International Network of Human Rights | Europe
Réseau International des Droits Humains | Europe
Red Internacional de Derechos Humanos | Europa

Education in Emergencies (EeE)

Education in Emergencies (EeE)

The Emergency Education Program (EeE) aims to protect, preserve and restore the right to equitable and quality education for children and young people who are in a situation of forced mobility and who face difficulties affecting or limiting their educational progress.

Therefore, as a human rights organization, we want the full realization of the right to education to be the driving force behind life projects, general culture and human empowerment.

The succession of social and environmental crises affecting Latin America and the Caribbean is one of the main threats to the access and permanence of children, adolescents, young people and women to the education system. These crises represent a burden that affects the relevance and quality of public education services, creating obstacles for teachers, students and administrators, as well as those without education.

Link to the EiE website: https://educanicaraguafutura.org/



The Education in Emergency program

The program objectives

  • Guarantee the right to inclusive, equitable and quality education for students in situations of vulnerability that substantially affect or limit their academic progress;
  • Promote innovation in the education system; offer non-formal education programs for young people and adults in situations of social exclusion (indigenous people and disabled people of African descent);
  • Implement programs and projects aimed at extending educational time to complement formal education;
  • Develop actions around the recognition and validation of knowledge, optimizing the assessment of learning outcomes developed outside the formal framework;
  • Progress in terms of educational quality, based on research and evaluation of educational programs and projects;
  • Promote the training and professionalization of educators, at both undergraduate and continuing education levels, taking into account the diversity of contexts and recipients of educational processes;
  • Public and international advocacy.

Lines of action

Inclusion and human rights

We work with a multidisciplinary team to develop training, awareness-raising and consultancy initiatives for teachers and students.

The right to mental health and well-being

Everyone has the right to the enjoyment of the highest possible standard of mental health, including the right to protection from mental health hazards, the right to available, accessible, dignified and quality care, and the right to freedom, independence and integration into one’s social environment.

Human rights education

We promote awareness, knowledge and education of human rights in formal and non-formal educational settings. We contribute to the integration of the human rights approach into the educational policies promoted by the National Directorate of Education.

Education and gender

We promote and articulate public policy actions in the field of gender, sexuality and diversity education at intra- and inter-institutional levels, in conjunction with human rights.

Inclusive education

We design and implement actions that promote the inclusion of diversity within a human rights-based approach.

Intercultural education

We implement actions to promote the rights of migrants within the education systems of the host country, both informal and non-formal education, promoting intercultural education from a human rights-based approach.

Active learning experiences

We encourage both formal and non-formal education, integrating disciplines such as art, chess, environmental education and reading, to mobilize knowledge, procedures and attitudes.

#EducaNicaraguaFutura - Online Education Platform

The Online Education Platform aims to bring together educational institutions that wish to support the educational trajectories of young Nicaraguans by providing solutions that create resilience.

RIDHE aims to generate results to meet the needs of emergency education at an international level, while adapting to students’ individual life paths. The platform will serve as a vector of information on training, exchange and scholarship opportunities at the university level in different countries. It will aim to create internationalization and mobility networks that strengthen global education.

In addition, students will have the opportunity to participate in virtual workshops tailored to their needs and alternatives, in support of the development of their life projects, while respecting their autonomy and fully exercising local and global citizenship.

Finally, RIDHE wishes to propose solutions to support emergency education in crisis contexts linked to forced migration, based on the systematization of the Nicaraguan case scaled up and reproduced.

Meeting the needs of Nicaraguan children and teenagers in situations of forced mobility and economic vulnerability Costa Rica

We aim to award school scholarships to 80 children and teenagers in 4 Costa Rican communities (Carpio, Las Pavas, Alajuela, Upala), who live in vulnerable situations, forcing them to drop out of school. In addition, the opening of two small schools in two indigenous communities in the Northern Caribbean Autonomous Region will provide access to education close to their new place of residence, and the supply of school materials.

Diagnosis of the situation of indigenous and Afro-descendant youth and women in Costa Rica

As part of the second phase of the program, we are proposing a diagnosis of the situation of young indigenous and Afro-descendant exiles in Costa Rica, with the aim of getting as close as possible to their realities and to the challenges facing these groups in their new country of destination. On this basis, we aim to propose programs, projects and actions aimed at providing timely and comprehensive support, providing better opportunities for access to education and improving their living conditions in exile.

Articulator of Inclusion in Central America (AIC)

In June 2023, RIDHE is creating a new stage in the program to provide alternative work opportunities for academics. We want to set up and articulate a team of professionals trained in inclusive education and with experience in territorial educational environments to become AICs.

In this sense, an ICA seeks to contribute through his/her work to the educational, socio-community, cultural proposal or to a specific program in the following areas:

  • Coexistence and the right to inclusive education
  • Strategic and diversified planning
  • Management of accessible resources
  • Awareness-raising and training on the subject.

In this way, we aim to provide advice and guidance to other organizations on inclusive education by raising awareness and training them on the subject.