The present report is submitted pursuant to Human Rights Council resolutions 8/4 and 17/3. It is devoted to the issue of domestic financing of basic education. It details human rights obligations for financing education and provides practical examples of national legal frameworks that ensure domestic financing.

This review of 43 impact studies sought to methodically capture the known impacts of economic strengthening (ES) programs (microcredit, skills training, agricultural interventions, etc.) on the well-being of children (0-18 years) in crisis contexts in low-income countries.

The ethnographic research presented in this report is part of an inter-agency, grounded learning initiative undertaken in response to the desk review. It aims to strengthen child protection practice in the global child protection sector through research in three countries in West Africa (Sierra Leone), East and Southern Africa (Kenya), and Southeast Asia, respectively.

This guidebook provides background information on ECD and DRR, and sets out processes for assessing the capacity and needs at community levels to further identify future steps to improve ECD in DRR. It addresses the vulnerability faced by children and the efforts to mitigate underlying causes of these vulnerabilities.

Once girls get into school they face numerous challenges and are far less likely than boys to Clean attending, achieve learning outcomes, and make progress to secondary education. Using a rights-based framework, the report first examines the efforts of 80 low income countries in making a full cycle of education available to girls.

Drawing on empirical research conducted in Northern Uganda, this paper explores the relationship between conflict and the intergenerational transmission of poverty, focusing on education as an intervening variable.

Children and youth all around the world are facing a serious learning crisis. Beyond the 67 million children who are not attending primary school in low-income countries, there are countless children who are going through five years of education without learning basic reading, writing and math skills.

This case study illustrates the ways in which the IRC and University of Nairobi staff have used the INEE Minimum Standards in developing a new Masters of Education degree in Education in Emergencies

In December 2005, Refugee Education Trust (RET) started a post-primary education program aimed at protecting and empowering young Sudanese refugees (basic education for over-aged youth, formal and distance secondary education and language courses) and young people in the Chadian host communities (basic education for over-aged youth)

This case study looks at the how the International Rescue Committee applied the Foundational Standard of Community Participation to increase access to education at the pre-school, primary and secondary levels in the Shimelba refugee camp in Ethiopia.