The case study of DRC is part of a larger Save the Children Alliance research project on barriers to accessing primary education in conflict-affected fragile states.

In recent years the provision of education in emergencies has gained a marked rise in international support. This brief highlights reasons for the shift, advances in best practices in the field, and one of the key partnerships advancing this field: Between the Sphere Project and the Inter-Agency Network for Education in Emergencies.

These guidelines intend to provide UNHCR and partner staff with basic tools on how to plan, implement and monitor urban education programmes with the objective to ensure quality services and a coordinated humanitarian response to meet the educational rights and needs of people affected by crisis and disaster, including refugees. They are aligned with INEE priorities for education in emergencies.

This case study seeks to share information on how Gaza INEE members have built on their initial capacity development activity to support the provision of quality education response during the ongoing protracted crisis.

The central message of the Report is that strengthening legitimate institutions and governance to provide citizen security, justice, and jobs is crucial to break cycles of violence.

Terre des hommes developed a pilot-project called "Movement, Games and Sport for the psychosocial development of children", based on methodologies developed and tested in Switzerland, then implemented in Iran, Colombia and Sri Lanka. This manual is the result of a MGS field experience on strengthening the skills of adults (animators, social workers and teachers) in charge of children

UNICEF together with partners has developed this Inter-Agency Guide to the Evaluation of Psychosocial Programming in Humanitarian Crises to assist organizations working in the field of psychosocial support to think through key issues in planning and implementing an evaluation.

In this paper the lessons learned have been categorised as lessons of curriculum, (the content of a subject); methodology, (how the subject is taught) implementation (what has to be done so that the subject or programme actually takes place) and evaluation (how we measure the success of the programme).

The following is a sample of contextualised INEE Minimum Standards from Afghanistan in 2011.

Throughout its tenth year, INEE has continued to push for increasing recognition of the critical role that education in emergencies plays for social, political and economic stabilisation and development.