| FMR 60 - General - Implementing the Global Compacts: the importance of a whole-of-society approach |
The global community must now take incisive, coordinated action through a whole-of-society approach to push forward the effective implementation of the two Global Compacts. |
Tamara Domicelj, Carolina Gottardo |
20 February, 2019 |
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| FMR 60 - General - Localisation: we are frustrated, not stupid! |
The Grand Bargain promises much but an inherent lack of trust in the international system is hampering local capacity building. |
Listowell Efe Usen |
20 February, 2019 |
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| FMR 60 Evidence for education in emergencies: who decides and why it matters |
Analysis of educational research funding proposals submitted to Dubai Cares, a global education funder, indicates an alarming absence of input from local actors and end-users at all steps of the process. |
Nadeen Alalami |
20 February, 2019 |
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| FMR 60 - Feasible measurement of learning in emergencies: lessons from Uganda |
A new assessment tool aims to provide a rapid, holistic understanding of displaced learners' needs. |
Nikhit D'Sa, Allyson Krupar, Clay Westrope |
20 February, 2019 |
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| FMR 60 - Improving learning environments in emergencies through community participation |
An education in emergencies toolkit developed by Save the Children looks at how learning environments can be improved through community participation. |
Zeina Bali |
20 February, 2019 |
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| FMR 60 - Schooling gaps for Syrian refugees in Turkey |
Turkey and the wider international community must address gaps in educational provision so that Syrian refugees can access appropriate opportunities to learn. |
Melissa Hauber-Özer |
20 February, 2019 |
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| FMR 60 - Navigating curricula choices for Palestine refugees |
Curriculum choices matter greatly in countries that host large number of refugees for increasingly long periods of time. |
Jo Kelcey |
20 February, 2019 |
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| FMR 60 - Street schools and school buses: informal education provision in France |
In the face of increasingly limited access to schooling for asylum seekers and migrants in France, volunteer initiatives have sprung up to provide much-needed informal education. |
Maria Hagan |
19 February, 2019 |
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| FMR 60 - Early childhood development and psychosocial support in Syria |
Programming for early childhood development and psychosocial support needs to be able to evolve in order to cater for changing needs and to respond to emerging challenges. |
Fatima Khaddour |
19 February, 2019 |
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| FMR 60 - Foreword: Education – a humanitarian and development imperative |
For far too long, donors and the international community have neglected education in humanitarian response. Switzerland was no exception. Food, water, health and shelter were the usual priorities during emergencies, while education was considered more of |
Manuel Bessler |
19 February, 2019 |
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| FMR 60 - Gender equality in education in emergencies |
Evidence from programming built around this framework shows how a gender-responsive approach can alleviate the particular risks that face girls and boys during crisis and displacement. |
Eva Iversen, Else Oestergaard |
19 February, 2019 |
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| FMR 60 - From the editors |
In this issue of FMR, authors from around the world debate how better to enable access to quality education both in emergency settings and in resettlement and asylum contexts. |
Marion Couldrey, Jenny Peebles |
1 February, 2019 |
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| FMR 60 - Feeling safe enough to learn in a conflict zone |
Building an internal sense of safety while also teaching coping skills and how to remain alert to the very real risks outside is essential if psychosocial programming in Afghanistan is to provide a ‘safe space’ for children to learn in a context of high i |
Bethan McEvoy |
1 February, 2019 |
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| FMR 60 - Breaking the silence: sexual coercion and abuse in post-conflict education |
Experience from the Central African Republic makes clear that global efforts to increase numbers of children in school, particularly in conflict-affected areas and for displaced children, need to pay greater attention to safety and accountability. |
Sophie Bray-Watkins |
1 February, 2019 |
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| FMR 60 - Strengthening education systems for long-term education responses |
Implementation of programmes in DRC and Nigeria demonstrates how the building blocks for long-term improvements can be laid in the earliest stages of an education in emergencies response, even in the most challenging contexts. |
Thea Lacey, Marcello Viola |
1 February, 2019 |
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| FMR 60 - Jordan: education policy in transition |
As the education sector in Jordan moves from a humanitarian to a development response, a lack of planning for an appropriate transition risks excluding some groups of learners. |
Julie Chinnery |
1 February, 2019 |
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| FMR 60 - Applying learning theory to shape 'good learning' in emergencies: experience from Dadaab, Kenya |
Applying one learning theory retrospectively to a non-formal education programme for youth shows how learning theories can be used to assess learning in diverse EiE programmes. |
Allyson Krupar, Marina L Anselme |
1 February, 2019 |
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| FMR 60 - Child-friendly spaces: enhancing their role in improving learning outcomes |
Providing psychosocial support to children through the medium of child-friendly spaces can improve learning outcomes for children but requires more localised, partnership-driven and gender-responsive approaches and strengthened monitoring and evaluation. |
Gurvinder Singh, Charlotte Tocchio |
1 February, 2019 |
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| FMR 60 - Refugee children with communication disability in Rwanda: providing the educational services they need |
Research undertaken in Rwanda aims to provide firm evidence for use in improving access to inclusive educational services for refugee children with communication disability. |
Helen Barrett, Julie Marshall, Juliet Goldbart |
1 February, 2019 |
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| FMR 60 - Refugee education in Greece: integration or segregation? |
Although education policies have been devised to integrate these children into the Greek education system, these policies have actually led to some students being segregated. |
Giorgos Simopoulos, Antonios Alexandridis |
1 February, 2019 |
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| FMR 60 - Accessing and thriving in education in the UK |
Research shows that significant barriers confront refugee and asylum-seeker children arriving in the UK in terms of them getting into school and thriving in education. |
Catherine Gladwell |
1 February, 2019 |
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| FMR 60 - Learning in resettlement |
Education is a central element of resettled families’ lives and providing support to parents and children to learn about and integrate into the education system is essential. |
Marwa Belghazi |
1 February, 2019 |
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| FMR 60 - UK immigration policy: restrictions on asylum seekers' right to study |
Changes to immigration legislation in the UK have led to restrictions on many asylum seekers' right to study. |
Helen Baron |
1 February, 2019 |
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| FMR 60 - 'Education is key to life': The the importance of education from the perspective of displaced learners |
Students on the University of East London's OLIve course – a preparatory course for university access specifically tailored to refugees and asylum seekers in the UK – share experiences of accessing education as displaced learners. |
OLIve course Students, IT trainer, director of the OLIve course |
1 February, 2019 |
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| FMR 60 - Educating unaccompanied children in US shelters |
Educational services provided to unaccompanied children in government-funded shelters in the US must be examined more critically in order to better meet the children’s varied needs – and federal standards for public education. |
Kylie Diebold, Kerri Evans, Emily Hornung |
1 February, 2019 |
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| FMR 60 - Teachers in displacement: learning from Dadaab |
Despite the challenges they face, refugee teachers believe in the potential of education to transform the lives of refugee learners and communities. Their voices and needs must inform refugee education provision in order to improve access and outcomes. |
Mohamed Duale, Ochan Leomoi, Abdullahi Aden, Okello Oyat, Arte Dagane, Abdikadir Abikar |
1 February, 2019 |
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| FMR 60 - Child labour and school attendance in Turkey |
Promoting self-sufficiency for displaced populations can have the unintended consequence of undermining efforts to provide education for all Syrian children. |
Ozlem Erden |
1 February, 2019 |
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| FMR 60 - Inter-sectoral cooperation for Afghan refugee education in Iran |
A recent decree in Iran removed a legal barrier to undocumented refugee children attending school but other barriers remain. One non-governmental organisation discusses the successes and challenges of adopting an inter-sectoral approach. |
Reem Shammout, Olivier Vandecasteele |
1 February, 2019 |
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| FMR 60 - Connected learning: the future for higher education? |
Higher education institutions in Lebanon should consider how connected learning can improve access to higher education for young refugees and members of the host community. |
Hana Addam El-Ghali, Emma Ghosn |
1 February, 2019 |
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| FMR 60 - Connected learning: a refugee assessment |
Connected learning offers the opportunity to expand access to higher education for refugees, benefiting both individuals and communities. |
Moise Dushime, Eugenie Manirafasha, Kalenga Mbonyinshuti |
1 February, 2019 |
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| FMR 60 - The importance of access and accreditation: learning from the Thailand–Myanmar border |
The displaced community on the Thailand–Myanmar border has long provided for the basic educational needs of large numbers of children. Providing accredited education, however, remains a struggle. |
Mary Purkey, Megan Irving |
1 February, 2019 |
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| FMR 60 - Adult literacy: an essential component of the CRRF |
Literacy needs among the refugee populations of Uganda and Ethiopia are vast, yet although both are CRRF pilot countries – and therefore in theory committed to promoting literacy – functional adult literacy is barely supported at all. |
Massimo Lanciotti |
1 February, 2019 |
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