الغرض من هذه الورقة هو توضيح النهج والمصطلحات ذات الصلة المتعلقة بالصحه النفسية واالجتماعية والتعلم االجتماعي والعاطفي في سياقات األزمات، واستكشاف عالقة وترابط الدعم النفسي واالجتماعي والعاطفي.

UNESCO issue note no.2.2 calling for the support of teachers wellbeing in times of crisis (including COVID-19).

This report highlights the primarily negative effects resulting from the combination of sudden school closures and restricted access to and availability of services, social networks, and other protective facilities for children and young people living in crisis-affected contexts.

As this report makes clear, it is not just COVID-19 that is exacerbating global inequality; the world’s unjust economic response to COVID-19 will deepen global inequality for at least a generation. The most marginalised and vulnerable have been left to fend for themselves and millions of children will pay the price with their lives, unless we act now.

This report aims to shed light on the growing numbers of children out of school, the reasons behind dropouts, as well as the pressing need to prioritize children’s education amidst ongoing peace efforts, recognizing it as a fundamental step towards building a sustainable and prosperous future for the country. 

A apresentação deste Plano Estratégico em 2015 representa um marco para a INEE, não só porque se assinalam 15 anos desde a Conferência de Dakar mas, também pelo facto da INEE comemorar 15 anos desde a sua criação. O Plano Estratégico da INEE 2015-2017 representa o plano estabelecido pelos seus membros para alcançar o objetivo geral da Rede.

A partir de janeiro de 2014 e durante todo o ano, a INEE desenvolverá um processo de consulta pública que visa a redefinição da visão ampla da rede no que se refere à Educação em situações de Emergência depois de 2015.

The closure of schools not only disrupts education, but also access to food programmes, social support, personal assistance or medical care, often accessed through schools. Children are at increased risk of child protection issues without the protective and social environment of a school, and linked services.

This brief was developed to support dissemination of key messages in Mind the Gap 3: Equity and Inclusion in and through Girls’ Education in Crisis. It provides an overview of evidence and gaps related to sexual and reproductive health and rights (SRHR) education in emergencies and recommends actions and measures to protect women’s and girls’ rights within education.

A satisfação das necessidades básicas e o restabelecimento de condições de vida dignas são princípios fundamentais que devem nortear todo o tipo de acção humanitária.