Педагогические науки/6.Социальная педагогика

К.п.н., доцент Кулжанбекова Г.К.

Таразский инновационно-гуманитарный университет, Казахстан

The importance of education in emergencies

Modern society is characterized by global changes in all the spheres of life. The sphere of education was also touched by these changes. It has become urgent to reshape educational paradigm, considering a human being to be the focus of education. Development of society is impossible without creating prerequisites for personality’s self-actualization. In today's information society the concepts of “education for life”, “education for all”, development of culture of inter-ethnic communication and multi-cultural education have become significant. The main priorities of these concepts are to ensure the continuity of generations, creation of efficient educational environment, transition to new teaching modes, suitable to public education system, introduction to international humanistic values. Building a culture of peace and inter-ethnic relations is impossible without recognizing the right to education to be respected at all times, moreover in emergencies.

Human rights are interrelated and interdependent, and should be enjoyed holistically. However, education is often neglected in response to emergency situations, not generally being seen as immediately life-saving. Yet, the value of education to those affected by emergency situations should not be underestimated and is consistently highlighted by parents and learners themselves as crucial in bringing stability, emotional and physical protection, and continuity.

 Education is a fundamental right of all children, but children in emergencies are constantly denied this right - in 2015 humanitarian emergencies and protracted crises disrupted the education of more than 80 million children [1]

According to the Report of the Committee on the Rights of the Child (2008), “emergency situations affecting education are defined as all situations in which man-made or natural disasters destroy, within a short period of time, the usual conditions of life, care and education facilities for children and therefore disrupt, deny, hinder progress or delay the realization of the right to education”. [2]

Emergencies lead to an increased likelihood that the right to education will be violated. During and in the immediate aftermath of humanitarian crises, children are among the most vulnerable victims. Besides risking getting injured and even killed, children may be subject to forced displacement or separation from their families. In conflict-stricken states, schools can get destroyed and the quality of education lowers. As a consequence, millions of children living in crisis-affected countries have their education disrupted. In emergencies states often encounter difficulties in guaranteeing and protecting people’s human rights. Out of school, children are not only more exposed to risks, but they also miss the chance to develop the necessary skills to build more prosperous futures for themselves and their countries. It is therefore important the international community, being a cohesive one, acts to minimize and ameliorate the harmful effects of emergency situations. Access to safe learning is important for the protection of students during conflict times. Even if there is no physical attack on schools, students and teachers, making education inaccessible or diminishing opportunities to learn can also be considered a violation of the right to education under international human rights law.

Children who experience frequent and/or continuous disruption to their education are more likely to remain out of school, enter into criminal activities and are more susceptible to exploitation.

However, education is often neglected in response to emergency situations, not generally being seen as immediately life-saving. Though the value of education to those affected by emergency situations should not be underestimated.

Education is a right in itself. It enables the full development and flourishing of all humans – aims that are especially pertinent in emergency situations. Moreover, education can also play an instrumental role in disaster relief, post-conflict and peace-building efforts. Education is crucial for both development and protection of children. In emergencies, education can help create at least some sense of normality and safety, and it gives children the psycho-social support needed to overcome traumas. Education can also help child soldiers, internally displaced persons, refugees and all those affected by emergencies to reintegrate back into society, and overcome the negative effects that emergencies can have on people. Education must be used as an active tool in peace building efforts.

Schools can provide safe spaces for children to build friendships, play and learn. Moreover, education empowers students by giving them a voice, and a safe space to communicate their feelings and concerns. There is evidence that this may be reached through social cohesion.

And here is where the issue of social cohesion plays a crucial role. People, being within cohesive groups, being socially cohesive are inclined to rapidly react to the challenges and ensure the right to education in emergencies and bring stability, emotional and physical protection, and continuity. Therefore, social cohesion is a remedy that can likewise promote peace and tolerance in societies in emergencies. Social cohesion is vital in building sustainable peace and development.

Safe educational spaces provide stronger integration for other critical sectors such as health, nutrition, mental health and psycho-social support, resilience and life skills

Literature:

1. http://www.unesco.org/education/postconflict/educationinemergencies.pdf

2. Report of the Committee on the Rights of the Child. ISSN 1020-1823, United Nations , New York, 2008

3. UNESCO. Institute for Statistics and EFA Global Monitoring Report, Policy Paper 22 / Fact Sheet 31, "A growing number of children and adolescents are out of school as aid fails to meet the mark." July 2015.

4. Phillip Price, University of Denver, “Education in Emergencies: Benefits, Best Practices, and Partnerships.” 2011.

5. Christopher Talbot, Network for International Policies and Cooperation in Education and Training (NORRAG), Working Paper #3, “Education in conflict emergencies in light of the post-2015 MDGs and EFA agendas.” January 2013.

6. Education Cluster, “Education cannot wait: humanitarian funding is failing children.” 2013.