The Latin America and Caribbean Collective Consultation Framework

The Latin America and Caribbean Collective Consultation on Minimum Standards for Education in Emergencies
Standards, Indicators and Guidance Notes
Panama City, Panama, May 5-7, 2004

(Spanish Version)


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I. Analysis
II. Access, Equity & Learning Environment
III. Learning Content & Methodology
IV. Teachers and other Education Personnel
V. Community Participation
VI. Education Policy and Coordination
List of Delegates



From 2003 onwards, the Inter-Agency Network for Education in Emergencies (INEE) Working Group on Minimum Standards for Education in Emergencies is facilitating a broad base of stakeholders to develop standards that articulate a minimum level of educational access and service to be attained in emergencies through to early reconstruction. The main components to the standards development process are inputs via the INEE list-serve; regional sub-regional and national consultations covering Africa, Latin America, Asia, the Middle East and Europe; and a peer review process. The focus on field-based consultations is meant to ensure that the standards reflect regional concerns and have a consultative basis.

The Latin America and Caribbean Collective Consultation on Minimum Standards for Education in Emergencies was held in Panama City, Panama from May 5-7, 2004 and was hosted by UNICEF. In advance of the regional consultation, delegates held 22 national and local consultations on minimum standards for education in emergencies, directly involving over 360 people in 12 countries across Latin America and the Caribbean: Argentina, Bolivia, Colombia, Dominica, Dominican Republic, El Salvador, Ecuador, Haiti, Mexico, Nicaragua, Peru and Panama. Thirty-five participants at the regional consultation used the standards that were developed at the local and national consultations as a basis for developing minimum standards, indicators and guidance notes that reflect their own experiences and are based on consensus from a regional perspective. INEE would like to thank UNICEF TACRO for its support to and hosting of the consultation, as well as UNESCO, UNICEF HQ and USAID Haiti for additional support to the consultation.

INEE AND INEEs WORKING GROUP ON MINIMUM STANDARDS

INEE is an open network of UN agencies, non-governmental organizations, donors, practitioners, researchers and individuals from affected populations working together to ensure the right to education in emergencies and post-crisis reconstruction. The network is responsible for gathering and disseminating best practices in education in emergencies and ensuring a regular exchange of information among its members and partners. INEE is led by a Steering Group composed of representatives from CARE International, International Save the Children Alliance, the International Rescue Committee, Norwegian Refugee Council, UNESCO, UNHCR, UNICEF and the World Bank. INEE is open to all interested individuals and organizations that implement, support, advocate and study education in emergencies. Join INEE at www.ineesite.org and find out more about INEE by contacting the INEE Coordinator.

INEEs Working Group on Minimum Standards for Education in Emergencies consists of 13 organizations with expertise in education in crisis and early reconstruction situations: CARE Canada, CARE USA, Catholic Relief Services, the International Rescue Committee, Norwegian Church Aid, Norwegian Refugee Council and the Norway United Nations Association, Save the Children UK, Save the Children USA, Refugee Education Trust, UNESCO, UNHCR, UNICEF and World Education. The standards process has received funding from the Canadian International Development Agency (CIDA), the International Rescue Committee, the International Save the Children Alliance, the Swedish International Development Cooperation Agency (SIDA), UNESCO, UNICEF and UNHCR. To learn more about the Minimum Standards Process, contact the INEE Focal Point, Allison Anderson Pillsbury, at Allison@theirc.org. Additional results from the consultative process are posted at the Minimum Standards main page.

INTRODUCTION: EDUCATIONAL CONTEXT

In most Latin American and Caribbean countries, educational systems are characterized by reform processes, adjustments to cover budget deficits and deficient infrastructures. Very few countries have a teaching staff that is motivated and committed to the educational quality, pleased with its salaries, and involved in updating processes and professional development to master new and better technologies and teaching and learning methods. In addition, the investments to apply educational policies and strategies geared toward quality are possible thanks to the indebtedness with the international financial system.

In some countries private education is an alternative for access to a better quality education, but it is not accessible to the majority of the population due to its high cost and the low purchasing power of families, especially in the rural sector.

Intense seismic activity and extreme tropical meteorological conditions, where an earthquake of considerable magnitude, a severe hurricane or drought can strike at any time, are situations that together with social, economic, and institutional vulnerabilities existing in most of the countries of the region, can easily turn these threats into large proportion disasters.

We have countries whose population has experienced several decades of multiple emergency situations such as armed conflicts and their consequences of increased poverty, constant population mobilization, and the deterioration of natural resources. There is also an absence of national plans to guarantee development projects that are not susceptible to government changes.

There have been hurricanes such as Mitch and Andrew and earthquakes like those experienced in Central America, as well as other disasters that wiped out communities in one or several countries, causing great damage but also prompting a quick reaction from international cooperation agencies which, taking advantage of the support in favour of efforts for reconstruction, have been promoters of alliances among countries and some times among government and non-governmental forces to promote new agendas for development that include policies aimed at the reduction of the old social and ecological vulnerabilities.

These scenarios have indicated to donor countries, development agencies, and multilateral financial institutions that alliances and global and integrating projects are unavoidable conditions for the design and implementation of national reconstruction plans because they are opportunities that favour the participation of civil society to act not only during a crisis, but also during early reconstruction.

In addition, there are cultural factors that contribute to a rapid deterioration of the environment and the backwardness of rural and marginal urban areas, aspects that become evident in a loss in the profitability of the majority of the agricultural and agro-industrial activities; the dramatic degradation and exhaustion of natural resources; and the unappropriate permanence of high levels of rural poverty. Problems increase with the inappropriate use of the soil, erosion, and the loss of its fertility due to physical, chemical, and biological degradation. The river basins show two worrisome trends: the systematic destruction of the ecosystems that permit the adequate retention and channelling of water resources, and the high level of contamination of superficial waters caused by harmful spills and run-offs.

In these contexts, education in emergency situations plays an essential role in the development of behaviours for the prevention and attention of the crises and early reconstruction and trained conducts that spontaneously respond with a preventive vision are needed.

As a result of the foregoing, 37 representatives from 31 organizations with headquarters in 16 countries of Latin America, the Caribbean and Europe, met between 5 and 7 May, 2004 in Panama City to analyse the proposals that emerged a as result of consultations in various countries with regard to Minimum Standards for Education in Emergencies, Chronic Crises, and Early Reconstruction; thus responding to the call issued by INEE, UNICEF and UNESCO.

LEGAL FRAMEWORK

The minimum standards that were analysed and agreed upon are built on the principles of the Humanitarian Charter of the Sphere Project, which mention:

  • Respect for a life with dignity, based on the Universal Declaration of Human Rights
  • Distinction between combatants and non-combatants based on International Humanitarian Law
  • And the principle of non-refoulement (no refugees shall be sent back), based on the Rights of Refugees.

In addition, it adopts the United Nations Convention on the Rights of the Child promulgated in 1989 and ratified by all the countries, except for the United States of America, and considers the existing universal and national legislation on education.

 

LATIN AMERICA AND CARIBBEAN REGIONAL REPORT ON MINIMUM STANDARDS FOR EDUCATION IN EMERGENCIES, CHRONIC CRISES, AND EARLY RECONSTRUCTION
Minimum Standards, Indicators and Guidance Notes

 

ANALYSIS:

ANALYSIS Standard 1:

The countries have a viable system for risk management analysis(1), drafted with the active participation of the stakeholders, identifying and describing the threat conditions and vulnerability factors of the Educational Sector (2) in general, and highlighting the local organizations capacity to respond.

 

Key Indicators

  1. There is a legal and budgetary framework in force for the educational sector that supports the situation analysis system in emergencies.
  2. Risk matrix (3) drafted based on the analysis of threats, vulnerabilities, and capacities of the educational sector.
  3. Each educational centre has a risk map showing its potential threats and highlighting the factors that affect its vulnerability.
  4. Each educational centre has a School Contingency and Security Plan to prevent and respond to emergencies.
  5. The community participates in the design, maintenance, monitoring, and evaluation of the mechanisms established for the analysis and effective activation of the system.
  6. The analysis will be conducted by the Permanent Committee of the educational sector made up of competent authorities at the national level (see standard 2 on Education Policy and Coordination).

 

Guidance Notes

  1. Risk Management includes all the actions involved in the prevention, mitigation, and attention of emergencies (preparedness, response, reconstruction, and rehabilitation) during adverse events of a natural or provoked nature.
  2. Educational Sector: comprises all formal and non formal educational levels, whether public or private.
  3. Risk Matrix: contains the result of the analysis of the following components of the educational sector: environment, infrastructure, teachers training, school enrollment, curricula, protection and security, disability, and technical norms, among other aspects of interest that will enable risk management guidance in emergencies.

 

ANALYSIS Standard 2:

In the process of situation analysis, an intersectoral focus is applied, considering equity in generational, ethnic, cultural, and gender aspects.

 

Key Indicators

  1. The situation analysis includes demographic information grouped by gender, age, school grade, and disability, among others.
  2. Intersectoral mechanisms for effective coordination, monitoring, and evaluation.
  3. Intersectoral participation.
  4. Generational needs and priorities identified by gender.
  5. Periodic updating.



II. ACCESS, EQUITY, AND LEARNING ENVIRONMENT

Introduction

  • It is advisable to have a preamble that defines that norms are based on and support basic human rights principles such as non-discrimination and the international agreements that determine our fundamental ethical frameworks (see Legal Framework in Introduction)

 

ACCESS, EQUITY, AND LEARNING ENVIRONMENT Standard 1:
All children and adolescents are guaranteed the right to a free and good quality education, as well as other learning opportunities, even during emergencies.


Key Indicators

  1. % of children in affected areas who are exercising their right to education (see guidance note 1)
  2. % of school desertion (permanence) (see guidance note 2).
  3. % of children who dropped out of school but who were reinserted (see guidance note 3)
  4. School costs, formal requirements, uniforms, school supplies, and transportation that are no obstacle for the access of children and their permanence in school.

* To change in the addendum: indicators 1-3 must be changed from % to specify a quantity!

 

Guidance Notes:

  1. The statistical indicators must allow for an analysis and disaggregation by age, gender, and nationality, among others.
  2. Access to education refers to formal and non formal education.
  3. Strategies are in place to identify and reinsert children who dropped out of school.

 

Possible change to ACCESS, EQUITY, AND LEARNING ENVIRONMENT Standard 1:
Children and adolescents are guaranteed the right to a free and good quality education, as well as other learning opportunities, even during emergencies.

 

Key Indicators

  1. Number of children in the educational programme.
  2. Access that children and adolescents have to education. *
  3. Percentage of children and adolescents with school permanence. **
  4. Children and adolescent desertion rate.
  5. Percentage of children and adolescents who have been reinserted. ***
  6. Quantity of books and schools supplies that were distributed.
  7. Number of uniforms.
  8. School transportation.

 

Guidance Notes

* Statistical indicators must permit an analysis by age, gender, and nationality.
** By access to education it is meant formal and non formal education.
*** Strategies are in place to identify and reinsert children who have dropped out of school.

 

ACCESS, EQUITY, AND LEARNING ENVIRONMENT Standard 2:
Education in emergencies considers the diversity and specificity of children and adolescents.

 

Key Indicators

  1. The educational proposal includes methodologies, human resources, and materials to integrate the educational population with specificities, among them, ethnic, cultural, of sexual orientation, disability, emotional, gender, religious, and of a generational nature (1).
  2. The educational proposal promotes the construction of democratic relations among all stakeholders (2).
  3. The educational population has efficient and effective mechanisms for organization and participation in the construction, development, and evaluation of the educational proposal (3).

 

Guidance Notes

  1. All specificities must be considered, even if they are not mentioned, such as nationality, among others, depending on the circumstances. By generational it is understood that educational options are included for the overall attention of children under 6 years, primary/basic/secondary education, and family and adult education.
  2. Equitable relations, respecting differences, among boys, girls, and adolescents and their relations with adults. The exercise of non-authoritarian power, even considering the family and community environment.
  3. Training, educational materials, and specific guidance is required to guarantee effective participation in the process to empower people.

 

ACCESS, EQUITY, AND LEARNING ENVIRONMENT Standard 3:
Education in emergencies guarantees the continuity of children and adolescents in the regular educational system.

 

Key Indicators

  1. The children's learning during emergencies is recognized by the formal education system. (1)
  2. Flexible requirements for children who have attended educational programmes in emergencies so that they can enter the regular educational system.
  3. The incorporation of the children into the regular educational system is expeditious and, if necessary, takes into consideration opportunities for support and academic adjustment. (2)

 

Guidance Notes

  1. In Latin America there are experiences that prove the validity of flexible educational models focused on the development of the subjects of learning, in accordance with their conditions, capacities, and circumstances.
  2. The formal educational system must consider the need to recover and support those who are being incorporated in an individual and explicit way. By expeditious, it is understood that the entry of children into the system is prioritized over any formal procedure.

 

ACCESS, EQUITY, AND LEARNING ENVIRONMENT Standard 4:
Children and adolescents learn in an environment of well-being (1) and security.

 

Key Indicators

  1. The spaces for learning are safe, healthy, (2) and adequate.
  2. The places for learning are located near the children and the access to them is safe.
  3. The learning environment is favourable for emotional well-being and is free of any kind of violence, abuse, and discrimination (3).
  4. The educational staff has the tools and skills to contribute to the emotional well-being.
  5. The students and teachers have the appropriate material for the learning process.
  6. The children, the family, and the community participate in the construction and maintenance of an environment of well-being and security.

 

Guidance Notes

  1. We understand well-being in its full sense: Security, protection, health, quality of the space, and warmth in the relation between teachers and students: emotional aspects, physical aspects, and educational resources.
  2. Regarding the concept of health, the promotion of sex and reproductive health, the prevention of any form of sexual abuse and exploitation, in addition to hygienic-sanitary, nutritional, emotional factors, and basic health care, are relevant aspects. Special emphasis must be placed on the protection against sexual abuse and the education for sexuality and life.
  3. Discrimination for reasons of gender, disabilities, cultural, generational, and nationality differences, sexual orientation, and economic and social reasons.

 

 

III. LEARNING CONTENT AND METHODOLOGY

 

LEARNING CONTENT AND METHODOLOGY Standard 1: Content:

Curriculum (1) relevant and flexible, with a view to the development of a culture of prevention based on ethical principles, adapted to cultural particularities, that empower competences, abilities, and skills for life.

 

Key Indicators

  1. Educational processes with a popular education focus.
  2. Quality of educational materials adapted to the mother tongue of the affected communities.
  3. Mode of application of the emergency component within the curriculum.
  4. Change of behaviour observed in the educational community during the drills.

 

Guidance Notes

  1. To recognize Human Rights (Convention on the Rights of the Child) and International Humanitarian Law in the drafting of the curriculum. To take into account, avoiding discrimination, the indigenous, afro-descendent, and disabled population in the entire process to develop the curricular content in emergencies.
  2. To draft the content of the curriculum focusing on gender, taking the disabled population into consideration.
  3. To learn and apply nutritional, health, and safe water management norms in emergencies, prioritizing vulnerable groups to prevent malnutrition.
  4. To provide emergency information over the radio, television, and other media for rapid campaigns.
  5. To introduce contents to avoid sexual and commercial exploitation, as well as HIV/AIDS.
  6. To link childrens educational activities with literacy campaign actions for adults.
  7. To promote conflict mediation processes and the prevention of abuse in the educational community.


LEARNING CONTENT AND METHODOLOGY Standard 2: Methodology

Methodological strategies that consider the creative, dynamic, cooperative, and equitable participation of the educational community as a subject of rights, according to its culture, incorporating a psychosocial focus that will emphasize resilience following a framework of codes of conduct and confidentiality.

 

Key Indicators

  1. Educational institutions applying the curriculum and the methodological guides.
  2. An established coordination among the protection system, the emergency committees, and the affected population.
  3. The participation of the educational community in the process to implement activities in the emergency plans.
  4. People trained in overall vulnerability analysis and risk management.
  5. Psychosocial accompaniment activities adapted culturally.
  6. Support groups for psychosocial accompaniment aimed at teachers.
  7. Quality and mode of using local, cultural, sports, and recreational expressions, as well as workshops to share experiences and work groups developed by teachers.

 

Guidance Notes

  1. Methodological guides must be developed to implement the Educational Protection System in Emergencies, which must be participative, simple, and accessible and must include vulnerability and early alert analyses, as well as contingency plans.
  2. It is recommended that sensitive and current issues, such as an internal armed conflict, should be taken into consideration.
  3. Children will not be separated from their families. The educational community must view this measure as a protection norm.
  4. The participation of children and adolescents in conflict situations must be carefully assessed because such situations make them visible and vulnerable.
  5. The nutritional situation of vulnerable groups must be viewed within the teaching process.
  6. The educational communitys teamwork must be evaluated.
  7. Measures must be taken so that uniforms and other symbols will not contribute to the stigmatization of children in emergencies.


LEARNING CONTENT AND METHODOLOGY Standard 3: Human, material, and technical resources
Database of key people and institutions that will act as a network team and will receive previous induction.

 

Key Indicators

  1. Human and material resources are inventoried and available for educational actions in emergencies.


LEARNING CONTENT AND METHODOLOGY Standard 4: Human, material, and technical resources
Educational and recreational kit adapted culturally to facilitate the environment and continuity of the learning process as soon as possible.

 

Key Indicators

  1. Community resources are used to make the educational kits and the teaching materials. The community is incorporated into the development of the same through micro-productive projects.


LEARNING CONTENT AND METHODOLOGY Standard 5: Human, material, and technical resources
Each educational institution will have an Emergency Fund.

 

Key Indicators

  1. To promote the participation of the private sector in activities to help the Emergency Fund and in prevention actions, making their contributions tax exempt.
  2. Funds are obtained to offer scholarships, purchase teaching materials, and uniforms. (2)

 

Guidance Notes

  1. To promote cooperation agreements with universities, NGOs, and community organizations for the development of early warning educational material, psychosocial and nutritional accompaniment, as well as activities to gather lessons learned and good practices.
  2. The uniforms and other symbols will be used as long as they do not stigmatize children.
  3. The participation of the members of the educational community in emergency preparedness meetings
  4. No Consensus: Do standards 3, 4 and 5 within the category of LEARNING CONTENT AND METHODOLOGY belong as indicators for a broader standard on resources?
  5. Cross-reference: Resources should also be addressed within Education Policy and Coordination.

 

IV. TEACHERS AND OTHER EDUCATION PERSONNEL

 

TEACHERS AND OTHER EDUCATION PERSONNEL Standard 1: Training
Mechanisms of initial and continuous training, monitoring and support that back and guide teachers and other education personnel (OAE) (1) are in place for prevention, preparedness, assistance, and early recovery in a crisis.

 

Key Indicators

  1. Teachers have adequate teaching materials for risk management and the emergency for all levels (2) and educational modalities. (3).
  2. National plans to train teachers and OAEs include risk and emergency management. (6)
  3. Every school has an emergency and monitoring plan with a basic budget for its implementation. (7)

 

Guidance Notes

  1. OAE: Parents, other members of the family, the elderly, community members, youth groups, volunteers, other organized groups, health teachers, local radio stations, etc.
  2. When levels are mentioned, it means from basic through higher education.
  3. Modalities refer to formal and non formal education, including the education of adults, children, adolescents without schooling, and the disabled, etc.
  4. The materials may be produced by government and non-government authorities and/or the educational community itself.
  5. To the extent possible, the teaching materials existing prior to the emergency will be used.
  6. This indicator may be linked to standard 2.
  7. Teachers and OAEs are members of the emergency committees at the local level; see relation with the category on community participation.
  8. The plan by school presupposes the existence of a national policy for an emergency system.


TEACHERS AND OTHER EDUCATION PERSONNEL Standard 2: Management of resources
To facilitate the presence and guaranteed and committed permanence of teachers and other education personnel in situations of preparedness and emergencies.

 

Key Indicators

  1. Teachers and OAEs receive recognition from the community and government authorities for the volunteer services rendered in emergencies
  2. The professionalization plans for teachers recognize, evaluate, and validate the professional teachers work in emergencies. (4)

 

Guidance Notes

  1. Based on the reality of each country/region, the "recognition" may be material ($...) and/or non-material, such as teaching credits, certificates, etc
  2. It is advisable to consider the rotation of the teaching and OAEs staff to preserve their mental health and emotional integrity. In Mexico, during the emergency caused by Hurricane Isidoro, medical, psychology, education, and architecture students offered their services to the affected community and such practice resulted in accreditation for their hours in social service . See experience in Colombia.
  3. When there are no teachers available, the community and other stakeholders will decide who will assume the OAE role or roles.
  4. Each country will define the standards and evaluation mechanisms linked to the work of a teaching professional during an emergency. During the war in El Salvador, popular teachers emerged in places where there was no formal education. The Ministry of Education accredited the learning of the students in such context and started a special system of distance learning to accredit popular teachers after the war.


TEACHERS AND OTHER EDUCATION PERSONNEL Standard 3: Competences and abilities
To facilitate and promote the development of a series of competences that help teachers and other education personnel face emergencies effectively and efficiently.

 

Key Indicators

  1. Number and types of self-support groups among teachers, children, adolescents, and OAEs. (1)
  2. Teachers and OAEs are trained in areas such as:
  • Risk management and emergencies (identification of traumatic and post-traumatic manifestations, first aid, psychosocial recovery, etc.)
  • And respect for diversity, specific needs linked to gender and age. (2).
  1. Workshops for human development applied to risk management and emergencies. (3)
  2. Teachers and OAEs work together with children and adolescents in the respect for a code of conduct based on human rights, humanitarian principles, the CRC and CEDAW.
  3. Teachers have the ability to facilitate the training of other human resources, in education, during an emergency.

 

Guidance Notes

  1. To improve and reinforce their psychosocial/psychoaffective condition.
  2. The number must be based on the number of communities committed in the emergency.
  3. Workshops must be aimed at:
  • the peaceful solution of conflicts, tolerance, and mutual respect
  • the preservation of the childrens highest interests
  • the identification of risks and application of measures for the protection of children and adolescents in crisis situations (AIDS, HIV, sexual exploitation, reproductive health, nutrition, abuse, environmental education, etc.)
  • the rapid management of the emergency and the reconstruction
  • the identification and work with risk groups
  • the strengthening of the psychoaffective dimension
  • the development of the leadership capacity and the resilience.

 

V. COMMUNITY PARTICIPATION

 

Introduction

  • To make reference to the right to participation as established in human rights laws.
  • It is important to differentiate between natural disasters and conflicts in order to determine the type of necessary intervention, as well as distinguishing the type of community response. During natural disasters, the communities often come together, while during conflicts they tend to become divided. The governments and the humanitarian organizations must urge the communities to become organized and to participate. In conflict situations it is necessary that neutral personnel participate to identify and work with the community on its priority needs, including that of education.
  • Children and adolescents have the right to participate. It is necessary to overcome the concept of viewing children as victims or affected parties and recognize them as participants in the response. Organizations of children and adolescents can participate together with other organizations in decision-making, planning, implementation, monitoring and evaluation processes within an emergency, maintaining a relation of mutual respect.
  • The communities have the obligation and duty to guarantee the protection of children against any abuse at all times, especially in emergencies.


COMMUNITY PARTICIPATION Standard 1:
Members of the community participate in committees to guarantee the continuation of education taking into account their needs, concerns, values, and cultural diversity.

 

Key Indicators

  1. The Community Committees for Emergencies (CCE) (1) represent and reflect the diversity of the community (2).
  2. The Terms of reference and the action plan of the Community Committee for Emergencies are clearly defined and accessible to the community.
  3. The ties among the community, the family, and the school are strengthened and prioritised.
  4. The committees and sub-committee develop, establish, and manage effectively the action plans that are being implemented and that are a response to the situation of the community.
  5. Representatives of the local CCEs meet regularly to make decisions, exchange information, and provide feedback.
  6. Rules and regulations are agreed upon by consensus.
  7. The communitys capacity to respond to emergencies and early reconstruction has been developed (6).

 

Guidance Notes

  1. Community Committees for Emergencies (CCE), include sub-committees, local agencies, civil associations, local organizations, youth groups, and student associations, among other groups of a community nature.
  2. The composition of the CCE must be fair and balanced to avoid discrimination (age, gender, ethnic group, and religion).
  3. Community members must act in accordance with the code of conduct established for Education in Emergencies. (See standards under the Category: Teachers and Other Education Personnel).
  4. A diversity of groups, such as PTAs, community education committees, etc., is identified within the emergency area where principals, teachers, parents, students, etc. participate.
  5. An increase in the number of community members involved in training, response, and early reconstruction activities.
  6. Community confrontation mechanisms are strengthened through training in related fields, such as origin, characteristics and consequences of disasters, first aid, protection and security of vulnerable people, etc.


COMMUNITY PARTICIPATION Standard 2:
Children and adolescents are organized and participate actively in the promotion, strengthening, and implementation of the educational programme in emergencies.

 

Key Indicators

  1. Emergency operators are trained to work with children and adolescents, using participative methodology.
  2. Children and adolescents organized and not organized are strengthened and trained to facilitate their participation within the educational programme in emergencies (see guidance notes 4 and 5).
  3. Government and non-governmental organizations identify children and adolescents organizations as partners and work in collaboration with them.
  4. Organizations of children, adolescents, and families participate in the design of educational activities (see guidance note 6).

 

Guidance Notes

  1. The government and non-governmental organizations respect the childrens and adolescents organizations and work together with them.
  2. Emergency operators must work with children and adolescents to get them involved once the emergency ends.
  3. The childrens participation contributes to their emotional recovery.
  4. The children must be trained on practices that help in their protection and their capacity to participate constructively during emergencies must be increased. For example, they must receive training on first aid, survival skills, and HIV/AIDS prevention.
  5. Once school activities are back to normal, care should be taken so as not to overload students with emergency related tasks.
  6. The opportunities that emergencies offer must be used to involve adolescents, especially those not attending schools, in activities that are important for the community (possibly recreational activities for children). This gives them positive alternatives in the face of negative influences such as crime, armed groups, etc.

 

VI. EDUCATION POLICY AND COORDINATION

 

EDUCATION POLICY AND COORDINATION Standard 1:
Risk management is taking into consideration within the educational policy with the participation of all the stakeholders within the educational sector in line with the compliance with the Convention on Human Rights, the United Nations Convention on the Rights of the Child, International Humanitarian Law, and other principles included in the Humanitarian Charter.

 

Key Indicators

  1. There is a legal and budgetary framework (1) that supports the educational policy in risk management.
  2. There is a procedures manual (2) for the participation of the educational sector in emergencies.
  3. Guides and modules available for teachers to give guidance on educational activities in emergencies.
  4. Plan of Action for teachers where their role and responsibilities in emergencies are described.

 

Guidance Notes

  1. The legal framework includes international rules with regard to the care of populations, with an emphasis on children and adolescents in areas such as mental health, nutrition, abuse prevention, initial education for children under 6 years, among others.
  2. Procedures Manual: it is the series of actions to be taken into consideration in emergencies with emphasis on the educational sector where decision making, stakeholders involved, responsibilities, roles, as well as security and protection factors, and mechanisms for intersectoral coordination are described.


EDUCATION POLICY AND COORDINATION Standard 2:
There is an institution defined within the educational sector for risk management, provided with the competent authority and with the participation of different sectors of public and private institutions, agencies, and multilateral organizations, national and international NGOs, as well as community and childrens groups.

 

Key Indicators

  1. Permanent committee of the educational sector (PCES) for risk management with institutional representation.
  2. PCES integrated in the risk management system coordinated by local and national authorities.
  3. Established and applied procedures.
  4. Supervision and monitoring reports for actions planned and developed by the PCES.


EDUCATION POLICY AND COORDINATION Standard 3:
The Educational Sector has a communications system that contributes to the education of the population throughout the risk management process in a clear, transparent, and opportune way, reflecting reality, guiding, and guaranteeing the right to information.

 

Key Indicators

  1. Duly identified media.
  2. Adequate media.
  3. Quality and trustworthiness of disseminated materials.
  4. Access to information.
  5. Alternate means of communication.

 

List of Delegates

 

PARTICIPANTS
# NAME COUNTRY / CONTACT POSITION / ORGANIZATION
1 Roy Bowen Belize / P.O. Box 780 Belize City tel: (501)-225-2594, rbowen@unicef.org Emergency focal point, UNICEF Belize 135 Coney Drive Belize city Tel. 501-223-3609
2 David Martin Villarroel Garca Bolivia / Herman 3151, Zona Chimba, Cochabamba, tel:(591-4) 4280517, fax: (591-4) 4248283, mvillarroel@sccsur.org, martinviga@yahoo.com Regional Emergency Coordinator, Save the Children Alliance, South America Calle Pantalen Dalence No. 1433 esquina Av. Portales, Cochabamba Bolivia Tel. 591-4-428-4534
3 M. Roco Mojica Carvajal Colombia / Carrera 7 # 32-85, Santa Fe de Bogot, home tel: 57-1- 3245124 office tel: 57-1-2854850, fax: 57-1-2854536, r.mojica@savethechildrenuk.org.co Programme Coordinator, Save the Children UK Colombia / Carrera 7, # 32-85 Oficina 302 Bogota, Colombia Tel. 57-1-245-2459
4 Flor Alba Romero Medina Colombia / Carrera 41 No. 57 B 37, Bloque C-3 Apartamento 408, Barrio Paulo VI, Primera Etapa. Bogot, D.C., home tel: 57-1-3153803, cel: 57-1-310 8553476, floralbaromero@hotmail.com Coordinadora Nacional de Colombia, Programa Andino de Derechos Humanos-Unin Europea (2002 - 2003), Universidad National de Colombia, Carrera 30, Calle 45 Bogota. Tel. 57-1-316-5000 ext 16423 / Fax 57-1-316-5000 ext 16402
5 Gerardo Prez Holgun Colombia / Tr 65 #41b-35 Bloque 6 Apto 402 Medelln, tel: (57) (4) 284-4558 cel. 57-4-3108251400, cahuide48@yahoo.com, cedecis@geo.net.co Director, CEDEDIS- Corporation for Community Development and Social Integration; Calle 54 # 43-55 Medellin, Colombia Tel. 57-4-216-3782 / 216-8959
6 Fernando Jiovani Arias Morales Colombia / Cra 5a No. 67 - 12 Bogot, D.C., tel&fax;: 571- 310 2151, dosmundos_jarias@cable.net.co, jiovani_arias@hotmail.com Director, Fundacin Dos Mundos "Para el apoyo a nios, familias y comunidades vctimas del conflicto armado"
7 Claudia Beatriz Crdenas Becerra Costa Rica / Apdo. Postal: 1609-2100 Sabanilla, Montes de Oca, San Jos, Costa Rica, Tel:+506 2734831; Mvil:+506 3882499; claudia.cardenas@spmlat.com, ccardenas@eird.org Consultora de EIRD, SPM Latinoamrica Consultores S.A Estrategia Internacional, Ofimall, Mall San Pedro 3er Piso, San Jos, Costa Rica. Tel. 506-224-1186 / Fax 506-224-7758
8 Francis Joseph Dominica & St Vincent / 16 Bath Road, Box 977, Roseau, Commonwealth of Dominica (DM), tel: 1-767-448-8817/7230, fax: 1-767-449-8006, fjoseph.ccf@cwdom.dm Caribbean Regional Director (Dominica & St. Vincent) Christian Children's Fund
9 Gladys Mara Minaya Urea Dominican Republic / Leoncio Ramos 50 Apto. 1-A Mirador Norte, Santo Domingo, tel: 809-518-1765, cel: 809-399-0929, minae0216@hotmail.com, gladysminaya@codetel.net.do Teacher Training Superior Institute, Planning and Development Department, Ministerio de Educacion / Ave. Mximo Gmez, Santo Domingo Tel. 809-534-7628 / Fax 809-534-7803
10 Unai Sacona Benegas Dominican Republic / Padre Billini 404, Apt. 1 Bloq. B, Santo Domingo, tel: (809) 473-7373 ext: 374, fax: (809) 472-7272, cel: (809) 848-9701, usacona@unicef.org, unai6@yahoo.es Voluntario Internacional de las Naciones Unidas, Especialista en Educacin, UNICEF Santo Domingo / Ave. Anacaona #9, Edif. Naciones Unidas.
11 Jos Alejandro Santander Narvaez Ecuador / Amazonas 2889 y Mariana de Jesus, Quito, Ecuador Tel. 593-2-246-0277 / Fax 593-2-225-6174 asantand@ecu.ops-oms.org Programa de Preparativos para Desastres, Organizacin Panamericana de la Salud (OPS) Quito, Ecuador
12 Juan Pablo Bustamante Ecuador / Av. Conquistadores, Guapulo, Quito. No. N-27 - 100, tel: (5932)- 2-460-330, jbustamante@unicef.org Project Officer - Education, UNICEF Ecuador / Ave. Amazonas 2889 y La Pradera, Quito
13 Iris Idalia Carrillo de Reyes El Salvador / Calle El Algodn 7-D Urb. Madreselval, San Salvador. tel: 503-274-9750 / Fax 503-274-9760, ireyes@mined.gob.sv Programa Educacin para la Vida, Ministerio de Educacin, Plan Maestro, Centro de Gobierno, San Salvador, El Salvador. Tel. 503-281-0275 / Fax 503-221-4427
14 Ricahrd Pelczar France / 39 Rue La Fontaine 45016 Paris, Tel 33-1-40506094 r.pelczar@unesco.org UNESCO, Senior Programme Specialist for Education in Countries Emerging from Crisis, 7 Place d' Fontenoy Paris 45007 France Tel. 33-1-45680911 Fax 33-1-45685638
15 Miloody PhaineVincent Haiti / 1, Imp. Monter, Rue La Paix, Santo 17 Port-au-Prince tel: (509) 223-9828, fax: 223-7887, miloodyvincent@hotmail.com, vein100@hotmail.com Minister's Cabinet, Ministry of Education and
Culture / 5, Ave. Jn Paul II , Port-au-Prince, Haiti W.I. Tel. 509-223-4716 / Fax 509-223-7887
16 Nirvah Jean-Jacques Haiti / Angle rue du Quait des Casernos, Immenble Behrmann Port-au-Prince W.I. tel: 509-223-9632, 223-9574, 223-8611, cel: 403-4678, home tel: 246-3860, nirvahjj@fonhep.org, magresa2@hoymail.com Coordinator, Assessment Unit, The Haitian Foundation for Private Education (FONHEP)
17 Joseph Marc Cesar Haiti / tel: (509) 249-7845, fax: 223-7887 jocmarcz@yahoo.fr Studies/Plan, Ministry of Education and
Culture 5 Av. Jn Paul II Port-au-Prince, Haiti W.I. Tel. 205-223-4316
18 Gustave Joseph Haiti / Lilavois 22 Rue Ronald Abraham, Port-au-Prince tel: (509) 405-0412 fax: 509-223-7896 jgustave2003@yahoo.fr Director of Basic Education, Ministry of Education and Culture 5 Av. Jn Paul II Port-au-Prince, Haiti W.I. Tel. 205-223-4316
19 Consuelo Ramirez Mexico / Calle 24 A # 92 A X 21, Col. Itzimna, C.P. 97100, Mrida, Yucatn, tel&fax;: 55-99-927-22-05, pielcanela345@yahoo.com Presidenta de la unidad de atencin sicolgica, sexolgica y educativa para el crecimiento personal, A.C. (UNASSE), Secretaria de Educacin Publica, Mrida, Yucatn / Calle 5C #498 X50 y 52 Col. Pensiones C.P. 97210 Tel. 99-987-4107
20 Anyoli Sanabria Lopez Nicaragua / km 9.5 C Vieja Leon, Managua. Tel. 503-265-1780 asanabria@unicef.org Education and Citizenship Officer, UNICEF Nicaragua / Rotonda Gegense 400 mts Sur Managua Tel. 503-268-0687
21 Diego Vidal Gutirrez Santos Panama / Las Cumbres Tel. 507-268-8290 Encargado de Seguridad Escolar de la Zona Escolar de San Miguelito, del Ministerio de Educacion. Tel. 507-278-0950 Fax 507-278-0951
22 Maria Paz Bermejo Panama / Calle 49 El Cangrejo Edif. Del Caribe Apto. 13B Panama; bermejomp@hotmail.com Protection Officer, UNHCR Panama / Calle Galliard, Duplex 812B Panama. Tel. 507-317-1630 / Fax 507-317-1633
23 Reyes Jimnez Panama / Howard Edif. 708-709 Panama. Tel. 507-316-0048 reyhalcon28@hotmail.com Jefe del Programa de Seguridad Escolar del SINAPROC
24 Milton Xavier Castellanos Mosquera Panama / Clayton #78, Ciudad del Saber. P.O. Box 9039 El Dorado. Tel. 507-317-1678 / cel. 507-674-1581 Delegado Regional de Preparacin para Desastres de la Federacin Internacional de la Cruz Roja y Media Luna, Panama Ave. Gailard, Local 804 y 806, Clayton, Panama. Tel. 507-317-1300
25 Vitoria Ginja Panama / Ave. Vicente Bonilla, Edif. 814-815, Ciudad del Saber, Clayton Panama. Tel. 507-317-3958 / Fax 507-317-3903 vitoria.ginja@wfp.org Emergency Officer, Regional Emergency Planning & Preparedness Office, World Food Programme, Panama
26 Raisa Ruiz Panama / Edif 131 Ciudad del Saber, Clayton. Tel. (507) 315-7438 / Fax (507) 317-0262 rruiz@unicef.org Oficial de Proyectos, UNICEF Panama
27 Garren Lumpkin Panama /Edif. 131, Ciudad del Saber, Clayton, Panama. Tel. 507-315-7452 / Fax 507-317-0258 glumpkin@unicef.org Regional Education Advisor, UNICEF TACRO
28 Nidya Quiroz Panama /Edif. 131 Ciudad del Saber, Clayton, Panama. Tel. 507-315-7424 / Fax 507-3170258 nquiroz@unicef.org Regional Emergency Advisor, UNICEF TACRO
29 Yasuhiro Taniguchi Panama / Edif. 131 Ciudad del Saber, Clayton Tel. 507-315-7430 / Fax 507-317-0259 taniguchi@un.org Asesor Adjunto en Respuesta en Desastres, Oficina de Coordinacin de Asuntos Humanitarios (OCHA)
30 Carmen Liliana Bieberach Panama / Calle Erick del Valle #8 El Cangrejo, P.O. Box 0832-1551 WTC Panama Tel:507 264-2138, cel: +507 672-6174, fundopor@hotmail.com Presidenta, Fundacin para la Igualdad de Oportunidades
31 Tomoko Oka Panama /Edif. 131, Ciudad del Saber, Clayton, Panama. Tel. 507-315-7451 / Fax 507-317-0258 toka@unicef.org Assistant Programme Officer - Education, UNICEF TACRO
32 Martha Elena Llanos Peru / Los Castaos 240 Lima, tel: 511-422-7657, marthallanos2003@yahoo.com, marthallanos@t-online.de, marthallanos@hotmail.com Education and Human Development Specialist
33 Sofia Katarina Westberg Peru / Malecn Paul Harris 040, Barranco, Lima cel: +511-979 191 09, swestberg@unicef.org Oficial Asistente de Educacin, UNICEF / Parque Meliton Porras 350 Lima, Per Tel. 511-213-0707 / Fax 511-447-0370
34 Marina Lopez Alselme Switzerland / 48, Chemin du Grand Montfleury, CH-1290 Versoix, Geneve, tel: 41 22 775 05 25, fax: 41 22 775 05 21; lopez-anselme@r-e-t.com Educational Programme Development Manager, Refugee Education Trust
35 Allison Anderson Pillsbury USA / c/o International Rescure Committee: 122 East 42nd Street, New York, NY 10168-1289, tel: 212 551 3107, fax: 212 551 3185, allison@theirc.org Interagency Network for Education in Emergencies- Focal Point on Minimum Standards
36 Rebecca Winthrop USA / 213 Eastern Parkway #14, Brooklyn, NY 11238 tel: 1-347-623-2392, rebeccaw@theirc.org IRC Education Specialist, 122 E. 42nd St. New York, NY 10168 Tel. 1-212-551-3049
37 Claudia Ernestina Carrillo Ramrez Venezuela / Av. Sanz El Marques Edif. Pealito Apto. 5-A Caracas, Tel. 58-212-2714270,