This briefing note summarises key mental health and psychosocial support (MHPSS) considerations in relation to the 2019 novel coronavirus (COVID-19) outbreak.

This special issue of Education and Conflict Review attempts to assemble theories and conceptual frameworks that are dispersed across a wide array of academic publications and often inaccessible to those who need them the most, particularly to the education and conflict researchers and practitioners in low-income contexts.

إن الغرض الرئيس من هذه الضوابط الإرشادية هو تمكين الأطراف والمجتمعات المعنية بالشؤون الإنسانية من تخطيط، ووضع، وتنسيق مجموعة من الحدود الدنيا للاستجابات المتعددة القطاعات، بغرض حماية، وتحسين الصحة العقلية والمعافاة (النفس - اجتماعية) للأفراد في ظل حالات الطوارئ.

This approach paper provides guidance to World Bank Education Task Team Leaders (TTLs), World Bank staff across sectors, and other stakeholders on how to ensure education sector operations become more inclusive and include marginalized learners, such as learners with disabilities.

This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as “Learning for Peace”, which was funded by the Government of the Netherlands.

This Global Survey on Education in Emergencies (Global Survey) is an attempt to gather information on how many refugee, displaced and returnee children and youth have access to education and the nature of the education they receive.

Organized in a question and answer format, the Guide offers teachers and other interested parties concise information on specific IHL issues.

This practical guide focuses on key elements of program DM&E for education interventions with peacebuilding aims in fragile environments. It presents critical information, practical tips, resources and tools for all stages in program cycles, and emerging practices and lessons learned from the field, including those arising from the UNICEF Learning for Peace programme.

A comparative analysis of two long-term refugee education systems. SEAN CORRIGAN Department of Sociology and Equity Studies in Education Ontario Institute for Studies in Education of the University of Toronto 2005

ويقدم هذا الكتيب املعايري اخلاصة بتكامل قضايا اجلندر )الفروق بني اجلنسني( منذ بداية وقوع حالة طوارئ أو كارثة جديدة معقدة، حتى ال تؤدي اخلدمات اإلنسانية املقدمة إىل تفاقم الوضع أو تعريض حياة الناس، دون قصد للمخاطر، ولكي تصل إىل الفئات املستهدفة، وحتقق أفضل التأثريات اإلجيابية.