ABSTRACT

The notion of educational contributions to people and communities in situations of crisis as part of a humanitarian response is well established (Retamal and Aedo-Richmond 1998). New fields have emerged in response to such needs, including education in emergencies (Sinclair 2002) and education in conflict and post-conflict situations (Smith and Vaux 2003). On a practical and vocational basis, Chris Talbot of the UNESCO-affiliated International Institute for Educational Planning (IIEP) has developed a section to promote better-planned responses and skills for educational provision in crises, and this section is being solidified within the education division of UNESCO itself. Much has also been done to promote quality responses and global cooperation by the International Network for Education in Emergencies (INEE), to say nothing of the work of key NGOs such as Save the Children (Save the Children 2007).