During the past years – as an outcome of the UN Study on Violence against Children - Save the Children (SC) has focused much of its protection and education work on physical and psychological punishment in and around schools. Singling out punishment issues from its context of effective teaching and classroom management may have resulted in less impact than expected.

Oshikoto region is exposed to many hazards that include hydrometeor logical hazards particularly floods droughts and wild fires as well as epidemiological hazards mostly acute watery diarrhea and malaria outbreaks.

In recent years the Region has be prone to recurrent droughts, floods, and veldt fires, human and animal diseases. The Cuvelai ecological area of the Region is characterized by thousands of shallow drainage channels locally known as oshanas. Flooding of the oshanas in the Cuvelai normally occurs after heavy local rains or good rainfalls in the highlands of neighboring Angola.

Ohangwena region borders Angola on the northern part, Kavango region in the east, Oshana and Oshikoto regions in the west and south respectively. Recent disaster trends show that the frequency and severity of disaster occurrence in the region is on the increase. Communities get out of drought direct into flooding and epidemic diseases cross-cut periods of other disaster occurrences.

This book presents a comprehensive conceptual, policy and programming framework, complemented by case studies. It is global in perspective, examining the challenges and solutions to the problems faced by refugee and IDP students with either no documentation or inadequate or unrecognized documentation of their learning. 

This paper is a part of a wider research project on education in fragile contexts being undertaken under the auspices of the Inter-Agency Network on Education in Emergencies (INEE). It asks how education can be delivered effectively in Afghanistan and how it contributes to, or mitigates, fragility.

The review examines the post-war period in particular, from the signing of the General Framework Agreement for Peace in 1995 through to the present day. For the purposes of this review, ‘fragility’ is understood as referring to the multiple transitions the BiH State and society are currently undergoing, and the many challenges inherent in these transitions.

هذه الملاحظات مساهمة أولية لتشخيص أهم جوانب أزمة التعليم في العراق بعد الإحتلال ، وطرق مواجهتها في مسيرة الإستقلال التام ، وما بعده. وتتركز الملاحظات على مجالي التعليم الإبتدائي والثانوي ، وضمن ذلك على ثلاثة مستويات مستقلة، نوعا ما، عن بعضها البعض. المستوى الأول هو خراب المدارس كأبنية وتهميشها كمراكز حضارية في حياة المدن.

Building the resilience of the education sector to disasters. Poster on what to do in an earthquake.

Le programme de formation Doorways a été conçu par l'Agence Américaine pour le Développement International (USAID) et financé par le Programme Sécurité à l’Ecole (Ecoles Sûres) afin de permettre aux enseignants, aux membres de la communauté et aux étudiants de prévenir et de réagir à la Violence basée sur le Genre en Milieu Scolaire (VBG).