CHALLENGES IN EMERGENCIES
AND RECONSTRUCTION
B A S I C S
S E C T I O N
GUIDEBOOK FOR PLANNING EDUCATION IN EMERGENCIES AND RECONSTRUCTION
The designations employed and the presentation of
material throughout this review do not imply the expression
of any opinion whatsoever on the part of UNESCO or the
IIEP concerning the legal status of any country, territory,
city or area or its authorities, or concerning its frontiers
or boundaries.
The publication costs of this study have been covered
through a grant-in-aid offered by UNESCO and by
voluntary contributions made by several Member States
of UNESCO.
Published by:
International Institute for Educational Planning
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Layout and cover design: Sabine Lebeau
Typesetting: Sabine Lebeau
Printed in IIEP’s printshop
ISBN: 92-803-1288-X
© UNESCO 2006
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I I E P • I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G
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CHALLENGES IN EMERGENCIES AND RECONSTRUCTION
Chapter
All parts of this Guidebook deal with the
challenges involved in providing quality education
in situations of emergency and reconstruction.
The challenges range from physical destruction
of school buildings to lack of funding, materials
and qualifi ed teachers, to discrimination against
minority groups, security issues or problems
of co-ordination. Each Guidebook chapter
gives detailed explanation of the issues that
must be tackled in relation to the topic of that
particular chapter, and suggests strategies for
how this can be done. For example, providing
education for former child soldiers will pose
different challenges to dealing with children
with disabilities. Education for early childhood
development requires different strategies to
tackling post-primary education.
However, certain challenges (such as poverty
or problems with security) are generic to all
of these issues. Such generic challenges are
analyzed here, not in relation to a