This guide provides a practical set of suggestions and reference materials to improve youth livelihood development practices and to expand programming in this increasingly important area.

The INEE Minimum Standards contextualized to the situation of community-based education in Afghanistan. These standards are to be used by community-based education providers to guide their work in communities.

The present report contains the findings of a study undertaken in 2008, which examined the current levels of awareness, utilization, institutionalization, and impact of the INEE Minimum Standards in Uganda.

El objetivo de este documento es recuperar experiencias y conocimientos aprendidos a través del proyecto DIPECHO "Apoyando la preparación ante desastres en el Alto" en Bolivia, facilitar el acceso a esta información, socializar la información recopilada con grupos de interés y contribuir a la superación de dificultades con base en experiencias concretas.

The document aims to prompt reflection on what exactly constitutes as a safe school: offering a resistible infrastructure in the event of a disaster or one that will also ensure the child's right to education in an emergency situation.

This approach engages communities to create safe spaces for children and youth to play, socialize, learn, and express themselves in a caring, supportive and normalizing environment.

ZOA issue paper no.1, looks at the issue of livelihoods in relation to the vocational education system in the camps and in the wider context of camp life and the Thai legal and economic structures.

This paper exploits unique information on cognitive ability to examine the importance of schooling and non-schooling cognitive skills for heterogeneous individuals using instrumental variables estimation. Using a binary instrument based on the 1981 reform in Chile, the authors find that the main beneficiaries of the reform were those who at the time were pupils in basic schooling.

This paper presents the Gender Equality Framework, A tool for education programmers, the framework helps ensure that education projects meet the needs of all learners. Using an approach that takes into account the relations and interaction between males and females (also known as gender dynamics), the Gender Equality Framework addresses four dimensions of equality in education.

This paper identifies and analyzes the types, prevalence, major causes, and effects of violence against girls in schools in Ethiopia. It also assesses the availability and effectiveness of anti-violence policies, rules, and regulations and concludes with recommendations on ways to reduce violence against school girls.