Le présent document contient des recommandations visant à remédier aux disparités qui existent dans un milieu éducatif sûr, de qualité et inclusif pour les enfants touchés par la crise. Il commence par mettre en évidence les principaux domaines d'action et de pratique, puis il examine les moyens d'utiliser les divers outils mis au point par l'INEE.

Este documento sugere recomendações para lidar com as disparidades no que diz respeito a uma educação inclusiva, segura e de qualidade para crianças afetadas pela crise. Assim, começa por destacar áreas-chaves para políticas e práticas e, em seguida, analisa diferentes de usar as várias ferramentas desenvolvidas pela da INEE.

This report aims to highlight the challenges that internally displaced children face in the effort to access quality education, and offers recommendations for how education can adapt to meet their needs through supporting national education systems, while improving social cohesion. 

This note provides guidance to UNICEF country offices on programming for peacebuilding through local governance in fragile and conflict-affected settings. Its main objective is to inform the design and implementation of UNICEF peacebuilding interventions and to contribute to the overall effectiveness of UNICEF programming in fragile and conflict-affected contexts

This qualitative research in South-Eastern Democratic Republic of Congo suggests that teachers link experienced violence to their role as state representatives. Thereby, the article sheds a critical light on approaches that frame teacher (re)deployment in conflict-affected contexts around normalcy and resilience.

The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights of persons with disabilities who are most at risk of being left behind in humanitarian settings.

Les directives décrivent les actions essentielles que doivent entreprendre les acteurs humanitaires en vue d’identifier et de répondre de manière effective aux besoins et droits des personnes handicapées qui risquent le plus d’être laissées pour compte dans les contextes humanitaires. 

The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights of persons with disabilities who are most at risk of being left behind in humanitarian settings.

This paper articulates an emerging set of common commitments and principles shared by foundations working in the Education in Emergencies (EiE) sector. It outlines both what we have in common with other donors and international organisations working in the EiE sector, as well as what we believe to be our added value and unique contribution to this field.