Preliminary Research On The Theory And Practice Of International Emergency Education

Education is the base of a country to build, maintain and strengthen peace and democracy, and is also the key of the society to sustainable development. It is necessary for people's normal lives and essential needs to ensure their access to education when the power of knowledge and creativity is gradually emphasized today. However, a lot of countries and regions have experienced wars, violence, armed conflicts and national disasters for long years, so the daily educational programs are difficult to maintain, and education service is unavailable for the vulnerable. Education in emergencies becomes a major concern for global education governance. Emergencies in education are closely connected with education in emergencies.Since 2000, some international institutions, such as UNESCO, UNICEF, UNHCR and NGOs, have paid more attention to educational response and reconstruction before or after emergencies. More and more countries start to emphasize the effect of national disasters and man-made conflicts on education development. Due to huge differences of concept on emergency education between our country and other countries, this paper can only make initial researches on education in emergencies which is an emerging field from an international angle. This paper tries to establish theories from international emergency education practices and draws experience compatible to our country from the theoretical framework.The whole paper consists of five parts. Preface puts forward the background and subject of the paper, and reviews the relative literature at home and aboard. On a basis of literature, this part introduces the purpose, content, methodology and meanings of the research.The first part explains and defines the basic features and core concepts. It also clarifies the specific contexts and category of emergency education discussed in this paper by comparison and empirical analysis.The second part tracks the history of emergency education development and briefly reviews the environment and social background of emergency education. Besides, it analyzes development of emergency education in each phase form which the reaction between emergency and the world's education development can be found.The third part explores the theoretical foundations of education in emergencies. It firstly analyzes the basis of rights generally and specifically from human rights, the right to education and the right to education of special groups in special situations; secondly, it analyzes the functional foundations in emergency education practices which include meeting children's psychological need, protecting children's physical and mental health, maintaining people's livelihood, promoting social development and so on; thirdly, it deeply discusses humanitarian values behind emergency education.The fourth part clarifies the implementation process of emergency education on a basis of international institutions practice. It also takes emergency education in India and Ethiopia as examples to review and reflect the educational response to national disasters and man-made disasters.The fifth part evaluates the current challenges of international emergency education, and further discusses the principles to handle them. In such double difficult situations, emergency education should base on the community, integrate educational relief into social improvement, and make cooperation among many parties.