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Existing Sector Standards Should Be Used to Help Frame the Certification Pathway

The education in emergencies communities and the broader global education community have done a good job of identifying programming standards. Some of the standards were used to facilitate the creation of the interim schooling system in northern Cote d’Ivoire during its 2002-2007 conflict and proved helpful in later certification efforts (Chelpi-Den Hamer 2011). Examples of the tools include the International Standard Classification of Education (ISCED) levels, which can be used to facilitate equivalency; the Opportunity to Learn Index; and the Inter-Agency Network for Education in Emergencies (INEE) Minimum Standards. The latter two could be used vis-a-vis teacher qualification and practice, teaching hours, location of schools, among other considerations; this is often done by practitioners during crises. Implementing actors in northern Syria were trained on these standards and, in theory, should be programming to them, enabling harmonious or complementary certification schemes to be feasible. Such cohesion supports a durable solution for children in northern Syria facing singular or multiple displacements.

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