Key EiE Publications: 2000-2009

The Dakar Framework is a collective commitment to action. National governments have an obligation for ensuring to ensure that Education for All goals and targets are reached and sustained, a responsibility that can be met most effectively through broad-based partnerships within countries, supported by co-operation with regional and international agencies and institutions.

This study seeks to develop a clearer understanding of one particular dimension of contemporary ethnic conflict: the constructive and destructive impacts of education – the two faces of education.

The research papers presented here represent a step forward in the task of developing deeper professional insights into the field of refugee education and education in emergency situations in general.

This Thematic Study examines some of the new directions in education policy for emergency and post- emergency situations.

Education can develop positive attitudes and reflexes, which are important to confront such situations as war or natural disaster. It is vital also to develop an education system or a curriculum that best caters to the needs of crisis-stricken populations, and to ensure that no social groups are excluded or denied the right to education.

This paper was commissioned by DFID in order to review significant issues related to education and conflict reduction.

This paper argues for a reappraisal of the position of education in emergency programming.

First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context.

Education, Conflict and Social Cohesion argues that in order to ensure that processes of education reform are meaningful contributions to reconciliation and peace-building, the subtle and complex relationships between schooling and conflict need to be explicitly recognised and examined.

This Global Survey on Education in Emergencies (Global Survey) is an attempt to gather information on how many refugee, displaced and returnee children and youth have access to education and the nature of the education they receive.

A study published by UNESCO International Bureau of Education, this book is geared toward national policy-makers, curriculum specialists, and educators alike.

The current issue, "Minimum Standards for Education in Emergencies, Chronic Crises, and Early Reconstruction: Issues and Debates on Quality, Impact, and Accountability" (Vol. 9, No. 2) seeks to further discussion on the theoretical and practical issues and debates arising from the INEE Minimum Standards, their formulation and implementation.

This paper recommends that education in emergencies be seen, and planned from day one, as part of the development process and not solely as a ‘relief’ effort.

The paper offers an overview of the key findings of a study of education and post-conflict reconstruction and draws on a literature review, a database of key indicators for 52 conflict-affected countries, and a review of 12 country studies.

This paper by Rose and Greeley examines how development assistance in fragile states can enhance access to quality basic education for the poor and vulnerable, at the same time improving governance and thereby mitigating the risks of fragility, and increasing the effectiveness of future aid.

This paper presents the case for education as an essential humanitarian activity, and the INEE Minimum Standards as a tool for quality and accountability within those interventions.