South Sudan: Importance of Education in Emergency (EiE) During Crisis
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The author, Ustaz John Garang Ayii Riak, is a Master’s Degree Student on Comparative Education Program, Zhejiang Normal University, East China
By Garang Ayii Riak, Bor, South Sudan
Sunday, March 14, 2021 (PW) — Education is a fundamental human right for all people regardless gender, sex, religion, age, or physical aspects. Whenever, natural or man-made emergency situation happens, then many children and youth are affected by emergency and it is especially critical for many of children and youth that affected by conflict and disasters, and yet it is often significantly disrupted in emergency situations, denying learners the transformative effects of acquiring a quality education. Therefore, education in emergency should be facilitated, so that to allow children access to quality education and are trained to protect themselves from emergency situations.
Education in emergencies comprises learning opportunities for all ages. It covers early childhood development, primary, secondary, non-formal, technical, vocational, higher and adult education. In emergency situations through recovery, quality education provides physical, psychosocial and cognitive protection, and religious dimension that can sustain and save lives. Education in emergencies warrants self-respect and withstands life by offering safe sitting room for learning, where children and youth who need other help can be recognized and supported.
Quality education saves lives by providing physical protection from the dangers and exploitation of a crisis atmosphere. When a learner is in a safe and conducive learning environment, he or she is less likely to be sexually or economically exploited or exposed to other dangerous risks, such as forced or early marriage, conscription into armed forces and armed groups or organised forces and crime activities. In addition, education can convey life-saving information to strengthen critical survival skills and coping mechanisms. Examples include information on how to avoid landmines, how to protect oneself from sexual abuse, how to avoid HIV infection and how to access health care and food.
Education opportunities also mitigate the psychosocial impact of conflict and disasters by providing a sense of routine, stability, structure and hope for the future. By strengthening problem-solving and coping skills, education enables learners to make informed decisions about how to survive and care for themselves and others in dangerous environments.
It can help people think critically about political messages or conflicting sources of information. Schools and other learning environments can act as an entry point for the provision of essential support beyond the education sector such as protection, nutrition, water and sanitation and health services. Coordination between workers in the education, protection, shelter, water and sanitation, health and psychosocial sectors is important in establishing learner-friendly, safe environments.
Quality education contributes directly to the social, economic and political stability of societies. It helps to reduce the risk of violent conflict by enhancing social cohesion and supporting conflict resolution and peace-building. However, while the chances for long-term peace-building increase significantly if a conflict-affected population is educated, education can also have a negative impact on peace and stability.
Education can contribute to conflict if it reinforces inequities and social injustice by denying access to education for some learners, or if curricula or teaching practices are biased. Education facilities can be targeted during conflict or students and education personnel can be attacked on their way to and from school. Well-designed education reform, which can start soon after an emergency, is necessary to help ensure the protection of education systems and set conflict-affected societies on paths to sustainable peace and development.
Crises can offer an opportunity for national authorities, communities and international stakeholders to work together for social transformation by creating more equitable educational systems and structures. Groups that are often excluded, such as young children, girls, adolescents, disabled children, refugees and internally displaced persons can benefit from opportunities for education achievements.
Education in emergency provide an opportunity to teach all members of a society new skills to facilitate education or example; inclusive education, participation and tolerance, conflict resolution, human rights, environmental conservation and disaster prevention and managements.
It is imperative that education in emergencies through to recovery is appropriate and relevant. It should teach basic literacy and numeracy skills, provide curricula that are relevant to the needs of learners and encourage critical thinking. Education can build a culture of safety and resilience through teaching about hazards, promoting schools as centres for community disaster risk reduction and empowering children and youth as leaders in disaster prevention.
NGOs and communities prioritise education in times of emergency situations in schools and other learning institutions are often at the heart of the community and representopportunity for future generations and hope for a betterment.Learners and their families have aspirations, and education is the key to increasing each person’s ability to participate fully in the life of their society economically, spiritually, socially and politically. The EiE included provision of cross cutting issues such as food, shelter, water and sanitation and health care. It should also be a part of longer-term development work instead of being a response to the emergency situations.
But, education’s life-sustaining and life-saving role has been known and the inclusion of education within humanitarian response is now considered critical. Education is an essentialpart of the planning and provision of caring response, which goes yonder providing direct relief. Coordination and collaboration between education and other emergency parts are vital for an effective response that addresses the rights and needs of all learners.
Education in emergency involving disaster preparedness before a crisis and response in an emergency. Conclusively, education cannot wait despite the crisis threat and emergency situations we are facing in our country. Therefore, teachers and parents should find the options to facilitate education in the emergency situation like this time of global pandemic COVID-19.
The author, John Garang Ayii Riak, is a Lecturer at College of Education, Dr. John Garang Memorial University of Science and Technology, Bor Town, Jonglei State, South Sudan. He Can be reached at: johngayii2014@gmail.com
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