crosposted from INEE for more details see http://www.ineesite.org/index.php/job/consultancy1/ (please cite INEE in your application)
Listed on 08/22/2011
There are already some documented examples of innovative uses of technology in post-crisis situations. For example in Southern Sudan, remote sensing and Google earth have been used to conduct in-depth school mapping of close to ninety per cent of the schools in the country. Likewise, in Palestine, technology has been used not only for security alerts on school closures, but also to support humanitarian aid agencies in the delivery of logistical information to aid supply flows. However, there is a need for systematic, peer-reviewed assessments of projects that have used ICT in emergency or post-crisis situations, as well as where the education cluster has been supported or could potentially be supported by the use of ICT. To address this need, IIEP, in collaboration with the Global Education Cluster, will conduct a scoping study and review of existing approaches that use technology to support education and education cluster activities in both rapid onset emergencies as well as post-crisis situations. This study will identify good or promising practice in this area and make recommendations regarding appropriate and effective use of ICT by the education cluster and other partners in the use of ICT in emergencies. The aim is that this will foster awarenesss within education ministries and humanitarian communities of the importance of technology as a mechanism for supporting preparedness and prevention activities; as well as a means of increasing access to (and quality of) education in rapid onset emergencies as well as post-crisis situations.
In developing countries affected by crisis, although faced with the challenges of limited resources and capacities, communities and governments aspire to a better future for their young citizens. The children in these situations often have either no access to schools or are taught by unqualified teachers. It is precisely in these locations that technology (ICT) can offer learning opportunities for children in a more cost-effective and innovative way. In line with this assumption, partners in the IASC Global Humanitarian Education Cluster have identified the use of technology in emergencies as potentially offering alternative methods for the delivery and management of education in emergency or post-crisis situations. This includes activities such as data collection, monitoring and evaluation before, during and after an emergency. These are essential components for co-ordination as part of an education cluster response to a crisis. The field of technology in emergencies has already been addressed by IIEP. For example, in 2009 IIEP hosted a Technology Seminar and participated in the World Bank innovation fair on ‘Moving beyond Conflict’ which brought innovators from around the world to present their ideas to look at how technology could help improve service delivery through the use of new technologies. In addition, UNESCO has experience in ICT in Education from which IIEP can draw expertise. One example is the UNESCO Bangkok’s ICT in Education programme which consists of a range of interconnected projects in six key areas: Policy; Training of Teachers; Teaching and Learning; Non-Formal Education; Monitoring and Measuring Change; and Research and Knowledge-Sharing. More recently, a newly created division at UNESCO Headquarters on Planning and Development of Education Systems (PDE), has a dedicated team experienced in the area of ICT in education and of post-conflict and post-disaster situations. These initiatives are also in line with the overall goal of the Education Cluster which is to ensure “A predictable, well-coordinated response that addresses the education concerns of populations affected by humanitarian crises”. Within this overarching framework the Capacity Development Task Team aims to ensure that “Education Clusters and national actors have appropriate technical capacities”. In order to support the development of such capacities, it is essential that in an era of fast paced digital technology that evidence on how technology can be used most appropriately in emergencies is documented effectively. Providing information on how and where good practice in the use of technology can encourage countries affected by crises to adopt more innovative mechanisms to support education service delivery in crisis and post-crisis situations.
The Consultant will research and co-write a thematic policy study on effective global practice in the use of technology in crisis-affected situations. The study will map the range and applicability of different technologies in countries affected by crisis that support or have the potential to support education and education cluster activities (such as data collection mechanisms for rapid needs assessment, ICT for co-ordination purposes, vulnerability mapping of schools, use of PDAs for centralized data collection, protection SMS alerts for conflict affected regions etc.). Specifically, the Consultant will:
19 Sept – 30 November 2011
30 Sept 2011
18 November 2011
30 November 2011