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Module - Education in Emergencies

This document outlines a training module on Education in Emergencies (EiE). The module aims to discuss the rationale for EiE, explain the INEE Minimum Standards and technical components of EiE, and explain how the Cluster System coordinates emergency response. It includes preliminary activities to identify children's needs in emergencies, processing EiE concepts, transitioning to the Cluster Approach, and a closing synthesis activity involving artworks. The key learnings emphasize that EiE is a basic child need, an important emergency response feature, has foundational standards, and should be contextualized while the Cluster System facilitates coordination.

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May Gold Pearl Joel
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46 views

Module - Education in Emergencies

This document outlines a training module on Education in Emergencies (EiE). The module aims to discuss the rationale for EiE, explain the INEE Minimum Standards and technical components of EiE, and explain how the Cluster System coordinates emergency response. It includes preliminary activities to identify children's needs in emergencies, processing EiE concepts, transitioning to the Cluster Approach, and a closing synthesis activity involving artworks. The key learnings emphasize that EiE is a basic child need, an important emergency response feature, has foundational standards, and should be contextualized while the Cluster System facilitates coordination.

Uploaded by

May Gold Pearl Joel
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MODULE __: EDUCATION IN EMERGENCIES

I. Objectives (3 minutes)

At the end of this module, the participants should be able to:


• Discuss rationale of Education in Emergencies (EiE)
• Explain INEE Minimum Standards in EiE and the various EiE Technical Components
• Explain how the Cluster System works during emergencies

II. Materials
1. Powerpoint Presentation
2. Laptop
3. LCD Projector
4. Manila Paper
5. Meta cards
6. Markers/ pens
7. Adhesive Tape
8. Blackboard
9. Art materials (coloured papers, colouring materials, scissors, etc.)
10. Sound system

III. Time Allotted 1 hour and 33 minutes (93 minutes)

IV. Facilitator’s Process

1. Preliminary Activity (10 minutes)

What are the needs of children during emergencies?

Before starting the proper discussion of the session, the participants will be divided into five or six
groups to discuss their answers on the question above. Their responses should be written on the Manila
paper provided and present their outputs in the plenary once done. The goal of this activity is to help
the participants recognize education as a life-saving response and life-sustaining emergency response
and should also be treated equally with the right to access food, water and shelter in emergency
situations.

2. Processing and Synthesis (60 minutes)

A. Education in Emergencies (30 minutes)

The effects of disasters and emergencies to the education sector have a long term impact. These
impacts can be mitigated by rolling-out an effective Education in Emergencies (EiE) program. To
emphasize the need for EiE, the facilitator should present the following topics:

 Effects of disasters to the education sector and the rationale of EiE;


 Domains and technical components of EiE; and
 Contextualizing EiE.
B. Transition to the Cluster Approach in Humanitarian Response (30 minutes)

The facilitator should explain in plenary discussion that the cluster system is an international approach
to humanitarian preparedness and response coordination which was adopted in the Philippines.
According to RA 10121, DepEd leads the Education cluster in the Philippines and it is supported by
Unicef and Save the Children from the international humanitarian community.

3. Synthesis and Closing Activity (20 minutes)

Working with the same group they belong to during the opening activity, the participants will have to
answer the following questions and present their outputs through artworks which will be displayed in
the gallery. Once all outputs were finished, all the participants will do a gallery walk to view all the
artworks.

The questions are:

 What activities under the EiE technical component assigned to your group have been carried out
in your Division/Region during the previous disaster or emergency?
 What other activities could have been carried out and what needs to be improved with those
which were carried out, if any?
 What EiE domains were covered by your previous emergency response? Which were not
covered and why?

V. Key Learnings

To close the discussion, the facilitator must stress these key understandings:

 EiE is a basic need of children during emergencies.


 EiE is an important feature of an emergency response.
 EiE has foundational and technical standards that must be considered during emergencies.
 EiE should be contextualized in different settings depending on the situation and needs.
 The Humanitarian Cluster system is a coordination mechanism that facilitates effective
humanitarian response during periods of emergency. This maybe contextualized according to
the specific context of the emergency or humanitarian crisis.

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