This report analyzes the effectiveness of U.S. government education work specifically in relation to conflict-affected and fragile states. Findings across five domains: global reach, resources, technical expertise, policy and multilateral partnerships show that the impact of U.S. global education aid falls critically short of what it is capable of achieving.

The INEE Strategic Research Agenda (SRA) is an evolving platform to engage and connect researchers, practitioners, policymakers and donors working in the field of Education in Emergencies. It aims to facilitate the expansion of the knowledge and evidence base in EiE by building collaborative consensus around research gaps, research themes for investigation and guiding research questions.

The whole handbook contains guidance on what to look out for in order to detect corruption and how to create and test an organisation’s prevention mechanisms. Ultimately, because each job and context is individual, we hope readers will map the corruption risks most applicable to their own context, and follow a path through the corresponding sections of the book.

A brief developed by UNICEF which provides an overview of some statistics relating to adolescents and youth in Haiti prior to the earthquake, highlights of key opportunities to include children, adolescents and youth in programming the emergency response, and some contacts of youth organisations working in Haiti.

This research report examines the EFA-Fast Track Initiative (FTI); both its positive contributions and its current limitations. It argues for the reform of the FTI into a more ambitious, effective Global Fund for Education.

S'appuyant sur un nouveau rapport de recherche d'Oxfam, la présente note se penche sur les effets positifs et les limites du partenariat EPT-FTI (Éducation pour tous-Initiative Fast-Track). Elle appelle à la réforme du FTI en un Fonds mondial pour l'éducation plus ambitieux et plus efficace.

Remarkable progress has been made in the last ten years toward achieving the education-related Millennium Development Goals. Many more girls are in school and enrollment rates are on the rise, due to higher-quality aid and political commitment in developing countries. These achievements could be derailed by the global economic crisis, newly falling aid levels, and educational challenges.

Este instrumento metodológico tiene como propósito orientar a la comunidad educativa en la formulación e implementación de planes para la gestión del riesgo, que abarcan las acciones para el conocimiento del riesgo asociado con fenómenos de origen natural, socio-natural y antrópicos, su reducción y la preparación para la respuesta y recuperación en casos de desastres y emergencias.

This core list of desired competencies, or learner outcomes, is intended for use by educators in designing human rights education (HRE) programming in the schooling sector, in nonformal learning, at universities and for professional groups.

The tool on page 133 provides suggested policy guidelines for an integrated approach to skills and values development by including the goals of peace and conflict resolution, tolerance and respect for diversity, human rights and humanitarian norms, active citizenship, environmental sustainability, non-pressured personal relationships and preventive health.