After the 2001 war, Afghanistan’s Ministry of Education, with the support of international agencies including UNESCO and UNICEF, initiated a comprehensive revision of the primary and secondary curriculum as to promote learner-centredness and quality learning outcomes.

On October 11, 2006, the International Rescue Committee, Save the Children and the Women's Commission for Refugee Women and Children, on behalf of the Inter-Agency Network for Education in Emergencies (INEE), sponsored a roundtable discussion on teacher compensation in fragile states, situations of displacement and post-conflict return at the World Bank.

Education is power and language is the key to accessing that power. A child who thrives at school and develops self-esteem and pride will have better employment opportunities and is more likely to realize his or her potential. Ethnicity, language and culture are deeply intertwined. They are also intertwined with inequity, discrimination and conflict.

This legal framework outlines that all heads of government institutions at the national and sub-national levels are responsible for applying the gender mainstreaming strategy within the scope of their respective tasks, functions, levels of authority and monitoring and evaluation of the results of their activities.

This report card, the fifth in a UNICEF series that monitors progress for children towards the MDGs, measures the world’s performance in water and sanitation.

This report argues for significant changes in humanitarian aid and protection services in northern Uganda. New survey and interview evidence make the case for important shifts in program design.

This Education and Fragility Assessment Tool was designed to help USAID missions and bureaus identify and analyze the links between education and fragility in failing, failed or recovering countries.

The intent of this paper is to further advance the inclusion and expansion of various educational activities in War Child’s programmes.

The importance of the physical environment in children’s lives is not only documented in literature and research but also immediately acknowledged by persons who work closely with children in the field. During the workshops that we have conducted, Save the Children personnel were able to generate a long list of environmental issues that affect children negatively.

This report argues that it is essential for the U.S. government to institutionalise an ongoing, at-the-ready capability to ensure women's involvement in post-conflict peace-building and reconstruction operations. It provides a variety of recommendations to the US government from gender sensitivity to enhancing th role of women in stabilisation and reconstruction.