In recent years, the countries in the Northern Triangle of Central America – El Salvador, Guatemala and Honduras – have seen an increase in the levels of violence perpetrated by armed groups, gangs, organized criminals, drug traffickers and some members of the state.

In this symposium, senior policy makers from ministries of education will first explore good practices and remaining challenges to integrating crisis-sensitivity and disaster risk reduction into their education systems.

Equitable access to a quality education is a fundamental human right. It is also the foundation upon which true sustainable development must be built. “Education for All” (EFA) as a priority in conflict and crisis has become an increasingly popular focus of donors, practitioners, and researchers along the relief-to-development continuum.

This report was written by Professor Lynn Davies, drawing on a series of evaluation reports of Save the Children’s Rewrite the Future education work in conflict-affected fragile states between 2008 and 2011.

The central message of the Report is that strengthening legitimate institutions and governance to provide citizen security, justice, and jobs is crucial to break cycles of violence.

At the end of this session participants will be able to understand what is meant by Risk Reduction, Emergency Preparedness, and Contingency Planning; understand the Hyogo Framework for Action; identify risk reduction and preparedness activities; and create contingency plans based on likely emergencies in their country/district.

À la fin de cette session, les participants comprendront ce que signifient réduction des risques, préparation aux situations d'urgence et planification d'urgence; seront en mesure d’élaborer des plans d'urgence basés sur des situations d’urgence probables dans leur pays/district, comprendront les actions prioritaires identifiées dans le cadre d'action de Hyogo.

This article focuses on post-conflict Burundi, and how best to provide public services, such as education, for those who are disabled. 

It is critical that humanitarian responses for education are approached from a conflict sensitive framework that understands education’s potential for impacting conflict and fragility, while simultaneously reducing the negative and increasing the positive impacts of education.

This paper provides a snap shot review of the accomplishments in various areas of education in Afghanistan and attempts to highlight some gaps of serious consequences and finally makes recommendations for bridging the key gaps.