Learning from Experiences and Good Practices: Psychosocial Work Done in both Emergencies and non-Emergency Contexts (UNICEF, 22-24 June 2005, Entebbe, Uganda)

The failure to protect children from escalating threats not only results in personal tragedy but carries a long-term social cost as well, including the spread of HIV/AIDS, an elevated maternal and infant mortality rate, a loss of education and a generation of marginalized youth. Protecting children in crises must be a top priority in every stage of every emergency response.

This summary paper was prepared by Levin and Dollar for the DAC Learning and Advisory Process on Difficult Partnerships. The previous study was from 1992-2002 and this study paper was prepared in 2005. This paper summarizes the findings of data analysis conducted for the DAC LAP on aid allocations in difficult partnerships.

Fragile states are the hardest countries in the world to help develop. Working with them is difficult and costly and carries significant risks. Aid programmes in fragile states pose difficult policy dilemmas.

This is an issues brief on the importance of reconciliation in the context of conflict prevention and development co-operation.

Since the inception of formal education in southern Sudan a century ago, schooling has largely consisted of island-like entities surrounded by oceans of educational emptiness. Islands of Education is the first book to comprehensively examine this harrowing educational reality.

This study provides an excellent overview of the literatures on education in emergency situations, post-war educational reconstruction, and peace education. It continues the debate launched several years ago within the German development cooperation community on promoting basic education in the context of peace-building, crisis prevention and conflict transformation

During the last two decades, Uganda has made enormous strides in providing the benefits of protection and development to its children.

This paper, published by the Health Systems Resource Centre, examines primary education projects in Sri Lanka both during the period of conflict between the late 1990s and 2001, and in the period after violence ceased.

In spring 1999, after a short but bloody civil war, hundreds of thousands of refugees were repatriated to Kosovo from neighbouring lands, and the United Nations Interim Administration in Kosovo (UNMIK) was established. Provision of education, to people of all ethnic origins, was an enormous challenge, and this book seeks to identify lessons to be learned from the experience.