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USAID ECCN December 2017 Newsletter
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Looking Back on 2017
Looking Ahead to 2018

The end of the year marks a good occasion to look forward as well as backward. In 2017, our Community of Practice worked around the world, in Afghanistan, Mali, the Democratic Republic of the Congo, El Salvador, and many other countries affected by crisis and conflict. ECCN has hosted numerous workshops and webcasts, from Strategies for Data Collection and M&E to Innovative Ways to Use ICT in Education Programming for Refugee Populations. Together with USAID and implementing partners, we published blogs and reports on Rapid Education and Risk Analysis and Alternative Education in the DRC. We supported several workshops and trainings on Conflict Sensitive Education, collaborating with INEE and other partners, conducted ECCN trainings, and supported working groups such as the AEWG, which produced a new edition of its Accelerated Education materials. We also built out the ECCN Repository, which now hosts over 400 resources pertaining to education in crisis and conflict.
 
In the coming year, ECCN will continue its work to increase more equitable access to education for children and youth in crisis and conflict-affected environments. We look forward to collaborating with all of you; ECCN spans the globe, with now over one thousand members, representing a few hundred organizations, and we anticipate expanding our circle of contributors in the new year. We already have plans underway to host face-to-face events, such as at CIES in Mexico City, as well as in-person and online training courses. Webcasts, blogs, and working groups will continue to provide you with new insights.
 
We wish you and yours a happy holiday season and a peaceful new year. We hope to hear from you and work with you in 2018!
 

ECCN will be at CIES in Mexico City

CIES will be in Mexico City, March 25–29, 2018. If you are planning to attend, the following ECCN sessions and events might be of interest:
  • How Risk Analyses Informed Education Programming as War Continues into its Fourth Year
  • Developing Institutional Capacity in Crisis and Conflict-Affected Environments
  • Conflict Sensitive Education Series. Measuring Progress Appropriately: Indicators for Safe Learning Environments, Conflict Sensitivity, Access and Retention, Program Adaptation
  • Piloting the Safer Learning Environments Qualitative Assessment Toolkit
  • EiCC Reception
  • EiCC Exhibit Table
Let us know at usaideccn@edc.org (Subject line: CIES) if you host similar sessions that could benefit from cross-referencing. Like in previous years, ECCN will compile an EiCC-relevant CIES web page; more information will be shared in the next newsletter.
ECCN New Homepage



Spotlight

If you missed any of the recent ECCN trainings, you can find selected course materials on the ECCN website:

Rapid Education and Risk Analysis training on the new RERA toolkit are posted here; RERA reports and case studies can be found here.

Safer Learning Environments (SLE) training handouts can be found here. The newly updated SLE Evidence Gap Maps can be found here; to add new resources to the gap maps and the ECCN repository, please submit them here.

For more information on the Conflict Sensitive Education (CSE)  training conducted with FHI 360 and Creative International, click here.
Please note that the CSE online course with INEE is now undergoing beta testing and will be released in early 2018.
 

From the ECCN Community Board

UNGEI has issued a call for examples of school-related gender-based violence (SRGBV) and/or gender-responsive programming in humanitarian contexts to update the INEE Gender Pocket Guide in 2018.  If you have an example or case study to share,please email Emilie Rees Smith (ereessmith@unicef.org ) and Sujata Bordoloi (sbordoloi@unicef.org) by January 8th 2018

Do you have news to share? Post items on the ECCN Community Board, and we’ll feature them in the next newsletter.
 

You might also be interested in

Important new resource: A UN study looks at threats to girls’ education in conflict-affected regions. They study identifies the major threats and asks what type of interventions work and how girls’ education may be improved. The researchers conclude that programs “should be responsive to the communities being served” in order to tackle “discriminatory cultural and social attitudes.” For more information, see here.
Copyright © 2017 USAID Education in Crisis & Conflict Network Support Team, All rights reserved.


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