Archive | August, 2010

Pakistan floods and education

© UNICEF/NYHQ2010-1628/Ramoneda
A girl stands before a sprawling tent camp for people displaced by flooding, in Sukkur, a city in Pakistan's Sindh province.

By Pi James

NEW YORK, USA, 30 August 2010 – Pakistan has experienced some of the worst monsoon-related floods in history, devastating large parts of the country, wiping out towns and villages, and displacing entire communities.

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Addressing the problem of sexual relations between teachers and students in Kenyan schools

© UNICEF/NYHQ2006-1759/Michael Kamber
Students attend class at Ayany Primary School, a free government primary school on the outskirts of Kibera, a slum area of Nairobi, the capital of Kenya.

Nairobi, August 13, 2010 — Friday evening and I was flicking through the Daily Nation catching up on the post-mortem of the recent (August 4) Constitutional Referendum, when photographs of dancing and singing Somali girls from Mandera Arid Zone Primary School and a Kenyan boy from Friends School Kamusinga playing a recorder caught my attention.

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In Côte d’Ivoire, mothers start a club to invest in the future of girls’ education

© UNICEF Côte d'Ivoire/2010/Sage
Members of a mothers' group in Abobo, Côte d'Ivoire, work to generate income to finance the education of local girls.

By Louis Vigneault-Dubois

ABOBO, Côte d’Ivoire, 16 August 2010 – Habibata Ouattara was 17 years old when she was removed from school and forced to marry a man her family had chosen for her. Today, as the Secretary-General of a local School Girl Mothers’ Club – known by the acronym CMEF – Ms. Ouattara strives to ensure that girls in her community stay in school and complete their education.

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What makes a resilient education system? We need your feedback.

© UNICEF/NYHQ2007-1089/Noorani
Afghanistan. 2007.

One of the key EEPCT (Back on Track) objectives is to support the development of “resilient education systems” in the contexts of emergencies, post-crisis transitions and fragility. However, as an education in emergencies community, we lack a commonly agreed upon definition of a “resilient education system.”  We also have not identified the characteristics of, or specified indicators for, such a system.

As part of an evaluation on EECPT, we invite you to respond to the following two questions:

1.  How would you define a resilient education system in the context of emergencies, transitions and fragility?

2.  What are three key characteristics or ingredients of a resilient education system?

Please submit your feedback below. We invite contributions until 20 August 2010. There after we will compile results and share them with you through the website.

Columbia Group for Children in Adversity

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UNICEF and partners open child-friendly spaces in Qinghai earthquake zone

© UNICEF China/2010/Chen
In the aftermath of the April 2010 earthquake in China's Qinghai Province, UNICEF and its partners have set up four child-friendly spaces in tents in Jiegu town, Yushu County.

BEIJING, China, 5 August 2010 – In the aftermath of the April 2010 earthquake that struck Qinghai Province’s Yushu Tibetan Autonomous Prefecture, UNICEF and the National Working Committee on Children and Women (NWCCW) have combined to establish four child-friendly spaces to support the long-term recovery and well-being of earthquake-affected children and women.

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A multi-cultural school in Bosnia and Herzegovina brings out the best in children

© UNICEF/2009/Campbell
Students interact with their teacher at Sarajevo's Džemaludin Cauševic Primary School, a multi-ethnic, multi-cultural institution open to all children.

By Jay LaMonica

SARAJEVO, Bosnia and Herzegovina, 6 August 2010 – Eldina Ismailij, 11, loves to dance. The wild rhythms of Roma dancing set her free. Last year, she won a dance competition and her picture was in the newspaper. She blushes when asked about her accomplishment, and her mother, Dzemila Bostandzija, beams with pride. The best thing about winning, said Eldina, was the prize cake.

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