Forced Migration Review issue 60 – to be published in February 2019 – will include a major feature on Education.
Deadline for submission of articles: Monday 15th October 2018
Full call for articles online at www.fmreview.org/education-displacement
Conflict and displacement can cause significant disruption to school attendance and learning. Although governments have made significant progress towards meeting various education-related goals, children and youth affected by conflict and specifically by conflict- and disaster-induced displacement make up the overwhelming majority of those who still do not have access to the ‘inclusive and equitable quality education’ and ‘lifelong learning opportunities’, set out in Sustainable Development Goal 4, and agreed as essential in the Education 2030 Agenda. The implications of inadequate education planning and delivery in displacement contexts are considerable.
This new issue of FMR will provide a forum for practitioners, advocates, policymakers, researchers and those directly affected to look at recent developments, share experience, debate perspectives and offer recommendations.
The FMR Editors are looking for policy- and practice-oriented submissions, reflecting a diverse range of experience and opinions, which address questions such as the following:
- What examples are there of effective provision of quality education (primary, secondary and tertiary) in displacement, and what can be learned from these examples?
- What has been learned about expanding successful learning initiatives? How does this vary in differing contexts of forced migration?
- What particular challenges arise in the provision of education depending on the type of setting, whether camp, urban or other?
- How can protection of children and young people in conflict and displacement be strengthened, with a particular view to improving their educational prospects?
- What impact does the psychosocial well-being of children have on their learning, and how can these needs best be met in order to help them learn?
- How can the specific educational needs of different groups of displaced people be addressed? For example, how can education providers ensure that disability, gender, language, ethnicity and more are not barriers to equal educational opportunities?
- How can youth who have missed out on education and training access what they have missed as children? What contribution can Accelerated Learning Programmes make?
- What opportunities are there for early childhood development in displacement? What practices are promising?
- Are new forms and uses of technology – including distance learning – filling any gaps in educational provision, whether as interim measures or for the longer term? What are their advantages and disadvantages?
- What are the advantages and disadvantages of refugee children studying the curriculum – and in the language – of the host country?
- How can education in countries of origin, countries of first asylum, and resettlement countries best address certification, validation and equivalency issues relating to learners and teachers?
- How are teacher qualifications, professional development, salaries and well-being addressed in displacement?
- What is the role of peace education programmes to address social cohesion in displacement and in the case of return?
- In what ways are formal and non-formal education coordinated and linked, from the perspectives of learners and systems?
- What role do school feeding programmes have in supporting education provision?
- What examples are there of good practice in a) joined-up humanitarian and development education planning and b) joined-up refugee and IDP response coordination mechanisms, including, but not limited to, the Education Cluster)?
- How can local education authorities and humanitarian actors best coordinate their responses?
- What are the main challenges for education in displacement that hinder progress toward global goals, such as the Sustainable Development Goals, and how might these be tackled?
- How are the INEE Minimum Standards in Education used?
- What are the implications of initiatives such as the Comprehensive Refugee Response Framework, the Global Compacts, the Global Partnership for Education and the Education Cannot Wait Fund for education funding and programming?
- How can the research community support the humanitarian and development communities to produce and harness effective and reliable evidence, both for the short-term needs of programme design and delivery in complex environments, and the long-term needs of effective decision making by governments?
Please note that when the FMR team use the term ‘displaced’ we are referring to both internally displaced children/youth and refugee children/youth.
Maximum length: 2,500 words.
Deadline for submission of articles: 15th October 2018
If you are interested in contributing:
- send a brief outline of your proposed article to the Editors at firstname.lastname@example.org so that they can advise on suitability
- consult FMR guidelines at www.fmreview.org/writing-fmr before beginning to write your article
- ensure your article complies with submission requirements before submitting the article. A checklist of requirements is at www.fmreview.org/writing-fmr. The FMR team are unable to accept any article that does not comply with these requirements.
They also welcome articles on other subjects relating to forced migration for consideration for publication in the ‘general articles’ section of the issue.