This review examines good practices to reduce disaster risk through education, knowledge and innovation, including efforts to protect schools from extreme natural events. It looks critically and strategically at current activities in order to identify gaps, opportunities in the form of synergisms and partnerships, and centres of innovation.

Cette étude examine les bonnes pratiques permettant de réduire les risques liés aux catastrophes grâce à l'éducation, au savoir et à l'innovation, y compris des efforts destinés à protéger les écoles face à des événements naturels extrêmes.

This report draws from the experiences of UN agencies, international, national, and local NGOs, and donors in responding to the earthquake to present an analysis of the cluster experience in Pakistan, along with recommendations for the future.

The report identifies various constraints and challenges that USAID and its partners face in enforcing sound M&E standards and practices in postconflict societies, particularly in those where the United States has major strategic interests.

This report focuses on the experiences of three key donors: the United States (US), the United Kingdom (UK) and Germany. It also provides case studies showing the operationalisation of the agenda in three fragile states, namely, Afghanistan, Cambodia and Nepal. Because the FS agenda is relatively new, the policies, tools, and institutions to implement it are still being developed.

يدور محور هذا الدليل الارشادي آما يتضح من العنوان، حول آيفية حماية الأطفال من الانتهاكات الجنسية والإستغلال الجنسى، خاصه فى ظروف الكوارث و الأزمات الطارئه يعد هذا الدليل مرجعا مفيدا لجممع العاملين و المشتغلين بصوره مباشره فى هذا المجال

The promotion and protection of children's rights has been a fundamental aspect of the international human rights system. This manual centers on how to protect children from sexual violence and sexual exploitation, specifically in disaster and emergency situations.

The second edition includes case studies that look at both the politics and policies of education for refugees and IDPs as well as education as protective and preventative measures. Within these two overarching topics, the case studies in this volume focus on the following geographical areas: Pakistan, Turkey, New York City, Colombia, Sri Lanka, Uganda, Zimbabwe, and Sudan.

This Review of the Education For All (EFA) programme in Nepal was commissioned by the Finnish Embassy on behalf of the group of supporting donors and undertaken by a team of consultants contracted by International Alert. The intention is to examine the EFA programme in relation to conflict and the current political crisis.

States affected by conflict are among the farthest from achieving Education for All (EFA) goals, and many lack human and financial capacity. ‘Capacity development’ (CD) is frequently proposed as the solution to their problems. What challenges does a country like Afghanistan face in rebuilding an education sector after 30 years of conflict?