Our first issue focuses on peace, conflict and education in Somali society, showcasing some of the on-going research that looks at both the Horn of Africa and the Somali diaspora internationally.

This toolkit has been produced to support people and agencies working in crisis situations so they are better able to understand and support children’s everyday play. The toolkit aims to support everyday, community-based play opportunities for children in crisis situations.

This report explores the socio-economic impact of connectivity for refugees in a large, rural camp setting in Tanzania. Nyarugusu is one of three large refugee camps in the Kigoma region.

Given the number of people affected by MHM in some way or another, it is striking that the topic has widely been neglected until recently. This report focuses on breaking the taboo around MHM, addressing infrastructural barriers and how to monitor MHM.

Manual de la Iniciativa Mundial para Escuelas Seguras (WISS por sus siglas en inglés), Alianza Global liderada por los Gobiernos que pretende conseguir el compromiso político y fomentar la ejecución de la seguridad escolar a nivel mundial.

In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in society.

This issue features articles that analyze educational programs for marginalized and vulnerable populations living in a wide range of circumstances of crisis or conflict, and that examine resilience as a response to these emergency settings.

Esta guía ofrece planteamientos conceptuales, pedagógicos, metodológicos y operativos para la gestión del riesgo escolar y comunitario en Colombia, para que las comunidades educativas se constituyan en lugares seguros para los niños y niñas.

This article considers the impact of CBE in the voices of Afghanistan’s educational and community stakeholders, gained through interviews and observations with parents, teachers, students, educational officers, and school shuras (councils) across eight communities in two provinces.

Using stratified survey data and complementary qualitative interview data, this study explores why parents in Uruzgan, Afghanistan, choose to send their boys and girls to school, what prevents them from doing so, and what kinds of normative tensions emerge during this process.