The right to go to school belongs to every child. However, 115 million children are still out of primary school thats 18 per cent of the worlds primary school-aged population. Save the Children has set itself the challenge to get three million out-of-school children, living in conflict-affected countries, into school by 2010.

This report from three African country case studies presents key findings from pilots of the Civil Society Assessment Tool (CSAT) in Angola, Guinea Bissau, and Togo.

Learning from Experiences and Good Practices: Psychosocial Work Done in both Emergencies and non-Emergency Contexts (UNICEF, 22-24 June 2005, Entebbe, Uganda)

The conflict assessment framework (CAF) presented below draws together the best current research on the causes of conflict and instability and develops a conceptual framework that can help Missions design more strategic and effective assistance programs in high risk environments

The failure to protect children from escalating threats not only results in personal tragedy but carries a long-term social cost as well, including the spread of HIV/AIDS, an elevated maternal and infant mortality rate, a loss of education and a generation of marginalized youth. Protecting children in crises must be a top priority in every stage of every emergency response.

This summary paper was prepared by Levin and Dollar for the DAC Learning and Advisory Process on Difficult Partnerships. The previous study was from 1992-2002 and this study paper was prepared in 2005. This paper summarizes the findings of data analysis conducted for the DAC LAP on aid allocations in difficult partnerships.

This is an issues brief on the importance of reconciliation in the context of conflict prevention and development co-operation.

Since the inception of formal education in southern Sudan a century ago, schooling has largely consisted of island-like entities surrounded by oceans of educational emptiness. Islands of Education is the first book to comprehensively examine this harrowing educational reality.

Fragile states are the hardest countries in the world to help develop. Working with them is difficult and costly and carries significant risks. Aid programmes in fragile states pose difficult policy dilemmas.

This study provides an excellent overview of the literatures on education in emergency situations, post-war educational reconstruction, and peace education. It continues the debate launched several years ago within the German development cooperation community on promoting basic education in the context of peace-building, crisis prevention and conflict transformation