(Re)Constructing Memory: Education, Identity, and Conflict, edited by Michelle J. Bellino and James H. Williams, offers insight into the dynamic field of history education and its relationship to the state and to collective memory in conflict-affected countries

In Youth in Postwar Guatemala: Education and Civic Identity in Transition, Michelle J. Bellino draws on 14 months of ethnographic fieldwork to examine the complexities that the historical memory of armed conflict offers for the consolidation of democracy and the expansion of citizenship among youth.

The overall purpose of the Elevating Education in Emergencies series is to galvanize increased attention for and prioritization of education in humanitarian responses. The inaugural meeting reinforces the important momentum that education in emergencies has garnered, concentrating on the protective role that education plays for children, youth and communities in crisis.

Le présent rapport, qui couvre la période allant de janvier à décembre 2017, est soumis en application de la résolution 2225 (2015) du Conseil de sécurité. Il est le fruit de vastes consultations menées au sein du système des Nations Unies, au Siège et sur le terrain, ainsi qu’avec les États Membres concernés.

The present report, which covers the period from January to December 2017, is submitted pursuant to Security Council resolution 2225 (2015). It highlights recent global trends regarding the impact of armed conflict on children and provides information on violations committed in 2017, as well as related protection concerns.

Este informe, que abarca el período comprendido entre enero y diciembre de 2017, se presenta en cumplimiento de lo dispuesto en la resolución 2225 (2015) del Consejo de Seguridad. Para su preparación se celebraron amplias consultas en el seno de las Naciones Unidas, sobre el terreno y en la Sede, y con los Estados Miembros pertinentes.

The purpose of this report is to build an understanding of ‘what works’ in educational technology (EdTech) to ensure that children can learn in crisis or displaced settings.

This study focuses on conflict prevention consistent with the activities outlined in the General Assembly and Security Council resolutions on Sustaining Peace, that is, as “activities aimed at preventing the outbreak, escalation, continuation and recurrence of conflict, addressing root causes, assisting parties to conflict to end hostilities, ensuring national reconciliation and moving towards recovery, reconstruction and development."

Christopher Talbot and Aleesha Taylor's focus on Liberia’s recent educational history in Partnership Paradox is interesting, given the government’s announcement in 2016 of a new plan to privatize the country’s public pre-primary and primary school school system.

The ACU’s Information Management Unit launched the third version of its Syrian Public School Assessment Report, to highlight the impact of the Syrian conflict on education and the needs of students and school supplies. The questionnaire for this report was developed from questionnaires used in previous reports in order to reach several indicators.