Autoridades de governos e especialistas do mundo inteiro participam esta semana de duas conferências sobre redução do risco de desastres naturais e sobre sistemas de alerta contra eventos climáticos extremos, em Cancún, no México.
O projeto de formação é financiado pelo Fundo Global para o Ambiente (GEF, sigla em inglês) que tem como objetivo explorar diversas abordagens para ajudar os agricultores em práticas de resiliência.
In recent years, it has become common practice within post-conflict countries to introduce peace education or human rights courses into the school curricula.
After the 2007 violent elections in Kenya, for instance, a peace education course was introduced into the secondary school curriculum. This course aimed to mitigate ethnic tensions and increase inter-group tolerance among pupils.
As Syrian students take their final exams, the Norwegian Refugee Council calls on all actors to ensure their safety at this critical stage in their education.
”I would like to take the 9th grade degree to achieve my dreams,” says Majd. In spite of being displaced, Majd is determined to take the final exam and go to high school.
“Despite the conflict, children across Syria are now sitting their end-of-year exams. We call on all parties to the conflict to ensure that students can safely take their exams. Through education, Syria’s children and youth can contribute to building a brighter future for their country,” says Thomas White, NRC’s Syria Response Director.
The 9th grade exam marks the end of basic education for Syria’s children – and allows students to go on to the next level in their education. However, the war in Syria makes it difficult for students to attend their final exams in many parts of the country, particularly for those who have been displaced or who are affected by the ongoing fighting.
A new programme to deliver higher education opportunities for over 6,300 Syrian refugees was launched at the Hague Institute for Global Justice, Netherlands, today.
The project, which is one of the largest education programmes in the world for refugees, will grant access to scholarships, undergraduate qualifications and vocational training to a total of 6,345 students in Iraq, Jordan, Lebanon, Palestine, Syria and Turkey.
“O Governo angolano reafirmou hoje, sexta-feira, a necessidade de um maior envolvimento da comunidade internacional na assistência aos cerca de 30 mil refugiados fugidos do conflito na região do Cassai, República Democrática do Congo (RDC).”
In a longer school day, students complain of hunger and drop out.
“As you can see, the green plum, everything is finished,” says Sinneh Binda, pointing to a tall mango tree. Towering over the courtyard of the Cinta Public School, about an hour’s drive from Liberia’s capital city of Monrovia, the tree is barren, devoid of the fruit that should be hanging from its branches. “When we get hungry, we can just be eating everything in the tree,” she explains.
“If I went back there, I imagine a dark future,” said 16-year-old Ahmad, an Afghan refugee raised in Iran who had fled to Europe. “I just want to have a chance to continue my education, nothing more.”
Not only could Ahmad not fathom returning to Afghanistan, but he also didn’t want to return to Iran, where he could not go to school. Iranian government policies require Afghan refugees to pay school fees and show residency documents to be admitted to school. The United Nations refugee agency estimates there are 1.5 to 2 million undocumented Afghans in Iran.
Despite a humanitarian crisis and an economy in tailspin, about 90% of Yemen’s schools are open, with the government trying to continue the education of over 5 million children and youth
“O secretário-geral da ONU apontou que num mundo cheio de desafios, entre os quais citou a ameaça do terrorismo, uma das principais obrigações passa por “revitalizar a cooperação para o bem comum, a fim de se construir uma vida em paz e dignidade para todos”.”
We know that a quality education is crucial to economic development. It also has a lifelong impact on individuals’ health, women’s empowerment, the environment and peace building. In short, investments in quality education reap massive dividends.
“Realizou-se de 10 a 14 de abril no Centro de formação Profissional Brasil/São Tomé e Príncipe, a formação em comunicação destinada aos Operadores do Centro Operacional de Emergia, CENOE, umas das estruturas base do Conselho Nacional de Preparação e Respostas as Catástrofes, CONPREC.”
Like millions of others caught up in Yemen’s brutal conflict, 12-year-old Somali refugee Afrah’s immediate concern is surviving the bombs, bullets and gnawing poverty it has created.
But with an eye to her future, she is also deeply concerned that the conflict could prevent her from continuing her education and achieving her dream of one day becoming a doctor.
“I am very frightened by the war but I really want to stay in school,” said Afrah, wearing a green tunic that is the uniform of the Asma School for Girls in the Yemeni capital Sana’a.
Two years of conflict in Yemen have crippled much of the country and its inhabitants, leaving a staggering 18.8 million people in need of humanitarian assistance and preventing two million children from attending school.
This report explores education opportunities in Lebanon in light of the protracted Syria crisis, examining their potential in supporting social stability between host and refugee communities. It argues that education, both formal and non-formal, has strong potential to support social stability in Lebanon. The research has been produced as part of the ‘Change in exile’ project implemented by International Alert in Lebanon and Roskilde University in Denmark, which seeks to generate evidence on the role of education in supporting social stability in both countries. In Lebanon, the research involved 30 key informant interviews (KIIs) with government, the United Nations (UN) and representatives of non-governmental organisations (NGOs), as well as 10 focus group discussions (FGDs) with Syrian and Lebanese children (aged 11–17), parents and educators in Tripoli and in the suburbs of Beirut. This research was conducted between October 2016 and January 2017. In Denmark, the research involved a similar methodology with KIIs and in-depth interviews with unaccompanied Syrian refugee minors.
Mobile learning opens the possibility of thousands of displaced people in Africa having the chance not only to empower themselves individually, but to bring positive change and development to those societies among which they find refuge.