Key EiE Publications: 2015-Present

This paper, a contribution to the Oslo Summit on Education Development 6-7 July 2015, aims to detail the challenge and show how, with political commitment and resourcing, much more could be done.

The UN Special Envoy for Education has called for a new dedicated funding mechanism for education in emergencies. This document provides a set of principles, identified by Save the Children, that can and should be advanced by the new mechanism

The intention of this book is to bring together new thinking and research on education’s complex and evolving role in conflict and fragility. The aim of this collection is to generate new realism from empirical and reflective accounts in a variety of countries and political contexts, as well as provide innovative methodological approaches to the study of education and conflict.

This review was commissioned by the Norwegian Refugee Council (NRC) and Save the Children to better understand the landscape of donors’ humanitarian policies on education and the role such policies play in influencing education in emergencies practice.

This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended.

This paper outlines the potential operation of Education Cannot Wait, a fund designed to transform the global education sector for children affected by crises.

The purpose of this synthesis report is twofold. First, it examines how education is included in peacebuilding and development frameworks in four distinct conflict-affected environments (Myanmar, Pakistan, South Africa and Uganda). Second, it compares, summarises and critically reflects how education policies and governance contribute to the peacebuilding process

The purpose of this synthesis report is to explore the role of teachers in peacebuilding and social cohesion in four distinct conflict affected environments (Myanmar, Pakistan, South Africa and Uganda), and to compare, summarise and critically reflect on key issues, policies and governance aspects that relate to how teachers might contribute to peacebuilding and social cohesion processes.

This Synthesis Report aims to understand the ways in which the agency of youth – or their ‘space for manoeuvre’ – is impacted (or not) through a range of formal and non- formal education interventions, and how this enables or restricts young peoples ability to contribute to processes of peacebuilding and social cohesion, either in political, socio-cultural or economic ways

Given the current global refugee crisis, the aim of this report is to contribute to the discussion around the distinct educational needs of urban refugees.