A satisfação das necessidades básicas e o restabelecimento de condições de vida dignas são princípios fundamentais que devem nortear todo o tipo de acção humanitária.

The World Development Report 2018 is the first ever devoted entirely to education. The 2018 WDR explores four main themes: 1) education’s promise; 2) the need to shine a light on learning; 3) how to make schools work for learners; and 4) how to make systems work for learning.

Essence of Learning (EoL) is a child-centred and holistic approach to Education in Emergencies that addresses the specific needs of children who are growing up in crisis contexts.

Instructivo actualizado desarrollado por el Ministerio de Educación de Ecuador para facilitar que los analistas distritales de gestión de riesgos del Ministerio, en colaboración con la institución educativa, realicen la evaluación de daños y análisis de necesidades de manera articulada.

This report presents the global roadmap developed by the Dialogue, setting out the priority pathways needed, likely challenges, solutions and necessary collaborations for scaling up mental health and psychosocial support programming for children and adolescents affected by conflict.

This report analyses 38 IDELA data sets and examines the relationships between gender, socio-economic status, negative discipline and early childhood learning outcomes. It offers key insight into the state of global early childhood development and the challenges faced by children, parents, communities, schools and governments

Decades of research on language and education support the need to develop explicit and inclusive language policies that meet the needs of all learners. The right to education and the right to language are enshrined in multiple international conventions, declarations, and charters.

The SSCA template is for the national (sub-national) coordination mechanism for school safety and education in emergencies to populate.

This guide and toolkit is designed to provide step-by-step guidance for field teams on how to plan and conduct a child-centred multi-risk assessment in the various contexts in which Plan International works. It is recommended that the assessment team be formed of staff with technical capacity in Child Protection and DRR and may include other sector programme staff. 

This literature review covers primary and secondary sources that describe the main aspects of management relating to teachers of refugees. The review analyses findings along four major themes relating to (1) recruitment, certification and selection of teachers of refugees, (2) teacher preparation and development, (3) teacher remuneration and incentives and (4) teacher retention.