NOTICIAS
Colombia demanda de Gratuidad sentencia de la Corte Constitucional
Regístrese ahora para la Semana de Acción Mundial 2010
Decisión del tribunal de la CEDEAO (ECOWAS) punto de referencia para el derecho a la educación
Los derechos del niño y de la niña despues de 20 años
CONFINTEA diciembre, Brasil. El analfabetismo de adultos constituye una doble violación de derechos humanos
CONFINTEA "La educación en un contexto de crisis múltiples", por D. Archer
Actualización de las Normas de Emergencia Mínimas para la Educación
El portal de las Naciones Unidas sobre enfoques de desarrollo basados en derechos
Abolición de las tasas escolares: Etiopía, Ghana, Kenya, Malawi, Mozambique
Páginas de Movilización: con quién trabajar en su país link
Discriminación: Tanzania, Guatemala, República Checa, Rep. Dominicana
Thank you for this discussion forum! As part of the Inter-Agency Network for Education in Emergencies, we too see the importance of building coalitions and communities of practice to tackle issues of discrimination particularly in emergency and post-crisis contexts. Often in these contexts vulnerabilities are even more pronounced and discrimination potentially has an even greater impact on the life chances of learners, given the life-saving and life-sustaining support that education in emergencies can provide.
In emergency contexts, where establishing learning environments and providing educational opportunities for the majority can itself be extremely difficult; inclusive approaches that are proactive in not discriminating can seem particularly challenging. Addressing these issues doesn't start with guilt or anxiety, but rather by asking ourselves – practitioners and policy makers – these questions:
• What are the barriers to participation and learning?
• Who experiences these barriers?
• What can we do first to minimize these barriers? and then…
• What can we do next?
Education in emergencies can also become a target for discrimination itself – often in the form of violent attacks. We are also considering how we can better work with legal experts to address this issue. From girls being attacked on their way home from school in Pakistan, to the disappearance and assassination of teachers and trade union workers in Colombia, to the occupation and destruction of educational buildings in the Democratic Republic of the Congo, these acts are abhorrent, violating fundamental rights and undermining the provision of education. Reducing the incidence of attacks on education and bringing perpetrators to justice is critical to the safety and development of individuals and communities affected by conflict and insecurity, and it will be important to consider how we can work together to halt these crimes and ensure legal accountability.
More information on all these issues are available on the INEE website and blog: www.ineesite.org/blog.