It is estimated that the total population of refugees worldwide is 40 to 50 million. UNHCR assists 23 million of which 13.2 are refugees. The rest are Internally Displaced People, returnees, and others of concern. Half of this population are children. The pervasive levels of trauma exposure due to the unexpected outbreak of violence, the disruption of families and community structures as well as the lack of basic resources, severely affects the physical and psychosocial well-being of refugees and migrants. Women and children are the most vulnerable group.

The course will provide an analytical description to illustrate sociocultural factors behind migration and refugee movements through field experiences. Recent case-studies, i.e. Rwanda, Somalia, and others, will help to understand the psychosocial impact of forced migration on individuals and the refugee community at large. Research is considered essential if we are to understand the psycho-social impact of forced migration on the refugee community (parents and children).

• To describe the psychosocial situation and impact of conflict on target populations under humanitarian assistance;
• To analyze the relevance of psycho-social and refugee educational interventions in complex emergencies and refugee situations;
• To illustrate through case-studies educational interventions in countries in crisis

3. Methodology

• Lectures
• Individual research (term paper)
• on line research (INTERNET)

4. Materials and Bibliography

Reader:

Retamal, G. and Aedo-Richmond, R., Education as Humanitarian Response, Cassell, London, 1988,

Complementary Reading:

Mc Callin, M., The Psychosocial Well-being of Refugee Children: Research, Practice and Policy Issues, International Catholic Child Bureau 5ICCB), Geneva, 1992.

UNESCO/IPRA, Handbook Resource and Teaching Material in Conflict Resolution, Education for Human Rights, UNESCO, Paris, 1994.

Additional sources:

Web sites: GINIE (PEER) for case-studies on education in emergencies, psycho-social interventions, demobilisation of child soldiers.

Videos

Week 1:

After reading selected material on the psychosocial dimension in humanitarian situations and watching a video on the problem of refugees worldwide the students will discuss and analyze the sociocultural factors underlying migration and humanitarian crises.

By analyzing the UNHCR Education Guidelines in the context of UNHCR activities on protection and assistance, the class will be able to critically examine the significance of this aspect of the humanitarian assistance.

Emergency educational responses in societies in crisis. Text analysis

After reviewing existing literature by doing on line research in the Ginie landmine education site and discussing with the teacher the students will be able to examine the relevance and need for mine awareness programmes .(mid-term paper)

Through individual research on texts and on line sources as well as an audio-visual description of Somalia, the students will make an oral presentation.

In the light of basic background information about the Rwandan crisis and after reading and examining the different psychosocial and educational responses developed by different UN agencies, students will be able to analyze the impact of these strategies (oral presentation and discussion).

Panel discussion and conclusions: Bosnia, Children in Armed Conflicts, or Iraq: impact of sanctions. Individual research term paper.