practices and Lessons Learned

 

7 Education in Emergencies – A Resource Tool Kit

UNICEF

 

8 EU-UNICEF Education in Emergencies: #EmergencyLessons Campaign Toolkit

EU-UNICEF

 

9 Guidebook for planning education in emergencies and reconstruction

UNESCO

 

10 Guide To Education In Natural Disasters: How Usaid Supports Education In Crises

United States Agency for International Development (USAID)

 

11 ECHO Factsheet – Education in Emergencies November 2017

European Commission’s Humanitarian Aid and Civil Protection department (ECHO)

 

12 Education in Emergencies Certificate of Advanced Studies

Save the Children

 

13 Left Behind: Refugee Education In Crisis – Chapter 1 Education in emergencies

United Nations High Commissioner for Refugees (UNHCR)

 

14 Education in Emergencies: Resources and Publications

Plan International

 

15 (Spanish) – Learning and recovering in emergency situations: Launch of support guides for the educational sector | (English) – Coming soon

UNESCO

 

 

Cover photo: Derived from ‘Education Cannot Wait – The Need‘ infographic. Credit: ODI

Open Educational Resources (OER)

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Open Educational Resources are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions (William and Flora Hewlett Foundation, 2017).

The following resources highlighted below provide further information on OER policy and initiatives:

Open Educational Resources: From Commitment to Action and the Open Educational Resources: Global Report 2017

Three documents have been developed in the framework of the 2nd World OER Congress. The two documents: Open Educational Resources: From Commitment to Action and the Open Educational Resources: Global Report 2017 provide the outcomes of the six regional consultations and global surveys conducted prior to the 2nd World OER Congress. The third document, Ljubljana OER Action Plan 2017, will be the outcome document of the 2nd World OER Congress and is based on the outputs of the regional consultations, a global online consultation of the document in the months leading up to the Congress and the deliberations of the 2nd World OER Congress. All three documents are complementary and provide a framework for both understanding the current status of OER worldwide and identifying concrete actions to mainstream OER to achieve SDG4.

 

Open Educational Resources in the Commonwealth 2016

This study on Open Educational Resources in the Commonwealth 2016 by the Commonwealth of Learning was conducted as part of the OER for Skills Development project of COL, supported by The William and Flora Hewlett Foundation. The objective of the study was to collect baseline data from Commonwealth institutions with respect to the development, use and reuse of OER; the availability of support; and challenges faced in fostering the use of OER. Six research questions were formed, after reviewing previous studies, to analyse the status of OER in the Commonwealth, based on four recommendations of the 2012 Paris OER Declaration.

 

OER Policy Development Tool

The purpose of the OER Policy Development Tool is to promote the use of OER and scale efforts to full OER programs. The toolkit was developed by the Daniel DeMarte of Tidewater Community College and Amanda Coolidge of BCcampus.

 

Institutional OER Policy Template

Developed by the Commonwealth of Learning, this document provides a ready to use Institutional OER Policy Template for drafting an Open Educational Resources (OER) policy for an ODL, e-Learning or face-to-face institution.

Government Policy Development Template to Progress Effective Implementation of Open Educational Resources (OER)

Developed by the Commonwealth of Learning, this Government Policy Development Template is designed to help governments to review and develop key policy issues for implementing effective OER policy at national level.

 

Open Educational Resources Survey

Developed by the Commonwealth of Learning (COL) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), this Open Educational Resources Survey provides an overview of the findings on OER policies and activity across all countries of the world.

 

Guidelines for Open Educational Resources (OER) in Higher Education

Developed by the Commonwealth of Learning (COL) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), these Guidelines for open educational resources (OER) in higher education outline key issues and make suggestions for integrating OER into higher education. Their purpose is to encourage decision makers in governments and institutions to invest in the systematic production, adaptation and use of OER and to bring them into the mainstream of higher education in order to improve the quality of curricula and teaching and to reduce costs.

 

World Congresses on Open Educational Resources (OER)

1st World Open Educational Resources Congress held in Paris, France (June, 2012).

2nd World Open Educational Resources Congress held in Ljubljana, Slovenia (September 2017).

Accountability in education: Meeting our commitments

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In 2017, the second report in the Global Education Monitoring (GEM) Report series continues its assessment of progress towards the Sustainable Development Goal on education (SDG4) and its 10 targets, as well as other related education targets in the SDG agenda.

It also investigates accountability in education, analyzing how all relevant stakeholders can provide education more effectively, efficiently and equitably. The report examines different accountability mechanisms that are used to hold governments, schools, teachers, parents, the international community, and the private sector accountable for inclusive, equitable and quality education.

By analysing which policies make accountability work or fail, and which external factors impact on their success, the 2017/8 GEM Report concludes with concrete recommendations that will help build stronger education systems.

FULL REPORT (ENGLISH)

DEASA Conference 2017

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Distance Education Association of Southern Africa (DEASA) is a vibrant organization that strives to become the regional powerhouse in Open and Distance Learning (ODL). Its major goal is to enable members to share information, collaborate in obtaining and developing quality distance education courses in identified areas, and organize relevant professional development activities.

The DEASA 2017 Conference was the 51st, and was hosted by the Ministry of General Education and the University of Zambia in Lusaka. The pre-conference was attended by a record breaking number of participants with 500+ delegates. Members from almost every province were present. The farthest delegates traveled from as far as Muchinga province.

The mission of DEASA is to promote ODL quality delivery and its sustainable deployment in the Southern Africa Development Community (SADC) region through the formulation of policies and frameworks to guide practice. The number of Open and Distance Learning institutions joining DEASA from both public and private has been steadily increasing. The dimensions of policy formulation, capacity building, quality assurance, Information and Communication Technologies (ICT), furtherance of human rights, entrepreneurial skills development and alignment to key sustainable development goals were identified as the focus of the 2017 conference.

Click on the links below to view highlights.

Pre-Conference Workshop

Official opening of the conference

COL Visits Open Access College in Adelaide

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From the left - Julie Taylor, Principal | Johan Hendrikz, Senior Adviser: Open Schooling | Jean Schocroft, Vice Principal and President of the Australasian Association of Distance Education Schools (AADES)

The Commonwealth of Learning (COL) is facilitating greater collaboration and the sharing of open and distance learning (ODL) practices. COL’s Senior Adviser: Open Schooling, Dr. Johan Hendrikz, recently visited the Open Access College in Adelaide and met with members of the leadership team, including Julie Taylor (Principal) and Jean Schocroft (Vice Principal). Jean Schocroft is also President: Australasian Association of Distance Education Schools (AADES). The purpose of the meeting was to discuss a possible visit, by representatives from the Vanuatu Ministry of Education and Training, with a view to sharing good ODL practices.

COL Visits Te Kura Correspondence School in Wellington

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The Commonwealth of Learning (COL) is facilitating greater collaboration and the sharing of open and distance learning (ODL) practices. COL’s Senior Adviser: Open Schooling, Dr. Johan Hendrikz, recently met with the leadership team at the Te Kura Correspondence School in Wellington, New Zealand. The team on hand included:

  • Terina Leonard, Deputy Chief Executive, Research Evaluation & Design
  • Marg McLeod, Deputy Chief Executive
  • Ako Viv Rogers, Deputy Chief Executive, Operations and Performance
  • Jen McCutcheon, Development Manager
  • Anne Coster, Curriculum Manager
  • John Nisbet, Regional Manager Central South
  • Wendy Talbot-Aspin, International Manager
  • Fiona Macfarlane, Program Manager
  • Johan Hendrikz, Senior Adviser: Open Schooling

The purpose of the meeting was to discuss a possible visit, by representatives from the Vanuatu Ministry of Education and Training, with a view to sharing good ODL practices.

COL Visits Vanuatu

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Johan Hendrikz and Roy Obed

The Commonwealth of Learning (COL) is currently supporting initiatives aimed at strengthening the provision of technology enabled learning in Vanuatu. As part of COL’s ongoing support, Senior Adviser: Open Schooling, Dr. Johan Hendrikz recently visited Vanuatu and met with officials from the Vanuatu Ministry of Education and Training, including Mr. Roy Obed and Mr. Glenden Iliasa.

Vanuatu is a member of the Pacific Chapter of COMOSAConnect and the government has recently implemented policies in support of open education resources (OERs). Click here to read more about OERs and related stories.

 

Ministry of Education and Culture

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Kimonos and Thoukydides Corner 1434 Nicosia

CYPRUS

Tel: (357) 22800 600

Fax: (357) 22-427-560

www.moec.gov.cy

www.highereducation.ac.cy/

Council of Ministers of Education

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(Note: Education in Canada is a provincial responsibility. CMEC co-ordinates Canada’s representation in international education gatherings)

95 St. Clair Avenue West, Suite 1106 Toronto

Ontario M4V 1N6

CANADA

Tel: (1) 416 962 8100 Fax: (1) 416-962 2800

www.cmec.ca

Ministry of Education

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P.O. Box 11268

Yaounde

CAMEROON

Basic Tel: (237) 2222 0063

Secondary Tel: (237) 2222 1940

Higher Tel: (237) 2222 1370

http://www.minedub.cm/

http://www.minesec.cm/

http://www.minesup.gov.cm/