在实践中，大多数的紧急教育项目都集中在小学教育上。国际机构已经为紧急情况制定了教育计划。联合国儿童基金会和联合国教科文组织开发了“盒子里的学校”，它支持教师提供基本的读写能力、计算能力和生活技能。这个包裹是危机中孩子们的即时教室。这个容器里塞满了超过1500种学校的仪器和设备，使80个孩子和老师能够创造一个即时的教室。这些包可以很快地分发给老师和孩子们。然而，他们可能缺乏文化敏感性，在特定情况下可能无法满足儿童的需要，可能会优先考虑当地社区所不具备的优先事项。缓解文化敏感性问题的方法可能是确保社区本身就能运行紧急学校。然后，他们就可以自由地适应当地社区在孩子教育中的需求和优先事项。由社区自行管理的学校有更大的机会被社区接受，从而为紧急情况下的教育提供更有效的解决方案。教育权被定义为自由和义务初等或初等教育的权利。在武装冲突的背景下，应共同解读人道主义法和人权法的规定，并补充彼此的规定。特别是在教育权的问题上，没有明显的矛盾。摘要人道主义法是一种法利特法，而人权法则作为“勒法”规则。武装冲突的情况不能为承担教育责任的人提供逃避责任的机会。在国际和非国际武装冲突中，受教育的权利受到保护。对教育的保护超出了冲突各方的范围，并将责任扩展到接收冲突地区的人跨越国际边界的国家。
加拿大媒体学代写essay:紧急教育项目
In practice, most emergency education programs concentrate on primary education.[26] International agencies has developed educational packages for emergency situations. UNICEF and UNESCO developed the "School in a Box" which support teachers in providing basic literacy, numeracy and life skills.[27] This package serves as an instant classroom for children in crisis. The container is stuffed with over 1,500 school instruments and supplies that enable 80 children and a teacher to create an instant classroom. These packages can be distributed to teachers and children very quickly. They, however, may lack cultural sensitivity and may not meet the needs of children in particular situations and may have priorities which are not shared by the local communities.[28] A way to mitigate the issue of cultural sensitivity may be to ensure that emergency schools are run by the community itself. They would then be free to accommodate the needs and priorities of the local community in the education of their children. Schools that are run by the community itself has higher chances of being accepted by the community as a whole and thus providing a more effective solution to education in emergencies.The right to education has been defined as the rights to free and compulsory primary or elementary education. In the context of an armed conflict, the provisions under humanitarian law and human rights law should be read together, complementing each other's provisions. Especially in accordance with the right of education, no apparent contradiction exists. Humanitarian law acts as a lex specialis rule while human rights law acts as the les generalis rule. Situations of armed conflict do not provide an escape for the duty bearers on the responsibilities of affording education. The right to education is to be protected in both international and non-international armed conflicts. The protection of education goes beyond the scope of the territory of conflict parties and extends the responsibility to receiving States where persons from conflict area cross international borders.
