This guideline has been prepared with major key points to be considered in developing the emergency response or preparedness of EFA plans of action. This guideline provides orientations and recommendations and strategic planning for achieving EFA in situations of emergency, crisis and reconstruction.

This guideline has been prepared with major key points to be considered in developing the emergency response or preparedness of EFA plans of action. This guideline provides orientations and recommendations and strategic planning for achieving EFA in situations of emergency, crisis and reconstruction.

The objective of the UIS/OECD/EUROSTAT data collection on education statistics is to provide internationally comparable data on key aspects of education systems, specifically on the participation and completion of education programmes, as well as the cost and type of resources dedicated to education.

As economic, social and technological change gathers pace, people everywhere need to develop their knowledge and skills, on a continuous basis, so that they can live and work meaningfully in the knowledge society.

The purpose of the 2001 evaluation of the UNHCR Peace Education programme (PEP) was to determine if the programme had had any positive impact on peace building and conflict prevention during the four years of its existence in the Dadaab and Kakuma refugee camps. (From 1998 to 2001.)

INEE felt it would be useful to collect existing materials and to share some of them in the form of a technical kit or mini-library. Some materials in the kit are specific to a given time and place and cannot be used directly elsewhere. However, they can serve as useful resources for teacher training or for curriculum writers in another location.

The research papers presented here represent a step forward in the task of developing deeper professional insights into the field of refugee education and education in emergency situations in general.

Ce chapitre sur le travail avec les communautés contient des outils utiles pour la préparation de cartes sur les communautés (pp. 20-26), de cartes du réseau social (p. 33-35), l'identification des parties prenantes (pp. 43-47) et la préparation d'un calendrier saisonnier pour déterminer, illustrer et comparer des événements clés et des périodes au cours d'une année (pp. 48-52). Tout cela peut être adapté à l'éducation et au contexte local. Tirés de 'Techniques et outils participatifs.'

These issues are addressed in Primer No. 5; this text is discussing governmental obligations at the domestic level. The right to education is routinely classified as an economic, social and cultural right; these are often deemed to be lacking remedies and are accordingly treated as quasi-rights or not-quite rights.

Education can develop positive attitudes and reflexes, which are important to confront such situations as war or natural disaster. It is vital also to develop an education system or a curriculum that best caters to the needs of crisis-stricken populations, and to ensure that no social groups are excluded or denied the right to education.