This report draws from interviews with key stakeholders, and from a desk review, to provide an assessment of the consequences of urban warfare for children. The report provides concrete recommendations for preventing and mitigating harm to children and for responding to the impact of urban warfare on them.

Fighting Back looks at the experiences of children living in conflict situations, and focuses on strategies to prevent the recruitment of children into armed groups.

This report outlines findings on education from missions taken by the Women’s Commission for Refugee Women and Children in November 2005 and June 2006, and recommends actions the international community can take to ensure that the children and young people of Darfur have a chance to learn while displaced from their homes and communities.

This dissertation attempts to determine the extent of educational opportunities available to refugees living in Kakuma and Dadaab refugee camps in Kenya. It examines challenges in educational provision faced by the Government of Kenya, United Nations organisations and local organisations working on the ground.

This issue of FMR includes 29 articles on Education, and two ‘general’ articles

The aim of this guide is to support teachers in implementing a range of activities on climate change and the ocean and cryosphere in their classrooms.

The regional report on non-state actors in education offers a deep dive into the influence, impact and role of non-state actors in education. Eight country studies have fed into the report covering Afghanistan, Bangladesh, Bhutan, Iran, Maldives, Nepal, Pakistan, and Sri Lanka.

This paper examines and discusses refugees’ experiences with online higher education during COVID-19, a phenomenon which impacted millions of lives in displaced conditions.

O Mapa dos Requisito Mínimos da INEE apresenta todos os 19 requisitos. Ele facilita a visualização da interconectividade entre os Requisitos Mínimos e está disponível em 18 idiomas.