Humanitarianism: Education & Conflict: PEAC/EDUC 072 (Amy Kapit)Main MenuAboutRefugee Education in Exile: The Rights of the Rohingya Child in BangladeshHome PageCOVID-19 Crisis: Supporting Girls' Education in BangladeshEducating Deaf Children in Humanitarian Aid ContextsWhat Works?Securing Education for Tigray LearnersAdvocacy CampaignMiranda Kashynskib32eede67844933896a8434d2f38482b2da6cd6aZoe Jannuzi9d85add707a8be16031a0d968877bb9a43a8d86dImmaculata Daikpor74a3e8512a4231535d69e6d1f35a19982a5c0bb1Abdulahi Salam51723c573d78d19ff4b935808a0ef7c79383e0f0Luca Marcelli2635dd7eea981e7e67a5fa738ee9404531569864Mariam Muhammada210c74e36528bece99a986ce67ec0d8960ec9f3Roberto Vargas7c628f2c50f980cde9b05caec9557ad88d2f947fSite supported by Digital Scholarship / Swarthmore College Libraries
12021-12-18T21:14:15-05:00EiE Intervention #1: Temporary Learning Spaces2plain2021-12-18T22:45:22-05:00 Temporary learning spaces (TLS) are built in order to conduct educational activities in non-formal settings. UNICEF suggests that only the necessary and minimum effort, time, and resources should be committed to temporary emergency shelter. Additionally, they emphasize the importance of considering the physical environment when establishing TLS. If there are no previous structures or buildings, UNICEF will provide prefabricated tents, poles, and plastic sheets for temporary shelter.
In the context of the northeast Nigeria/Boko Haram conflict, TLS aren't effective. As previously discussed, established schools are already targeted by groups like Boko Haram; if students and teachers gather together in TLS, those spaces will be targeted as well. In northeast Nigeria, TLS put schools and their communities in danger.
