The aim of this research project is to gain an idea of the types of training programs available to and specifically geared towards teachers and education workers. This can be used as a point of departure to identify best practices in teachers training in the field of peace-building and conflict-transformation.

The UN General Assembly resolution on ‘the right to education in emergency situations’ emphasizes the obligation to secure education for all children regardless of context. The UN Secretary General’s Education Initiative, Education First, also upholds the right to education in conflict and humanitarian emergencies, reinforcing the GA resolution.

This curriculum guide provides support for a 6-step parenting education programme for low income families that can be adapted to the local culture and that reflects parents’ goals for their children’s development.

As a companion to the Child Friendly Schools Manual, this module provides an in-depth guide to promoting WASH in Schools through curriculum and classroom practices. It is intended as general guidance adaptable to particular context and settings.

This book shows that transformative education for local, national and global citizenship and peace CAN be implemented even under difficult conditions if there is a policy commitment to do so.

The note aims to support a more systematic approach in UNICEF to conflict sensitivity and peacebuilding.The note explains key concepts, offers tools and approaches, identifies entry points in UNICEF strategies, frameworks and programmes, and provides examples of UNICEF programmatic contributions in this area.

In 2011, the INEE Working Group on Minimum Standards and Network Tools commissioned a study to understand the awareness of the INEE Minimum Standards (INEE MS), how they are being used, and how they are institutionalized in plans and policies.

This paper offers technical planning advice for high-level policy makers in ministries of education and donors in situations of conflict, recovering from conflict, or at risk of it.

Estas orientaciones se elaboran para la formación de las personas, familias, escuelas y comunidades, propiciando el desarrollo cognitivo, social y emocional para la toma de acciones organizativas en el "antes (prevención, preparación y mitigación)", "durante (alerta y respuesta)" y "después (reconstrucción y rehabilitación)" de la ocurrencia de eventos adversos naturales y/o antrópicos terrestre, acuático (fluvial-marítimo) y aéreo.

De lourdes difficultés pèsent sur la politique enseignante. Besoins massifs de recrutement, qualité de formation incertaine et déséquilibres profonds dans les dépenses d'éducation. Les défis sont nombreux et les marges de progrès étroites, d'autant que le dialogue social, bien qu'institutionnalisé, n'est pas jugé réellement efficace.