紧急教育被定义为一组关联的项目活动，使结构化学习能够在严重危机或长期不稳定的情况下继续进行。在上世纪90年代中期，紧急教育被引入，以寻求在紧急情况下满足儿童教育权利的解决方案。由于危机持续了很长一段时间，它变得更加重要。我们的目标是要设法确保儿童的教育权利和保护权利在冲突或灾难中得以维持，这样他们就可以为更好的未来做好准备，并在危机结束后为社会重建做出贡献。Midttun说:“紧急情况包括急性、慢性不稳定以及恢复和早期康复阶段。”在1996年的安曼教育会议上，在1996年的教育会议上强调了在紧急情况下的基础教育，并建议将学校划分为安全地带，以便在冲突时期保留下来，突出教育在战争时期的重要性。1993年，联合国提出了一项决议，要求研究如何改善受武装冲突影响的儿童的保护。1996年，关于武装冲突对儿童的影响(Machel报告)的报告指出，教育是在创伤后促进心理健康的一个重要工具，它传达了与健康、我的意识、人权、和平与宽容有关的信息。这些报告和国际讨论表明，国际社会意识到，在冲突中教育的权利缺乏一种适当的机制来确保儿童接受作为一种权利得到保障的教育。
加拿大女王代写论文:紧急教育
Emergency education has been defined as a set of linked project activities that enable structured learning to continue in times of acute crisis or long-term instability.[1] Emergency education was introduced in the mid-1990s to find a solution for fulfilling children's rights to education in times of emergency.[2] It was more so important due to crises lasting for long periods of time. The aim was to find ways of ensuring that children's rights to education and their rights to protection are maintained in practice during conflicts or disasters so that they can be prepared for a better future and can contribute to the rebuilding of their society when the crisis is over.[3] Midttun stated "Emergencies include the acute, the chronically unstable as well as the return and early rehabilitation phases".The mid-decade meeting on Education for All Amman 1996 emphasised basic education in emergency situations and recommended the classification of schools as safety zones to be preserved in times of conflict, highlighting the importance of education even in times of war.[5] In 1993, the United Nations presented a resolution with a request for a study into ways of improving the protection of children affected by armed conflicts.[6] The 1996 Report of the Expert on the Impact of Armed Conflict on Children (the Machel Report)[7] referred several times to schooling as a vital tool for promoting psychological well-being after trauma and for conveying messages relating to health, mine awareness, human rights and peace and tolerance.[8] These reports and international discussions illustrates that the international community is aware that the right to education in conflict lacks a proper mechanism to ensure that children receive the education that has been guaranteed as a right.
