Education in emergencies: challenges of providing quality education to young people affected by humanitarian crises and conflict situations

• Autor(a) principal: Soares, Graça Raquel Pinheiro Bragança
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10284/8490
• topic: Education; Emergency; Humanitarian crisis; Armed conflict; Educação; Emergência; Crise humanitária; Conflito armado; Domínio/Área Científica::Ciências Sociais::Outras Ciências Sociais

The present work deals with the issue of quality of education in emergency situations, humanitarian crises armed conflicts and/or insecurity contexts. It consists of two essential parts: a theoretical part and a practical one. In the theoretical part, are presented essential contents which will allow to better understand the object of study – the quality of the education response in emergencies, with particular emphasis in the Teaching and Learning domain (Education Curricula essentially). This theoretical part deals with issues directly related with the right to education; education as a human right and as an enabling right; international legal framework and international legal instruments protecting both education and special and more vulnerable groups of people (children, refugees, among others); global agendas and global action plans protecting, promoting and advocating not only for the right to quality education, but also to concrete measures that enable to work on the progresses already achieved, among some other issues. On the other hand, in the practical part, are addressed issues such as: the specific nature and contexts of Education in Emergencies (EiE); main concepts and definitions of EiE; key global statistics in EiE; international legal framework specific to EiE, including the three different bodies of international law – International Human Rights Law, International Humanitarian Law and International Criminal Law; brief overview of the INEE Minimum Standards handbook, with a particular focus in the Teaching and Learning domain and with an in-depth analysis of Standard 1 – Curricula. Finally, there is a presentation of the questionnaires that seek to answer the central question of this study, its results are discussed and analysed, and the main conclusions are drawn up, including possible recommendations to improve practices and the quality of the educational response in the EiE sector.