The Checklist offers a practical framework for analyzing the operational and technical aspects of education programs.

White paper on disaster prevention, with a focus on a safe foundation for full inclusion.The World Education Forum’s Dakar Framework for Action: Education for All (EFA) (UNESCO, 2000) acknowledged that natural hazards pose significant challenges to countries in meeting their EFA goals, and would require international level support. 

This Handbook is intended to provide Education Cluster Coordinators with information that guides them in facilitating a coordinated and effective response to education needs in emergencies.

This Guidance on HIV in Education in Emergencies provides information for education practitioners who provide, manage or support education services in emergencies.

Although not all education projects have the word “inclusive” in the title or goals, every education project can and should be made more inclusive, and we encourage this resource to be used by all education staff, not only those working on targeted inclusive education projects.

These training modules are based on the INEE Conflict Sensitive Education Pack created to support the integration of conflict sensitivity in education policies and programs.

Building upon the INEE Minimum Standards, the INEE Guidance Note on Conflict Sensitive Education offers strategies for developing and implementing conflict sensitive education (CSE) programmes and policies.

This book is about how non-governmental organisations (NGOs) can help school systems in developing countries become more inclusive.

This chapter contains practical strategies to ensure that educational opportunities remain open after completion of primary schooling, to enable students whose studies were interrupted to resume their education, and to provide skilled labour, including for school teaching.

This booklet is one of a series of booklets prepared as part of the Protecting Education in Conflict-Affected Countries Programme, undertaken by Save the Children on behalf of the Global Education Cluster, in partnership with Education Above All, a Qatar-based non-governmental organisation.

This report synthesizes findings and recommendations from a multi-year (2008–2011), multi-country research and advocacy project, the Displaced Youth Initiative.

This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended.

This document examines key issues related to youth participation in violence; discusses lessons learned in developing programmes for at-risk youth; presents a range of programme options; includes illustrative monitoring and evaluation tools; and identifies relevant USAID mechanisms and partners.