Promoting access to quality, safe, and relevant education for all persons affected by crisis

INEE Education Policy Working Group

(formerly known as the Education and Fragility Working Group)

© INEE
EPWG 2014-2017

The Education Policy Working Group exists to support the achievement of INEE’s overall goal: “to enable quality, safe, and relevant education for all in emergencies and crisis contexts through prevention, preparedness, response, and recovery.” This Working Group’s contribution to the achievement of this goal is through an enhanced focus on INEE Strategic Priority 2: “To foster the strengthening of the evidence base through partnerships that inform research, policy and practice across humanitarian and development contexts.”

The Education Policy Working Group’s core purpose is to create evidence and knowledge regarding the provision of education in conflict-affected and fragile contexts, to inform policies, planning, and practices of field practitioners, education ministries, donors, and implementing agencies.

The first working group completed a three-year mandate in 2011, and the second working group had a three-year mandate for 2011-2014. The third Education Policy Working Group was officially constituted from October 2014 for another two years to build on the work of the first and second working groups.

The objectives of the Education Policy Working Group in 2015-2017 are as follows:

  1. To serve as a community of practice for the field of education in crisis-affected and fragile contexts, resilience, and peacebuilding;
  2. To build evidence on key issues in education in emergencies and conflict-affected settings by shaping and facilitating learning on EiE;
  3. To contribute to knowledge-building in the field of education in emergencies by making research outcomes useable by practitioners working in crisis-affected contexts;
  4. To provide thought-leadership in the field of education in crisis-affected and fragile contexts for the INEE membership and partners in the field, including facilitating linkages between academics and practitioners;
  5. To enable the delivery conflict-sensitive education in emergency and fragile contexts.

The 2014-2017 Education Policy Working Group is currently focusing on four thematic areas related to education in fragile and crisis-affected contexts:

For more information on each of these thematic areas, please see this page.

 

History of the Working Group

Over the last ten years, the three iterations of INEE Working Groups on Fragility and Policy have supported building evidence, fostering dialogue, and influencing policies on multiple and diverse areas and topics relating to the provision of education for children and youth in fragile crisis-affected contexts:

  • The Working Group on Education and Fragility (EFWG) was established in 2008 as an inter-agency mechanism to engage with national and regional stakeholder to strengthen the evidence base on Education and Fragility, to determine effective modalities of financing education in fragile contexts, and to advocate for policy change.
  • EFWG was renewed for a second term in 2011, with a focus on facilitating learning and dialogue on education’s role in state- and peace-building, as well as promoting conflict-sensitive approaches to education in fragile contexts.
  • In 2014-2017, the Education & Fragility WG changed its name to Education Policy, and continued to build on EFWG’s achievements by facilitating learning and capacity-building on conflict-sensitive education approaches. It also chartered new ground in building evidence on psychosocial support and social-emotional learning, promoting knowledge-sharing on policies governing education for forcibly displaced persons, and enabling dialogue and evidence-building the role of education in preventing violent extremism and urban violence.

Click these links to read more in detail about the areas of work and concrete outcomes of the previous working groups: EPWG 2014-2017; EFWG 2011-2014; EFWG 2008-2011.