Documento inspirado en las “Normas mínimas de la educación en situaciones de emergencia” (INEE), con el objetivo de que el sistema educativo de una comunidad que haya vivido o viva una situación de emergencia se restablezca a la brevedad posible y disponga de instrumentos, herramientas y sugerencias que le permitan alcanzar esta meta.

This module provides practical information, guidelines, examples and tools to support organisations and key actors to undertake psychosocial support to bring about positive change for children in humanitarian contexts.

This publication has been conceived as a practical manual. The different types of stress experienced by delegates are described along with the associated symptoms. It highlights the importance of identifying and knowing personal, team and organisational resources.

These guidelines deal specifically with water, sanitation and hygiene, and are designed to be used in schools in low-cost settings in low- and medium-resource countries

Ces lignes directrices ont été conçues à l’intention des administrateurs et des planificateurs du système éducatif, des architectes, des urbanistes, des techniciens de l’eau et de l’assainissement, du personnel enseignant, des conseils d’établissement, des comités de village chargés de l’éducation, des autorités locales et des autres organismes compétents.

Under the aegis of Schools for Africa, the Child-Friendly Schools initiative in Mozambique promotes the rights of children and aims to improve the quality of primary education through a set of multi-sectoral interventions. It reinforces the goals of the Government of Mozambique’s Five-Year Plan (2010-2014) to realize an integrated and cross-cutting approach to basic education.

These Guidelines for Addressing HIV in Humanitarian Settings aim to assist humanitarian and AIDS organizations to plan the delivery of a minimum set of HIV prevention, treatment, care and support services to people affected by humanitarian crises.

The analytic framework can be used to examine the linkages and intersections between different conditions of fragility and education components and processes.

The Toolkit also integrates existing information and tools designed by other national or international organizations dedicated to promoting and providing training on gender equality in education and other sectors.

A range of experts argue that how language is used in schools for delivering the curriculum is an important factor in whether or not children succeed in education.