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REISMAN AND JANKE • Accelerate implementation of a residential teacher training program, beginning with the one functional TTI. Recognizing the limitations of the in-service model in South Sudan, stakeholders agreed that residential training, whereby teachers would reside at a teacher training institution for two years, should be prioritized in order to continue training teachers who were close to finishing the full curriculum. • Pilot an alternative afternoon in-service model in one state. SSTEP agreed that it would be important to pilot a new service delivery model for in-service teachers that released teachers early to attend afternoon training sessions. • Provide intensive support to key CEC and TTI tutors in all states. Recognizing the key role of tutors, SSTEP planned to build their capacity rather than deliver in-service training directly. USAID, EDC, and the National Education Ministry concurred with this approach. The rationale was that the effect on South Sudan’s education system would be greater if they made more strategic, foundational investments in policy and curriculum than if they continued to invest in a small percentage of the overall teachers who required training (the 1,900 teachers enrolled at that point in time represented less than 10 percent of the teaching force). In sum, while aware of the frustrations of teachers who would not be able to complete their training, the stakeholders concurred that the priority should be given to foundational work. 2i CONFLICT-SENSITIVE EDUCATION Education is not immune from conflict, which can visibly affect the quality and delivery of education. However, education also can mitigate or exacerbate conflict, directly or indirectly. A growing body of evidence has led education policy makers and practitioners who are active in conflict-affected environments to reexamine education programming, planning, and financing using a conflictsensitive lens (INEE n.d.). In their 2011 review of the literature relating to peacebuilding education in postconflict contexts, Smith, McCandless, Paulson, and Wheaton describe three 2 Soon after reaching SSTEP’s newest agreement, South Sudan’s most recent round of inter-ethnic hostilities erupted. All international SSTEP staff were evacuated from South Sudan in December 2013, and in early February 2014, USAID terminated the project. 146 Journal on Education in Emergencies
CONFLICT-SENSITIVE TEACHER EDUCATION major ways education can have an impact on conflict (Smith et al. 2011, 19). First, education can be understood and used as a tool to promote ideology, either in service of a general civic education or, in a more extreme sense, as political indoctrination. Second, education can be used to convey knowledge and skills that help build citizens’ social and economic capabilities and skills. Third, education can help to transmit social and cultural values from generation to generation, which can either enhance or undermine social cohesion, depending on what values are conveyed. Given the central role education plays in political, sociocultural, economic, and personal life, it is helpful, if not imperative, that educators and those who support them be aware that any education activity may directly or indirectly contribute to—or mitigate—conflict. Smith, McCandless, Paulson, and Wheaton, among others, assert that most education programming—whether in emergency or transitional settings at the policy, systems, professional development, or servicedelivery level—does not take education’s potential role in conflict into account, either during the planning stages or once education activities are underway: There is…a tendency, for education interventions to be framed in technical and apolitical terms, operating as if relatively insulated from broader ideological, political and economic influences acting on and within the sector. There is a significant gap in both academic and programming literature about geopolitical influences and political economic factors that operate on and within post-conflict societies, and how these affect the implementation of education programmes. (Smith et al. 2011, 43) These authors, as well as many other academics and practitioners, recognize that improving understanding of education’s role in conflict requires a broad and concerted effort, including more research and stronger evidence of the role education plays in conflict and peacebuilding. It also necessitates conducting a more intentional analysis and raising awareness of the specific challenges and strategies for taking the conflict context into account before, during, and after education activities of all kinds. In 2013, the INEE responded to this growing awareness through collaborative efforts by its working groups on Minimum Standards and Education in Fragility, and by publishing a “resource pack” to aid in the design and implementation of conflict-sensitive education. INEE describes CSE as an iterative process through which education professionals strive to understand the context in which education October 2015 147
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VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
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JOURNAL ON EDUCATION IN EMERGENCIES
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BURDE power to guarantee the right
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BURDE ISSUES AND CONTENTS The journ
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BURDE Since the late 1990s, IRC has
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BURDE The authors note that working
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“WHETHER AND HOW?” HISTORY EDUC
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PAULSON children should be taught t
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PAULSON I conducted English languag
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PAULSON and Stammer 2013; Torsti 20
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PAULSON enquiry-based approach to t
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PAULSON The history of recent confl
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PAULSON (2004) explain that “pain
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PAULSON internal conflict in contem
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PAULSON context” (King 2014, 137)
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PAULSON In Israel, new history text
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PAULSON In addition to these positi
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PAULSON Controversy, Protest, and P
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PAULSON APPENDIX Analysis Author(s)
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PAULSON REFERENCES Ahonen, Sirkka.
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PAULSON Freedman, Sarah Warshauer,
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PAULSON Murphy, Karen, and Tony Gal
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PAULSON Stover, Eric, and Harvey M.
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IMPROVING THE QUALITY OF SCHOOL INT
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TORRENTE ET AL. Improving the quali
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TORRENTE ET AL. postconflict Guatem
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TORRENTE ET AL. Only a handful of r
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TORRENTE ET AL. Africa. Teachers li
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TORRENTE ET AL. The integrated reso
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TORRENTE ET AL. strategy, whereby s
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TORRENTE ET AL. Student Sample Stud
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TORRENTE ET AL. for children from f
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TORRENTE ET AL. subsequently added
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TORRENTE ET AL. Characteristics at
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TORRENTE ET AL. of students’ gend
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TORRENTE ET AL. Table 3: Multilevel
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TORRENTE ET AL. Table 4: Three Leve
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TORRENTE ET AL. Mental Health Probl
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TORRENTE ET AL. Impacts on the Qual
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TORRENTE ET AL. Overall, these resu
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TORRENTE ET AL. et al. 2012). Colle
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TORRENTE ET AL. Burde, Dana, Amy Ka
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TORRENTE ET AL. Hagelskamp, Carolin
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TORRENTE ET AL. Miller, Kenneth E.
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TORRENTE ET AL. Tol, Wietse A., Cor
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QUALITY EDUCATION FOR REFUGEES IN K
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MENDENHALL ET AL. northwestern Keny
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Page 98 and 99: MENDENHALL ET AL. colleagues, who i
Page 100 and 101: MENDENHALL ET AL. These principles
Page 102 and 103: MENDENHALL ET AL. attend schools se
Page 104 and 105: MENDENHALL ET AL. First, we selecte
Page 106 and 107: MENDENHALL ET AL. science teacher a
Page 108 and 109: MENDENHALL ET AL. There are many ty
Page 110 and 111: MENDENHALL ET AL. at Sud Academy, a
Page 112 and 113: MENDENHALL ET AL. Notably, the teac
Page 114 and 115: MENDENHALL ET AL. The confluence of
Page 116 and 117: MENDENHALL ET AL. New teachers ofte
Page 118 and 119: MENDENHALL ET AL. In our analysis,
Page 120 and 121: MENDENHALL ET AL. The head teacher
Page 122 and 123: MENDENHALL ET AL. particularly in c
Page 124 and 125: MENDENHALL ET AL. Government of Ken
Page 126 and 127: MENDENHALL ET AL. Sieff, Kevin. 201
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Page 132 and 133: REISMAN AND JANKE INTRODUCTION Usin
Page 134 and 135: REISMAN AND JANKE New challenges ar
Page 136 and 137: REISMAN AND JANKE youth aged 15 to
Page 138 and 139: REISMAN AND JANKE This improved acc
Page 140 and 141: REISMAN AND JANKE According to the
Page 142 and 143: REISMAN AND JANKE • Renovated or
Page 144 and 145: REISMAN AND JANKE To address these
Page 148 and 149: REISMAN AND JANKE takes place; anal
Page 150 and 151: REISMAN AND JANKE simply does not m
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Page 154 and 155: REISMAN AND JANKE Domain 4, Standar
Page 156 and 157: REISMAN AND JANKE In cases where go
Page 158 and 159: REISMAN AND JANKE • the costs of
Page 160 and 161: REISMAN AND JANKE • Where there i
Page 162 and 163: REISMAN AND JANKE To be useful in t
Page 164 and 165: REISMAN AND JANKE for what CSE can
Page 166 and 167: REISMAN AND JANKE Government of Sou
Page 168 and 169: BOOK REVIEW But King’s third mess
Page 170 and 171: BOOK REVIEW (Bickmore 1999). The re
Page 172 and 173: CONTRIBUTORS J. LAWRENCE ABER (la39
Page 174 and 175: CONTRIBUTORS research has shown tha
Page 176: CONTRIBUTORS Homelessness; and she
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