S. whereas innovative, inclusive and holistic approaches to education in emergencies have been developed by several EU partners such as the UN Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) with a view to ensuring access to quality education for refugee children affected by ongoing conflicts; whereas this approach combines children’s short-term humanitarian and long-term development needs and includes the development of interactive self-learning materials, psycho-social support, safe learning and recreational spaces, safety and security awareness-raising and capacity-building activities;

S. whereas innovative, inclusive and holistic approaches to education in emergencies have been developed by several EU partners such as the UN Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) with a view to ensuring access to quality education for refugee children affected by ongoing conflicts; whereas this approach combines children’s short-term humanitarian and long-term development needs and includes the development of interactive self-learning materials, psycho-social support, safe learning and recreational spaces, safety and security awareness-raising and capacity-building activities;

The list of negative consequences of deteriorating physical infrastructure is extensive: greater health and safety concerns, less space available for classroom or laboratory use, improper research infrastructure can hamper the ability of students to learn on specialized equipment or other learning tools, dilapidated on-campus housing can disrupt the day-to-day living conditions of students, lack of access ramps can be an impediment for disabled students, faculty may be discouraged from continuing to work at the university, and so on.

Pedagogic approach : Needs adressed on two basic axes:(1) personal and social development,(2) development of capabilities required to handle working life combination of individual approach and insertion into a group as socializing and motivating environment co-operation with various institutions to look at personal, family, social and health problems that may lie behind the 'school' problem active not passive consumption; and self-assessment based evaluation of progress made, 'constructive learning' flexible curriculum and time-table educators as mediators attention for languages, new information technologies and computers 'teaching con ...[+++]tract' some elements of the programme inside businesses guidance, character, attitude and self-esteem development premises and image of the school less scholastic, close to the natural environment of the youngsters yet still free of parental control.