Educación y fragilidad

This paper aims to review the most recent literature on education's complex interfaces with conflict and fragility, and to provide recommendations.

The purpose of this report is to bring together some of the key findings, lessons learned and conclusions from the eight country study reports in order to contribute to future thinking regarding education aid planning, programming, implementation and monitoring in fragile situations.

This framing paper for the 2008 INEE Policy Roundtable provides analysis, lessons learnt and recommendations on the financing of education in states affected by fragility.

The event was organized by the INEE Working Group on Education and Fragility, which was established in early 2008 as an interagency mechanism to coordinate diverse initiatives and catalyze collaborative action on education and fragility.

This paper aims to provide an easily accessible introduction to the various types of funding modalities used in situations of fragility to resource education services.

This research examines the changing nature of donors' engagement in supporting education in fragile and conflict-affected states.

This report provides practitioners – including governments, donors, United Nations agencies, and civil society organisations – with a clear framework for assessing teacher salary systems in FCAS.

This paper examines fragility, capacity development and education and the links between these by analysing relevant research and policy literature.

This literature review is the first output of a one-year DFID-funded research programme exploring the links between service delivery in education, health, sanitation and water, and wider processes of state-building and peace-building in fragile and conflict-affected states.

The analytic framework can be used to examine the linkages and intersections between different conditions of fragility and education components and processes.

Summary of INEE Report from the Consultative Workshop on Education and Fragility in Sarajevo, March 2011.

The objective of this Roundtable Discussion was to identify the gaps in collaboration and possible types of collaboration between the health and education sectors around shared issues in conflict-affected and fragile contexts in the post-2015 world.

This report was written by Professor Lynn Davies, drawing on a series of evaluation reports of Save the Children’s Rewrite the Future education work in conflict-affected fragile states between 2008 and 2011.

This report examines out how armed forces and non-state armed groups used schools and universities as bases, barracks, weapons caches, firing ranges, and interrogation and detention centers in most conflicts around the world 2005-2012.

The paper addresses three central questions: what are the narratives and practices around private sector engagement in education; how does that relate to conflict-affected and fragile contexts; and what are the critical considerations for the future?

This booklet is one of a series of booklets prepared as part of the Protecting Education in Conflict-Affected Countries Programme, undertaken by Save the Children on behalf of the Global Education Cluster, in partnership with Education Above All, a Qatar-based non-governmental organisation.