- wapglobal@gmail.com
- +23 3457274
Conflict, displacement and humanitarian emergencies can interrupt education, damage learning environments and create barriers that prevent children and young people from continuing to learn.
Wings of Aid & Peace (WAP) seeks to contribute to safe, inclusive and context-appropriate education responses that support access to learning, strengthen protection and help crisis-affected communities preserve opportunities for the future.
Our accountability framework is intended to support accessible and responsible mechanisms relating to community feedback, programme complaints, safeguarding, prevention of sexual exploitation and abuse (PSEA), suspected fraud or corruption, misconduct and whistleblowing.
Sensitive concerns are intended to be handled through appropriate confidential and restricted processes.
Education can be severely disrupted during humanitarian crises.
Displacement, insecurity, damaged infrastructure, economic hardship and pressure on families and communities may interrupt learning and make it increasingly difficult for children and young people to access appropriate educational opportunities.
Education in emergencies is not only about learning. Safe and appropriate learning opportunities can also provide structure, information, social connection and links to relevant protection and support services.
WAP's Education programme provides a framework through which the organization may contribute to appropriate education responses according to assessed needs, technical capacity, available resources, coordination arrangements and approved programme design.
WAP seeks to approach education programming through needs assessment, community participation, protection, inclusion, technical responsibility and accountability.
Our approach is guided by several priorities.
A lack of suitable learning materials may create additional barriers for crisis-affected learners.
Where identified as a programme need, WAP may support access to appropriate educational materials.
Selection and distribution should consider:
Materials should support—not substitute for—the wider educational environment required for meaningful learning.
Humanitarian crises may expose children and young people to increased protection risks.
Education programming can provide opportunities to identify concerns and connect learners or families with appropriate support, but education personnel should not be expected to perform specialized protection functions outside their competence
WAP seeks to integrate appropriate child-protection considerations and referral arrangements into relevant education programmes.
Education programming requires particularly strong safeguarding responsibilities because activities may involve children and young people.
WAP seeks to integrate safeguarding and PSEA requirements throughout relevant Education projects.
Personnel, volunteers and partners involved in education activities should understand applicable standards of conduct and reporting responsibilities.
Appropriate measures should be considered in areas such as:
Appropriate measures should be considered in areas such as:
Families, learners, teachers and communities possess important knowledge about the barriers affecting education and the solutions that may be appropriate locally.
WAP seeks to create meaningful opportunities for relevant community participation.
Participation may include:
Where children and young people participate, engagement should be age-appropriate, safe and consistent with safeguarding requirements.
Access to water, sanitation and hygiene can affect the safety, dignity and usability of learning environments.
Where relevant, WAP seeks to connect Education and WASH programming so that identified needs can be addressed more coherently.
Health conditions and barriers to appropriate health support can affect learning and participation.
Where relevant to identified needs and programme design, WAP seeks appropriate coordination between Education and Health interventions.
Education activities should not be used to provide clinical health services without appropriate technical arrangements.
Nutrition challenges can affect children's health, well-being and ability to participate in learning.
Where appropriate, WAP seeks to consider relevant connections between Education and Nutrition programming.
Any specialized nutrition intervention should remain subject to appropriate technical standards and programme arrangements.
Education can provide opportunities to strengthen respectful interaction, community participation and understanding where appropriate to programme objectives.
In conflict-affected environments, education programming should remain sensitive to local conflict dynamics and avoid reinforcing exclusion or social tensions.
Where appropriate, WAP may connect relevant Education activities with conflict-sensitive and social-cohesion approaches.
Education interventions should be designed and implemented with appropriate technical competence
WAP seeks to ensure that the scope of Education activities matches available expertise and programme capacity
Relevant technical considerations may include:
Where specialized expertise is required beyond WAP's internal capacity, appropriate technical collaboration should be considered.
Education programmes may involve personal information concerning children and families.
WAP seeks to collect only information necessary for legitimate programme purposes and protect it through appropriate confidentiality, access and data-management measures.
Particular care should be taken with:
Public communications should use appropriate consent and safeguarding procedures and should not expose children or families to unnecessary risk.
Effective education responses may require coordination with communities, relevant authorities, education actors, humanitarian organizations and other appropriate stakeholders.
WAP seeks responsible coordination where it can strengthen programme relevance, technical quality, referrals, continuity of learning or efficient use of resources.
Formal partnerships should be subject to appropriate organizational review.
Only approved relationships should appear publicly.
Target populations should be defined at project level according to verified education needs, programme objectives, access barriers and available capacity.
Projects may address the needs of crisis-affected learners and relevant communities where assessment demonstrates an appropriate programme need.
Targeting should use transparent criteria and avoid discrimination.
Education can provide continuity, protection and opportunity at times when crisis has disrupted many other aspects of life. WAP seeks to work responsibly with communities and relevant education actors to understand barriers, support appropriate learning opportunities and help create safer and more inclusive conditions for education.
