This book seeks to teach learners how to avoid becoming infected with HIV, to help learners recognize symptoms and to encourage those infected to seek appropriate medical care and counselling, to teach learners how best to help people living with HIV within their own families and communities.

This brief explores some of these tensions and makes recommendations to support the prioritization of safe, equitable, and quality public education for all children and young people affected by crises. 

Frente ao período de pandemia e suas medidas de enfrentamento como o distanciamento social que forçou o fechamento das escolas, a Campanha Nacional pelo Direito à Educação com o apoio de dezenas de entidades e voluntários produziu guias específicos de educação e proteção.

This report examines what countries are doing to recover and accelerate learning, and how they are doing it. The report aims to identify effective or promising at-scale interventions and policies to recover and accelerate learning, and to distill implementation lessons. The focus is on primary and secondary education and on the responses employed once schools reopened after pandemic-related disruptions.

This case study examines the role education can play and is playing in the conflict-induced humanitarian emergency in South Sudan.

O CSSF 2022-2030 é uma abordagem que abrange todos os perigos e riscos para a proteção e a educação de crianças, e oferece aos governos uma estrutura prática para fazer progressos urgentes em uma série de direitos das crianças e na agenda de desenvolvimento sustentável.

INEE commissioned this mapping report in order to gain an understanding of who is doing what, and where, in terms of providing distance education (DE) in emergency and emergency-prone contexts.

This Technical Annex accompanies The Unprotected: An Overview of the Impact of Humanitarian Crises on Children in 2023. It includes thematic spotlights on “Children Affected by Armed Conflict” and “Children Separated from their Caregivers”, as the two top issues coming out of the consultations.

This report identifies a number of barriers to progress for education in areas of conflict.

Estas ferramentas de contextualização partem da metodologia e de reflexões que resultam de pontos do Domínio 3 contextualizado da Nota de Orientação para o Bem-Estar de Professores e Professoras em Contextos de Emergência para utilização em Soacha, Colômbia.