Only a few years ago, the idea of preserving education as a central part of all humanitarian efforts was but an afterthought in the minds of aid workers. Nicolai and Triplehorn (2003) state that it was the 1990 's when this crucial truth that education is the right of every child finally germinated and became the soul of humanitarian aid. This demonstrates the high degree of significance and worth that humanitarian aid organizations now place on continuing education in war-ravaged societies today. According to Treffgarne (2004) emergency education is rapidly increasing and the author properly believes that the escalating importance of education in countries in the midst of chaos not only is transforming governmental and non-governmental humanitarian
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It was estimated that during the last few years of that civil war, as little as 0.7 percent of children of school-age attended classes. Additionally, only 0.3 percent of students finished their eight years of elementary school. Such proof of the need of increased attention to continuity of education has strengthened most governmental and non-governmental aid organization to place emergency education in center of their outreach to the needy and the displaced. As a result, almost every effort being launched today is not only education inclusive but also built around the purpose of ensuring that all children be afforded improved infrastructure, protection from attack and discrimination through the provision of education in the face of …show more content…
Roughly half of those who have gained access into the United States were school-aged children. Refugee children live appalling situations that hamper their education. The United Nations has underscored in conventions, and investigators have agreed that schooling is critical for refugee children’s psychological and societal wellbeing. Nevertheless, governmental entities, community attitudes, and researchers ' opinions in this regard often vary regarding the best approaches to help displaced students adequately adapt to the new surrounding in which they find
It was estimated that during the last few years of that civil war, as little as 0.7 percent of children of school-age attended classes. Additionally, only 0.3 percent of students finished their eight years of elementary school. Such proof of the need of increased attention to continuity of education has strengthened most governmental and non-governmental aid organization to place emergency education in center of their outreach to the needy and the displaced. As a result, almost every effort being launched today is not only education inclusive but also built around the purpose of ensuring that all children be afforded improved infrastructure, protection from attack and discrimination through the provision of education in the face of …show more content…
Roughly half of those who have gained access into the United States were school-aged children. Refugee children live appalling situations that hamper their education. The United Nations has underscored in conventions, and investigators have agreed that schooling is critical for refugee children’s psychological and societal wellbeing. Nevertheless, governmental entities, community attitudes, and researchers ' opinions in this regard often vary regarding the best approaches to help displaced students adequately adapt to the new surrounding in which they find