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The paper argues that education should be a crucial part of relief operations which respond to emergencies in developing countries. In practice, however, educational needs in emergencies have been neglected in competition with the demand for more conventional relief. An example from southern Sudan demonstrates how the need for education can be addressed in an emergency. Indigenous initiatives for the re-establishment and improvement of educational provision have been supported by a group of agencies working as part of the emergency operation. A flexible system of teacher education is the focus of a programme which invests in people rather than buildings. It emphasizes the crucial importance of the involvement of local communities, on whom the success of rural primary school education depends. The scheme has also recognized the importance of schools for conveying information and stimulating discussion on topics such as health, psycho-social needs, and girls' education, and integrating these cross-cutting issues into teacher education.

This article also appears in the Development in Practice Reader Development in States of War.

Abstract supplied by kind permission of CABI.

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