New York Consultation Framework
International Rescue Committee, New York City, April 5, 2004
ANALYSIS
| Analysis standard 1: Initial assessment In consultation and collaboration with key stakeholders, there is a rapid initial assessment of education capacity, vulnerability and risks that conveys an accurate representation of the situation to inform an education response. |
Key Indicators:
- Data gaps that need to be filled in order to continue emergency response are identified.
- The nature of the crisis and implications for education are described and understood (see guidance note 1).
- Educational stakeholders and potential partners are identified and engaged in coordination and collaboration in order to inform response and avoid duplication in data collection and logistics.
- Categories relevant to the local context are identified, including age, gender, educational background and context and specific demographical data.
- A vulnerability and risk assessment of the learning environment is carried out, which includes psychosocial and physical factors (see guidance note 2).
- An assessment of local capacity for education response is carried out, including learning resources, materials, structures, education personnel, policy and coordination, for state and non-state actors.
- Assessment follows standards for research (see guidance note 3).
Guidance Notes
- Look to previous/existing data for political, social and economic information regarding the nature of the crisis.
- Take into consideration the variation and range of psychosocial issues. Provide local assessment of most vulnerable group(s)
- Such standards include transparent, utilizing community participation and building local capacity, using existing data and disaggregating data by sex and gender. The Appendix could refer to the IASC or Oxfam assessment tools.
- Note for introduction text: While emergency situations provide an opportunity to innovate with regard to education, and emergency provides a window not only of positive opportunities but also potentially dangerous (establishing a problematic precedent, or risking not being followed in the future; i.g. school fees, specific school management practices).
ACCESS
| Access standard 1 Learning opportunities are identified, created and provided in a safe and secure environment where all stakeholders collaborate and cooperate to ensure inclusivity in activities and services. |
Key Indicators
- Communities, including young people and teachers and other education personnel who are representative of the diversity of the population, are consulted and involved in designing and implementing the type and range of services.
- Various population groups participate and feel safe and secure engaging in learning activities and psychosocial benefits are maximized (see guidance note 1).
- Learning sites are free of violence, mine/UXOs, weapons and militarization, and pedagogies, learning materials and curriculum do not promote violence (see guidance note 2).
- Non-formal education is prioritized and integrated into all sectors of service (see guidance note 3).
Guidance Notes
- Learning opportunities support safety and inclusion by utilizing a range of measures, including flexible schedules, gender-sensitive and appropriate activities, adolescent-friendly locations and activities that are identified and supported by the community. Adolescent-friendly activities may include involving young people through technology, such as educational radio programs, as well as newspapers, drama and person-to-person/peer-education.
- Military and security personnel required in creating secure learning environments are trained in and adhere to (including monitoring) child and human rights standards. As appropriate, state and non-state actors/fighting forces are made aware of and committed to protecting the learning site and the routes to and from the learning site.
- Utilize participatory processes in integrating young people into non-formal education. In particular, women and girls should be involved in planning, implementing and monitoring learning opportunities to ensure inclusion and safety.
| Access standard 2 The learning environment, and routes to and from, provides a physically secure and protected space that is conducive to learning, inclusivity and supports well-being. |
Key Indicators
- Stakeholders are involved/consulted/have ownership of the design, implementation and assessment of programs to ensure they meet the stated and diverse needs of learners, including women and young people.
- Material, financial, human resources are accessible and available (see guidance note 1).
- Services do not discriminate by age or sex.
- Landmines/UXO and small arms and light weapons are cleared from routes, which are routinely monitored, and learning includes mine risk education.
- Physical space provides for education that is safe, secure, comfortable/adequate and accessible.
- Codes of conduct are created, implemented and monitored, through teacher training, orientation and support.
- Learning spaces, pedagogy and curricula are free of violence, coersion and negative propaganda.
- Teachers and other education personnel, leaders and policy-makers are representative of the population.
Guidance Notes
- Material resources should be anticipated, funded, available and rapidly distributed.
LEARNING CONTENT AND METHODOLOGY, LEARNING ENVIRONMENT AND RESOURCES AND LEARNING TEACHERS AND OTHER EDUCATION PERSONNEL
| Standard 1: Curriculum A responsive curriculum is developed and implemented to addresses the needs of the learners. |
Key Indicators
- The curriculum is respectful of the learners and community, including by being gender and age sensitive.
- The curriculum is language appropriate, as defined by the learners and community.
- The curriculum is relevant in the short and long-term, including being meaningful, learner-centered, inclusive of the community network and linked to a recognized curriculum and/or education system (see guidance notes 1, 2, 3)
- A participatory initial and formative assessment of curriculum feeds into curriculum development and takes into account the needs and opportunities of learners.
Guidance Notes
- To be relevant and meaningful in the short term, the curriculum should include survival and psychosocial needs, such as:
- HIV/AIDS education
- Landmine/UXO education
- Peace-building education and conflict resolution
- Recreational activities
- Pyschosocial activities that support the emotional well-being of both teachers and learners (awareness of trauma and fear, promoting opportunities to talk, processing the conflict itself).
- There is a tension between keeping the old curriculum and developing a new one. It is important to meet students where they are, as the old curriculum might not be appropriate anymore.
- Learner-centered methodology means that the curriculum has applicability in real life; the goal is to make information meaningful within the context of the learner. This much be a part of teacher training.
| Standard 2 Teacher and Education Pedagogy |
Guidance Notes
To build upon: Principles to be reflected in standards/indicators and guidance notes:
- A needs assessment should include education content and strategy
- Skills for creation of good learning environment
- Skills that are immediately useful, such as communication skills
- Build on local resources
- Teacher support
EDUCATION POLICY AND COORDINATION
| Education Policy and Coordination standard 1: Inter-agency coordination Donor agencies and other agencies create incentives for collaboration among education stakeholders. |
Guidance Note:
To Build Upon: Coordination does not always imply "working together;" it could also mean pursuing a common goal through effective division of labor.
| Education Policy and Coordination standard 2 Emergency response take into account the policies and practices of the affected areas. |
Key Indicators:
- Response is designed with short-term applicability and long-term perspective that builds upon and promotes local and national ownership and fosters development of national policies.
Participants in the New York Consultation
Annemieke de los Santos
Technical Specialist
United Nations Population Fund (UNFPA)
santos@unfpa.org
Pilar Aguilar
Education Project Officer
UNICEF
paguilar@unicef.org
LaRue Allen
Steinhardt School of Education
New York University
Larue.allen@nyu.edu
Nicole Angotti
Teachers College
Columbia University
nca2001@columbia.edu
Jennifer Astuto
Steinhardt School of Education
New York University
Jennifer.Astuto@nyu.edu
Lesley Bartlett
Assistant Professor of Education
Teachers College
Columbia University
lb2035@columbia.edu
Dana Burde
Visiting Assistant Professor
International and Transcultural Studies
Teachers College
Columbia University
Dsb33@columbia.edu
Pia Castilleja
Teachers College
Columbia University
epc12@columbia.edu
Michelle Cervantes
Senior Policy Coordination Assistant
UNHCR
cervante@unhcr.ch
Matthew Emry
Children and Adolescents Project
Womens Commission for Refugee Women and Children
matthewe@womenscommission.org
Kerstin Fransson
Emergency Officer
UNICEF
Kfransson@unicef.org
Nancy Green
Teachers College
Columbia University
Nlg2004@columbia.edu
Brandon Hall
Teachers College
Columbia University
bjh2106@columbia.edu
Kate Hunt
Multilateral Liaison Officer at the United Nations
CARE
hunt@care.org
Ellen Van Kalmthout
Education Programme Officer
UNICEF
ekalmthout@unicef.org
Nancy Lesko
Professor
Teachers College
Columbia University
lesko@exchange.tc.columbia.edu
Jane Lowicki
Advisor, Youth Protection and Development
Children Affected by Armed Conflict Unit
The International Rescue Committee
Janel@theirc.org
Collette Mazzucelli, PhD, DDG
Member, Founding Faculty & Provost
OLT College
colettegrace@optonline.net
Cynthia Miller-Idriss
Assistant Professor
Steinhardt School of Education
New York University
cynthia.miller.idriss@nyu.edu
Hassan Mohamed
Senior Technical Advisor
Basic and Grils Education Unit
CARE USA
mohamed@care.org
Kitenge N'Gambwa
Senior Technical Advisor
Children Affected by Armed Conflict Unit
International Recue Committee
kitenge@theirc.org
Chris Pagen
INEE Minimum Standards Intern
Teachers College
Columbia University
Cmp2106@columbia.edu
Allison Anderson Pillsbury
Focal Point on Minimum Standards
InterAgency Network for Education in Emergencies
International Rescue Committee
allison@theirc.org
Pia Rebello Brito
Teachers College
Columbia University
Pmr11@columbia.edu
Regina Reza
Education Intern
Children Affected by Armed Conflict Unit
The International Rescue Committee
School of International and Public Affairs (SIPA), Columbia University
reginar@theirc.org
Jane Ehrenberg Rosen
Educator and Education Consultant
Janeerosen@aol.com
Mary Anne Schwalbe
Founder
Womens Commission for Refugee Women and Children
mas@womenscommission.org
Janet Shriberg
Program Manager
Children Affected by Armed Conflict Unit
The International Rescue Committee Teachers College, Columbia University
janets@theirc.org
Rebecca Winthrop
Education Program Manager
Children Affected by Armed Conflict Unit
International Rescue Committee
Rebeccaw@theirc.org
Bart Vrolijk
Office of the Special Representative of the Secretary-General for Children and Armed Conflict
vrolijk@un.org
