This position paper outlines how the post-2015 goals are being shaped, it identifies the progress already made in relation to youth education in fragility and crisis and highlights the remaining gaps. Its purpose was to lay the foundations for the discussions held during the INEE-RET Round Table held on 15 October 2013.

This document contains the three key messages, which resulted from the INEE-RET Round Table - Youth Education 2015 and Beyond, which took place on the 15 October 2013.

This report looks at what happens to adolescent girls in disasters, and why. Using original research, reviews of secondary material, and the voices of girls themselves, we show how adolescent girls’ rights are being ignored before, during and after disasters, both in the urgency of a disaster response, and in the gaps between humanitarian and development work.

This report to provide a synthesis of key concepts, current practice and actors in the area of education and fragility and an analysis of Norway’s contribution to the field, with the aim of informing future practices and positioning.

This presentation outlines the Kenyan Ministry of Education's efforts in integrating conflict sensitivity into education given at the INEE Working Group on Education and Fragility meeting in September-October 2013.

We hope it serves as a comprehensive introduction to the topic for those coming to this issue for the first time as well as provides new insights for those already actively engaged in the subject. The arguments we make here are based on evidence developed

In September 2012, over 20 government and global humanitarian, development and education leaders representing Ministries of Education, UN agencies, key funding partners, the private sector and NGOs came together to validate the Education Cannot Wait: Call to Action

This brief explores the key funding objective of the Education Cannot Wait Call to Action and focuses on analysis of global humanitarian funding for education in 2012, highlighting the key areas where funding fell short, its real impact in many crisis affected countries and what can and should be done to address this.

This paper provides brief background and country-specific information relating to education in conflict and crises in Afghanistan, Pakistan, Chad, Somalia, Myanmar and Timor-Leste for the purposes of the Learning for All Ministerial Meetings in September 2013.

Education Development Post 2015: Reflecting, Reviewing, and Revisioning (UKFIET Conference Report). This paper explores how the ministries of education in Haiti, Palestine and South Sudan have planned for the crises affecting their countries, and examines how agencies such as IIEP, INEE and UNICEF have developed different methodologies in support.