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DEFINE EXTERNAL COHERENCE IN LITERARY TERM DRIVERS

Leverage the USAID Education in Crisis and Conflict Learning Agenda.Champion education’s contributions to collective outcomes.Strategy on International Basic Education and the USAID Education Policy include coherent approaches across humanitarian and development contexts. Ensure that the new (2018) government-wide U.S.government support for education in emergencies and protracted crises. The main findings are summarized below.īased on the findings presented above, the paper makes the following recommendations to the U.S. Each agency has a specific mandate in addressing education that contributes to humanitarian and development coherence. government agencies and offices play a role in funding education in crisis contexts, but this paper reviews four key entities: USAID’s Office of Education, OFDA, and OTI, and DOS’s PRM. It includes delivery of aid and the functions that make these education programs possible, including approaches to education, assessment processes, planning, finance, and monitoring. Operations: This layer considers how education programs are planned and provided.

Capacities: This layer focuses on who leads and coordinates support to education, which might include key actors, coordination groups, and staff knowledge and skills.It shapes and defines humanitarian and development assistance and may include elements such as principles, goals, standards, mandates, strategies, and expected outcomes. Norms: This layer looks at what guides education responses in crisis contexts.

DEFINE EXTERNAL COHERENCE IN LITERARY TERM DRIVERS

This paper presents a conceptual framework that highlights both the drivers of the humanitarian-development divide and the opportunities to overcome these within the education sector. However, the conceptual framework may also be of interest and could be applied to external agencies working in education across humanitarian and development contexts. Department of State’s (DOS’s) Bureau of Population, Refugees, and Migration (PRM) and partners. Foreign Disaster Assistance (OFDA), and Office of Transition Initiatives (OTI).

USAID missions, regional bureaus, pillar bureaus, Office of U.S.

government staff, including staff in the following operational units: The USAID Education in Crisis and Conflict Network (ECCN) commissioned this white paper. government staff members between December 2017 and March 2018 and an iterative process of development of the conceptual framework. The methodology for the paper included a background literature review interviews with some 20 global, regional, and country-level U.S. government efforts on education and humanitarian-development coherence. It presents a conceptual framework that outlines both the drivers of the humanitarian-development divide and the opportunities for coherence, and then uses this framework to structure the mapping and analysis of U.S. This white paper provides an overview of humanitarian-development coherence efforts within the education sector globally, with a focus on the U.S.