The Toolkit has been developed for UNICEF officers, and presents information and tools to enable them to prepare for and respond to emergencies to comply with UNICEF’s Core Commitments for Emergencies in the education sector.

The purpose of this roundtable was to share information, address challenges and gaps, and determine next steps regarding Education in Emergencies, as a precondition to meeting the Millennium Development Goals.

Education, Conflict and Social Cohesion argues that in order to ensure that processes of education reform are meaningful contributions to reconciliation and peace-building, the subtle and complex relationships between schooling and conflict need to be explicitly recognised and examined.

INEE has developed a preliminary set of strategies to utilize during the promotion and dissemination of the Minimum Standards.

The INEE Secretariat organized the December 2-4, 2004 Consultation in Cape Town, South Africa with substantial input from the over 900 INEE members working on behalf of and with people affected by crises. These members provided guidance on the themes to be discussed and how the Consultation should be organised

Traditionally, education in emergency situations has been seen, not as a humanitarian priority, but as a long-term development activity. In recent years, however, awareness has increased of the need for non-formal and formal education programmes in emergency situations.

The current issue, "Minimum Standards for Education in Emergencies, Chronic Crises, and Early Reconstruction: Issues and Debates on Quality, Impact, and Accountability" (Vol. 9, No. 2) seeks to further discussion on the theoretical and practical issues and debates arising from the INEE Minimum Standards, their formulation and implementation.

To ensure the effectiveness of such programs, emergency education assessments must include not only the crisis-affected community, but the local government and NGOs working on both education and non-education issues

This Thematic Study examines some of the new directions in education policy for emergency and post- emergency situations.

The paper outlines a set of broad strategies for UNICEF’s work in education in emergencies, and provides a summary of the organization’s approach, some practical information on implementation, and an identification of areas where more work is needed.