This policy brief highlights that preventing violent extremism activities can be shown to generate at least forty-five positive impacts at individual, structural & organizational, as well as the community and social levels. 

Ce document d’orientation a pour objectif de répondre à deux questions : (i) Quels types d’activités de PEV-E paraissent plus efficaces ? et (ii) Quel est l’impact prouvé des activités de PEV-E ?

This advocacy brief shows the barriers that prevent disabled children from accessing quality education and makes a case for addressing those barriers. 

The purpose of this background paper is to merge insights from both microand macro-level perspectives to demonstrate how ECD services can be leveraged to sustainable peace and development.

This background paper presents the case for increased attention and investment in early childhood in conflict and crisis contexts, with focused attention on early learning and family support. The scale of the problem, current science and evidence, current global standards and principles, and case studies are all discussed and priority recommendations are offered

Understanding these debates and issues is critical to understanding whether the current diagnosis and proposed solutions to support a more local humanitarian response are the right ones. This Working Paper takes a critical look at this discourse.

This briefing paper addresses the progress that Afghanistan had made since 2001 on increasing access to education for Afghani children, and how due to ongoing conflict, increasing insecurity and attacks on education, there has been a reversal in this progress since 2018. 

This paper examines the heightened risks faced by children with disabilities, and provides recommendations on strengthening protection and disability-inclusive humanitarian assistance. 

Confronted with record-high numbers of displaced persons and protracted crises that have lasted for decades, this paper draws on case study examples from multiple countries to examine both the persistent challenges and promising practices for refugee, internally displaced, and national teachers in their efforts to provide education to the millions of children and youth affected by crisis.

This note is meant to be used by USAID education staff and partners of education projects and activities as a reference document and guide for putting into practice USAID’s commitment to disability inclusive education as well as for DPOs advocating for more inclusive programming.