... After studying English at Oxford, Tony Vaux worked with Oxfam GB from 1972 until 1999. He spe... more ... After studying English at Oxford, Tony Vaux worked with Oxfam GB from 1972 until 1999. He spent nearly seven years in India developing Oxfam's work with community-based projects^From 1984 he ... In any case, our natural tendency is to think of ourselves first and to bring our ...
What is the relationship between education and conflict, and how should the education sector resp... more What is the relationship between education and conflict, and how should the education sector respond to conflict? This paper, written for the Department for International Development, argues that more attention should be paid to the fact that education is not always a force for good and can sometimes help create the conditions for conflict. Donors need to consider this when allocating resources.Many contemporary conflicts take place within states as well as between states. Low-level conflicts form the backdrop to the lives of many poor people. In this context, issues of health, employment and education must be addressed. Internationally, education is regarded as a fundamental right. Yet in conflict situations, a hierarchy of rights tends to emerge, with education a low priority. Globally, education is also regarded as an essential tool for human development and poverty eradication. However, efforts to widen access to education need to focus more on how education can affect conflict. There is an urgent need to develop methods to track whether 'progress' in education may also create tensions that could spark or exacerbate conflict. At the very least it must be understood that education can be part of the problem as well as part of the solution.Providing education in countries in conflict or emerging from conflict raises the following issues:•State education can heighten tensions in various ways. These include systems of governance and policies on issues such as the language of instruction, access and curriculum content.•In conflict states, education can play a key role in protecting civilians, particularly girls, from the worst effects. However, running education systems can be difficult in emergency situations.•Providing education is especially problematic where there are no structures, as in the context of internal displacement. Immediate responses may have few links with longer-term education aid.•After conflict, the educational reconstruction process must consider whether to replace what existed before or to undertake major reform.•Education also has an important role to play in the process of reconciliation by addressing the legacies of conflict.Given the risks, donors need to ask whether contributing resources to education could make the conflict worse. To avoid this, they should conduct country-specific analysis in which education issues are considered alongside the political, security, economic and social dimensions of conflict. Other policy implications include:•Analysis of the role of education in conflict is still fragmented and needs to become more systemic. Donors should work strategically with each other.•The international community is focusing on special forms of education for specific groups, but more attention should be paid to issues involving the huge numbers of children in formal education.•Both conflict and education are transforming processes, and opportunities should be sought to develop "conflict-sensitive" education systems, as well as indicators to assess and monitor them.•In emergencies, education should be seen as a right, not a luxury and regarded as an integral part of the response.•While the educational status of child soldiers has received much attention, the exclusion of adolescent girls and disabled children from school during conflict has been neglected and should be addressed.•The large numbers of international organisations interested in conflict and education can cause confusion. There is a need for better co-ordination at international and government levels.
This issue of Development in Practice presents some of those concerns in the words of practitione... more This issue of Development in Practice presents some of those concerns in the words of practitioners and their academic counterparts. How should Western aid agencies manage their relations with Western governments? How should they relate to local organisations? Should they extend their functions from humanitarian relief to the protection of civilians, and address the political causes of conflict and disaster? If so, how will they remain independent? This article is hosted by our co-publisher Taylor & Francis.
Foreword by Jean Dreze * Introduction * Kosovo: The Loss of Impartiality * Ethiopia: A Golden Age... more Foreword by Jean Dreze * Introduction * Kosovo: The Loss of Impartiality * Ethiopia: A Golden Age of Humanitarianism? * Sudan: Impartiality and Self-respect * Mozambique: Vulnerability and Power * Afghanistan: Pride and Principle * Somalia: Emotion and Order * Azerbaijan and Bosnia: Responsibility and Rights * The Rwanda Genocide: Man's Inhumanity * The Selfish Altruist * Notes on the Sources * Index
SIGLEAvailable from British Library Document Supply Centre- DSC:m03/29648 / BLDSC - British Libra... more SIGLEAvailable from British Library Document Supply Centre- DSC:m03/29648 / BLDSC - British Library Document Supply CentreGBUnited Kingdo
Dozens of people have played a key role in assisting us during the field work for this evaluation... more Dozens of people have played a key role in assisting us during the field work for this evaluation. The list is too long to name everybody, but we will be remiss in giving credit where it is due if we did not mention the following names in particular: Brian Martin and K. Sheriffdeen of Christian Aid, Md. Riyaz of CARE in Sri Lanka, Devaprakash and his team in Tamil Nadu in India and Jennifer Birch of Islamic Relief in Indonesia for organising meetings and facilitating the field visits for the review team. Our sincere thanks are also due to all the staff of DEC member agencies and their partners who gave their valuable time to speak to us. Our sincere thanks are also due to all the external interlocutors we spoke to during the course of this review and community members for the time and effort they put into expressing their views and giving us the opportunity to listen. The community survey conducted in all the three countries would not have been possible but for the generous time giv...
Conflict-sensitivity' involves three steps: 1. Understanding and analysing the specific conflict ... more Conflict-sensitivity' involves three steps: 1. Understanding and analysing the specific conflict context of a PSD programme; 2. Understanding the range of possible interactions between a proposed PSD programme and this context, and mutual impacts; 3. Based on this understanding, designing and adapting the PSD programme in such a way that minimises potential negative impacts, and maximises positive impacts, throughout the programme cycle. Each tool in this resource kit helps users to collect information and guide them through these steps. While conflicts defy neat categorisation, at the macro level it is possible to distinguish three broad scenarios that PSD advisers may face: 1-Latent conflict-where there is currently no open armed violence, but where significant political, social and economic instability prevails Characteristics can include: ▪ Political systems in transition, or characterised by chronic instability-e.g. frequent political deadlock, unstable government, repressive and/or exclusive politics ▪ Elite control over, and manipulation of, political and economic resources ▪ High degree of militarisation and/or availability of small arms and light weapons in society ▪ High degree of social unrest, including in protest against prevailing political, social and economic conditions ▪ Contestation or systematic violation of citizens' rights and entitlements ▪ Significant political, economic, developmental differences between specific regions or groups in society ▪ High degree of vulnerability in the economy to
Preface, Deborah Eade Introduction: Humanitarian trends and dilemmas, Tony Vaux 1. The Politics o... more Preface, Deborah Eade Introduction: Humanitarian trends and dilemmas, Tony Vaux 1. The Politics of Violence: Humanitarian Responses The politics of emergency and the demise of the developing state: problems for humanitarian advocacy Vanessa Pupavac Post-war aid: patterns and purposes Astri Suhrke and Julia Buckmaster Humanitarianism and politics: the dangers of contrived separation Volker Schimmel 2. Helping People Protect Themselves? Who really protects civilians? Andrew Bonwick Colombian peace communities: the role of NGOs in supporting community resistance to violence and oppression Gretchen Alther Women and war: protection through empowerment in El Salvador Martha Thompson and Deborah Eade 3. Between a Rock and a Hard Place: Examples of Humanitarian Practice Everyday practices of humanitarian aid: tsunami response in Sri Lanka Udan Fernando and Dorothea Hilhorst Aid partnership in the Bougainville conflict: the case of Leitana Nehan Women's Development Agency and its donors Jonathan Makuwira Art and disarmament: turning arms into ploughshares in Mozambique Frank James Tester Mission impossible: gender, conflict, and Oxfam GB Suzanne Williams 4. Reviews and Resources Women, gender, and conflict: making the connections Martha Thompson Selected resources on contemporary issues in humanitarianism Deborah Eade Contributors
Village Development Committee WFP World Food Programme We would like to express our appreciation ... more Village Development Committee WFP World Food Programme We would like to express our appreciation to Louise Banham, Permanent Delegation to the European Union in Nepal for commissioning the study and for her full support, including participation in stakeholder consultations and fieldwork. We are also grateful to the UK Department for International Development (DFID) and European Union (EU) for funding international consultants and to UNICEF for funding national consultants. In the Far-West and Mid-West we gratefully acknowledge provision of transport by the World Food Programme (WFP), facilitated by Pramila Ghimire in Kathmandu, and in the West and Eastern Terai, we acknowledge support from Rural Reconstruction Nepal (RNN). We would also like to acknowledge the local consultants Yogendra Bijukchhen, Shradha Rayamajhi and Biswo Ulak for their support during the field work. We are especially grateful to all those we met during the course of the study who gave generously of their time to provide us with insight into the issues and dynamics currently influencing the development of the education system in Nepal. SUMMARY OF RECENT POLITICAL HISTORY 11. The Maoist political group withdrew from democratic politics in 1996 and launched a 'People's War' starting from remote rural areas and drawing on the grievance of very poor and excluded people, including a high proportion of women. By 2006 the situation had reached a stalemate in which the Maoists largely controlled the rural areas and the government held the towns. The Comprehensive Peace Agreement led to a new interim Constitution and election of a Constituent Assembly tasked with drawing up a permanent Constitution. The Maoists emerged as the strongest political force but without an overall majority. The monarchy had become unpopular following a 'royal massacre' in 2001 and was abolished but the three main political parties have not been able to provide stable government. Instead, short-term rent-seeking and patronage politics have increased.
What is the relationship between education and conflict, and how should the education sector resp... more What is the relationship between education and conflict, and how should the education sector respond to conflict? This paper, written for the Department for International Development, argues that more attention should be paid to the fact that education is not always a force for good and can sometimes help create the conditions for conflict. Donors need to consider this when allocating resources.Many contemporary conflicts take place within states as well as between states. Low-level conflicts form the backdrop to the lives of many poor people. In this context, issues of health, employment and education must be addressed. Internationally, education is regarded as a fundamental right. Yet in conflict situations, a hierarchy of rights tends to emerge, with education a low priority. Globally, education is also regarded as an essential tool for human development and poverty eradication. However, efforts to widen access to education need to focus more on how education can affect conflict. There is an urgent need to develop methods to track whether 'progress' in education may also create tensions that could spark or exacerbate conflict. At the very least it must be understood that education can be part of the problem as well as part of the solution.Providing education in countries in conflict or emerging from conflict raises the following issues:•State education can heighten tensions in various ways. These include systems of governance and policies on issues such as the language of instruction, access and curriculum content.•In conflict states, education can play a key role in protecting civilians, particularly girls, from the worst effects. However, running education systems can be difficult in emergency situations.•Providing education is especially problematic where there are no structures, as in the context of internal displacement. Immediate responses may have few links with longer-term education aid.•After conflict, the educational reconstruction process must consider whether to replace what existed before or to undertake major reform.•Education also has an important role to play in the process of reconciliation by addressing the legacies of conflict.Given the risks, donors need to ask whether contributing resources to education could make the conflict worse. To avoid this, they should conduct country-specific analysis in which education issues are considered alongside the political, security, economic and social dimensions of conflict. Other policy implications include:•Analysis of the role of education in conflict is still fragmented and needs to become more systemic. Donors should work strategically with each other.•The international community is focusing on special forms of education for specific groups, but more attention should be paid to issues involving the huge numbers of children in formal education.•Both conflict and education are transforming processes, and opportunities should be sought to develop "conflict-sensitive" education systems, as well as indicators to assess and monitor them.•In emergencies, education should be seen as a right, not a luxury and regarded as an integral part of the response.•While the educational status of child soldiers has received much attention, the exclusion of adolescent girls and disabled children from school during conflict has been neglected and should be addressed.•The large numbers of international organisations interested in conflict and education can cause confusion. There is a need for better co-ordination at international and government levels.
India's Self Employed Women's Association (SEWA) is an organization of women who work informally.... more India's Self Employed Women's Association (SEWA) is an organization of women who work informally. Between 1989 and 2001, the areas in which they live and work were affected by cyclones, drought, and earthquake. This paper traces SEWA's response to these crises. It consistently focuses on the importance of income in sustaining livelihoods in the face of crisis. It tries to turn crisis to opportunity, often working in partnership with, and always trying to influence, government; it extends its policy influence by participating in key government commissions and committees. SEWA has developed a battery of institutions (such as the insurance scheme) aimed at reducing risk and increasing security. We suggest that SEWA's members-who are poor working women-have developed a more appropriate response to disasters than have governments and aid agencies. In the search for human security, international agencies should pay greater attention to addressing the long-term vulnerability of poorer people. Greater attention should in general be given to the way that 'manmade' economic policies and programmes can increase the risks that poor people face.
This issue of Development in Practice presents some of those concerns in the words of practitione... more This issue of Development in Practice presents some of those concerns in the words of practitioners and their academic counterparts. How should Western aid agencies manage their relations with Western governments? How should they relate to local organisations? Should they extend their functions from humanitarian relief to the protection of civilians, and address the political causes of conflict and disaster? If so, how will they remain independent? This article is hosted by our co-publisher Taylor & Francis.
Introduction 1.1 Case study of the Sphere project 2 The Research Framework and Approach 2.1 An in... more Introduction 1.1 Case study of the Sphere project 2 The Research Framework and Approach 2.1 An integrated framework 2.2 The approach 3 The Story of Sphere's Origins 3.1 The overall context-the end of the Cold War and the changing face of humanitarianism 3.2 Early concerns about behaviour, standards and performance 3.3 The Rwanda crisis 3.4 The international humanitarian response to the Rwanda crisis, and the critique 3.5 Rwanda evaluation 3.6 The beginnings of Sphere 3.7 Sphere gets off the ground 4 Explanation 4.1 The policy context: politics and institutions 4.
This Review of the Education For All (EFA) programme in Nepal was commissioned by the Finnish Emb... more This Review of the Education For All (EFA) programme in Nepal was commissioned by the Finnish Embassy on behalf of the group of supporting donors and undertaken by a team of consultants contracted by International Alert. The intention is to examine the EFA programme in relation to conflict and the current political crisis. Over a period of a month the team reviewed the relevant literature, visited the Mid-West and East, and engaged in consultation with stakeholders in Nepal. Using a methodology based on the Strategic Conflict Assessment of DFID, factors relating to conflict have been addressed in three main categories- social, economic and political exclusion. A fourth category relates to security factors, or the immediate effects of violence. In accordance with the Terms of Reference the team has focused more on the impact of education on conflict rather than the impact of conflict on education.The Review concludes that the design of the EFA programme is directly aimed at issues of...
... After studying English at Oxford, Tony Vaux worked with Oxfam GB from 1972 until 1999. He spe... more ... After studying English at Oxford, Tony Vaux worked with Oxfam GB from 1972 until 1999. He spent nearly seven years in India developing Oxfam's work with community-based projects^From 1984 he ... In any case, our natural tendency is to think of ourselves first and to bring our ...
What is the relationship between education and conflict, and how should the education sector resp... more What is the relationship between education and conflict, and how should the education sector respond to conflict? This paper, written for the Department for International Development, argues that more attention should be paid to the fact that education is not always a force for good and can sometimes help create the conditions for conflict. Donors need to consider this when allocating resources.Many contemporary conflicts take place within states as well as between states. Low-level conflicts form the backdrop to the lives of many poor people. In this context, issues of health, employment and education must be addressed. Internationally, education is regarded as a fundamental right. Yet in conflict situations, a hierarchy of rights tends to emerge, with education a low priority. Globally, education is also regarded as an essential tool for human development and poverty eradication. However, efforts to widen access to education need to focus more on how education can affect conflict. There is an urgent need to develop methods to track whether 'progress' in education may also create tensions that could spark or exacerbate conflict. At the very least it must be understood that education can be part of the problem as well as part of the solution.Providing education in countries in conflict or emerging from conflict raises the following issues:•State education can heighten tensions in various ways. These include systems of governance and policies on issues such as the language of instruction, access and curriculum content.•In conflict states, education can play a key role in protecting civilians, particularly girls, from the worst effects. However, running education systems can be difficult in emergency situations.•Providing education is especially problematic where there are no structures, as in the context of internal displacement. Immediate responses may have few links with longer-term education aid.•After conflict, the educational reconstruction process must consider whether to replace what existed before or to undertake major reform.•Education also has an important role to play in the process of reconciliation by addressing the legacies of conflict.Given the risks, donors need to ask whether contributing resources to education could make the conflict worse. To avoid this, they should conduct country-specific analysis in which education issues are considered alongside the political, security, economic and social dimensions of conflict. Other policy implications include:•Analysis of the role of education in conflict is still fragmented and needs to become more systemic. Donors should work strategically with each other.•The international community is focusing on special forms of education for specific groups, but more attention should be paid to issues involving the huge numbers of children in formal education.•Both conflict and education are transforming processes, and opportunities should be sought to develop "conflict-sensitive" education systems, as well as indicators to assess and monitor them.•In emergencies, education should be seen as a right, not a luxury and regarded as an integral part of the response.•While the educational status of child soldiers has received much attention, the exclusion of adolescent girls and disabled children from school during conflict has been neglected and should be addressed.•The large numbers of international organisations interested in conflict and education can cause confusion. There is a need for better co-ordination at international and government levels.
This issue of Development in Practice presents some of those concerns in the words of practitione... more This issue of Development in Practice presents some of those concerns in the words of practitioners and their academic counterparts. How should Western aid agencies manage their relations with Western governments? How should they relate to local organisations? Should they extend their functions from humanitarian relief to the protection of civilians, and address the political causes of conflict and disaster? If so, how will they remain independent? This article is hosted by our co-publisher Taylor & Francis.
Foreword by Jean Dreze * Introduction * Kosovo: The Loss of Impartiality * Ethiopia: A Golden Age... more Foreword by Jean Dreze * Introduction * Kosovo: The Loss of Impartiality * Ethiopia: A Golden Age of Humanitarianism? * Sudan: Impartiality and Self-respect * Mozambique: Vulnerability and Power * Afghanistan: Pride and Principle * Somalia: Emotion and Order * Azerbaijan and Bosnia: Responsibility and Rights * The Rwanda Genocide: Man's Inhumanity * The Selfish Altruist * Notes on the Sources * Index
SIGLEAvailable from British Library Document Supply Centre- DSC:m03/29648 / BLDSC - British Libra... more SIGLEAvailable from British Library Document Supply Centre- DSC:m03/29648 / BLDSC - British Library Document Supply CentreGBUnited Kingdo
Dozens of people have played a key role in assisting us during the field work for this evaluation... more Dozens of people have played a key role in assisting us during the field work for this evaluation. The list is too long to name everybody, but we will be remiss in giving credit where it is due if we did not mention the following names in particular: Brian Martin and K. Sheriffdeen of Christian Aid, Md. Riyaz of CARE in Sri Lanka, Devaprakash and his team in Tamil Nadu in India and Jennifer Birch of Islamic Relief in Indonesia for organising meetings and facilitating the field visits for the review team. Our sincere thanks are also due to all the staff of DEC member agencies and their partners who gave their valuable time to speak to us. Our sincere thanks are also due to all the external interlocutors we spoke to during the course of this review and community members for the time and effort they put into expressing their views and giving us the opportunity to listen. The community survey conducted in all the three countries would not have been possible but for the generous time giv...
Conflict-sensitivity' involves three steps: 1. Understanding and analysing the specific conflict ... more Conflict-sensitivity' involves three steps: 1. Understanding and analysing the specific conflict context of a PSD programme; 2. Understanding the range of possible interactions between a proposed PSD programme and this context, and mutual impacts; 3. Based on this understanding, designing and adapting the PSD programme in such a way that minimises potential negative impacts, and maximises positive impacts, throughout the programme cycle. Each tool in this resource kit helps users to collect information and guide them through these steps. While conflicts defy neat categorisation, at the macro level it is possible to distinguish three broad scenarios that PSD advisers may face: 1-Latent conflict-where there is currently no open armed violence, but where significant political, social and economic instability prevails Characteristics can include: ▪ Political systems in transition, or characterised by chronic instability-e.g. frequent political deadlock, unstable government, repressive and/or exclusive politics ▪ Elite control over, and manipulation of, political and economic resources ▪ High degree of militarisation and/or availability of small arms and light weapons in society ▪ High degree of social unrest, including in protest against prevailing political, social and economic conditions ▪ Contestation or systematic violation of citizens' rights and entitlements ▪ Significant political, economic, developmental differences between specific regions or groups in society ▪ High degree of vulnerability in the economy to
Preface, Deborah Eade Introduction: Humanitarian trends and dilemmas, Tony Vaux 1. The Politics o... more Preface, Deborah Eade Introduction: Humanitarian trends and dilemmas, Tony Vaux 1. The Politics of Violence: Humanitarian Responses The politics of emergency and the demise of the developing state: problems for humanitarian advocacy Vanessa Pupavac Post-war aid: patterns and purposes Astri Suhrke and Julia Buckmaster Humanitarianism and politics: the dangers of contrived separation Volker Schimmel 2. Helping People Protect Themselves? Who really protects civilians? Andrew Bonwick Colombian peace communities: the role of NGOs in supporting community resistance to violence and oppression Gretchen Alther Women and war: protection through empowerment in El Salvador Martha Thompson and Deborah Eade 3. Between a Rock and a Hard Place: Examples of Humanitarian Practice Everyday practices of humanitarian aid: tsunami response in Sri Lanka Udan Fernando and Dorothea Hilhorst Aid partnership in the Bougainville conflict: the case of Leitana Nehan Women's Development Agency and its donors Jonathan Makuwira Art and disarmament: turning arms into ploughshares in Mozambique Frank James Tester Mission impossible: gender, conflict, and Oxfam GB Suzanne Williams 4. Reviews and Resources Women, gender, and conflict: making the connections Martha Thompson Selected resources on contemporary issues in humanitarianism Deborah Eade Contributors
Village Development Committee WFP World Food Programme We would like to express our appreciation ... more Village Development Committee WFP World Food Programme We would like to express our appreciation to Louise Banham, Permanent Delegation to the European Union in Nepal for commissioning the study and for her full support, including participation in stakeholder consultations and fieldwork. We are also grateful to the UK Department for International Development (DFID) and European Union (EU) for funding international consultants and to UNICEF for funding national consultants. In the Far-West and Mid-West we gratefully acknowledge provision of transport by the World Food Programme (WFP), facilitated by Pramila Ghimire in Kathmandu, and in the West and Eastern Terai, we acknowledge support from Rural Reconstruction Nepal (RNN). We would also like to acknowledge the local consultants Yogendra Bijukchhen, Shradha Rayamajhi and Biswo Ulak for their support during the field work. We are especially grateful to all those we met during the course of the study who gave generously of their time to provide us with insight into the issues and dynamics currently influencing the development of the education system in Nepal. SUMMARY OF RECENT POLITICAL HISTORY 11. The Maoist political group withdrew from democratic politics in 1996 and launched a 'People's War' starting from remote rural areas and drawing on the grievance of very poor and excluded people, including a high proportion of women. By 2006 the situation had reached a stalemate in which the Maoists largely controlled the rural areas and the government held the towns. The Comprehensive Peace Agreement led to a new interim Constitution and election of a Constituent Assembly tasked with drawing up a permanent Constitution. The Maoists emerged as the strongest political force but without an overall majority. The monarchy had become unpopular following a 'royal massacre' in 2001 and was abolished but the three main political parties have not been able to provide stable government. Instead, short-term rent-seeking and patronage politics have increased.
What is the relationship between education and conflict, and how should the education sector resp... more What is the relationship between education and conflict, and how should the education sector respond to conflict? This paper, written for the Department for International Development, argues that more attention should be paid to the fact that education is not always a force for good and can sometimes help create the conditions for conflict. Donors need to consider this when allocating resources.Many contemporary conflicts take place within states as well as between states. Low-level conflicts form the backdrop to the lives of many poor people. In this context, issues of health, employment and education must be addressed. Internationally, education is regarded as a fundamental right. Yet in conflict situations, a hierarchy of rights tends to emerge, with education a low priority. Globally, education is also regarded as an essential tool for human development and poverty eradication. However, efforts to widen access to education need to focus more on how education can affect conflict. There is an urgent need to develop methods to track whether 'progress' in education may also create tensions that could spark or exacerbate conflict. At the very least it must be understood that education can be part of the problem as well as part of the solution.Providing education in countries in conflict or emerging from conflict raises the following issues:•State education can heighten tensions in various ways. These include systems of governance and policies on issues such as the language of instruction, access and curriculum content.•In conflict states, education can play a key role in protecting civilians, particularly girls, from the worst effects. However, running education systems can be difficult in emergency situations.•Providing education is especially problematic where there are no structures, as in the context of internal displacement. Immediate responses may have few links with longer-term education aid.•After conflict, the educational reconstruction process must consider whether to replace what existed before or to undertake major reform.•Education also has an important role to play in the process of reconciliation by addressing the legacies of conflict.Given the risks, donors need to ask whether contributing resources to education could make the conflict worse. To avoid this, they should conduct country-specific analysis in which education issues are considered alongside the political, security, economic and social dimensions of conflict. Other policy implications include:•Analysis of the role of education in conflict is still fragmented and needs to become more systemic. Donors should work strategically with each other.•The international community is focusing on special forms of education for specific groups, but more attention should be paid to issues involving the huge numbers of children in formal education.•Both conflict and education are transforming processes, and opportunities should be sought to develop "conflict-sensitive" education systems, as well as indicators to assess and monitor them.•In emergencies, education should be seen as a right, not a luxury and regarded as an integral part of the response.•While the educational status of child soldiers has received much attention, the exclusion of adolescent girls and disabled children from school during conflict has been neglected and should be addressed.•The large numbers of international organisations interested in conflict and education can cause confusion. There is a need for better co-ordination at international and government levels.
India's Self Employed Women's Association (SEWA) is an organization of women who work informally.... more India's Self Employed Women's Association (SEWA) is an organization of women who work informally. Between 1989 and 2001, the areas in which they live and work were affected by cyclones, drought, and earthquake. This paper traces SEWA's response to these crises. It consistently focuses on the importance of income in sustaining livelihoods in the face of crisis. It tries to turn crisis to opportunity, often working in partnership with, and always trying to influence, government; it extends its policy influence by participating in key government commissions and committees. SEWA has developed a battery of institutions (such as the insurance scheme) aimed at reducing risk and increasing security. We suggest that SEWA's members-who are poor working women-have developed a more appropriate response to disasters than have governments and aid agencies. In the search for human security, international agencies should pay greater attention to addressing the long-term vulnerability of poorer people. Greater attention should in general be given to the way that 'manmade' economic policies and programmes can increase the risks that poor people face.
This issue of Development in Practice presents some of those concerns in the words of practitione... more This issue of Development in Practice presents some of those concerns in the words of practitioners and their academic counterparts. How should Western aid agencies manage their relations with Western governments? How should they relate to local organisations? Should they extend their functions from humanitarian relief to the protection of civilians, and address the political causes of conflict and disaster? If so, how will they remain independent? This article is hosted by our co-publisher Taylor & Francis.
Introduction 1.1 Case study of the Sphere project 2 The Research Framework and Approach 2.1 An in... more Introduction 1.1 Case study of the Sphere project 2 The Research Framework and Approach 2.1 An integrated framework 2.2 The approach 3 The Story of Sphere's Origins 3.1 The overall context-the end of the Cold War and the changing face of humanitarianism 3.2 Early concerns about behaviour, standards and performance 3.3 The Rwanda crisis 3.4 The international humanitarian response to the Rwanda crisis, and the critique 3.5 Rwanda evaluation 3.6 The beginnings of Sphere 3.7 Sphere gets off the ground 4 Explanation 4.1 The policy context: politics and institutions 4.
This Review of the Education For All (EFA) programme in Nepal was commissioned by the Finnish Emb... more This Review of the Education For All (EFA) programme in Nepal was commissioned by the Finnish Embassy on behalf of the group of supporting donors and undertaken by a team of consultants contracted by International Alert. The intention is to examine the EFA programme in relation to conflict and the current political crisis. Over a period of a month the team reviewed the relevant literature, visited the Mid-West and East, and engaged in consultation with stakeholders in Nepal. Using a methodology based on the Strategic Conflict Assessment of DFID, factors relating to conflict have been addressed in three main categories- social, economic and political exclusion. A fourth category relates to security factors, or the immediate effects of violence. In accordance with the Terms of Reference the team has focused more on the impact of education on conflict rather than the impact of conflict on education.The Review concludes that the design of the EFA programme is directly aimed at issues of...
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