This 60-page paper outlines a new, integrated approach to achievement of the Millennium Development Goals (MDGs) and elimination of global poverty - one that puts state-building and peace-building at the centre of the United Kingdom (UK) Department for International Development (DFID)'s work in fragile and conflict-affected countries.
This guide was developed to support the integration of equity and inclusion issues in education sector plans while they are developed, revised or appraised. It promotes a more comprehensive and evidence-based approach to providing equitable education, which is at the heart of Education for All.
The evaluation aimed to address the issue of quality education against the accelerated nature of learning in ALP. Focus is also on the added value of the complementary components of the ALP in Liberia, such as providing flexible classes for young mothers and adult literacy for parents in the communities where ALP was running. The evaluation also debates the sustainability of the program.
The governments of Latin American and Caribbean countries have made progress in building national capacities and tools for working on disaster risk reduction in the education sector, through the institutions in charge of preparing for and dealing with emergencies and disasters and their Ministries of Education.
This report discusses school violence in West and Central Africa and finds that over half of primary school children were victims of corporal punishment in schools. The report also highlights that children with disabilities and those displaced by conflict are particularly at risk of school-based violence.
The study examining the quality of IDP education in Georgia under the title "Not displaced, out-of-place"; is conducted in partnership with UNICEF, the Georgian Ministry of Education and Science, and the Ministry of Education and Culture of the Abkhaz Government in exile.
Selected readings for the International Mother Language Day 21 February 2010. This special issue presents materials relevant to the forthcoming event. They are on display in the ED KMS centre (UNESCO Fontenoy – 3.031) or on line when links are provided.
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.
This review focuses on relevant beliefs, help-seeking behavior, service utilization and both formal and informal resources for mental health. Our hope is that this report can provide some useful background for those unfamiliar with the local situation who hope to contribute to improving mental health services in the country.
his manual has been designed with a focus on disaster risk reduction in education, which goes beyond education in emergencies. The content of the information and training package developed under the programme are on the lines of the internationally agreed approach of the Hyogo Framework for Action (HFA) towards building resilience, as seen through the education lens.
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.
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.
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.
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.
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.
The goals of this toolkit are: to present a comprehensive understanding of what gender mainstreaming is; and to provide detailed guidance on how gender mainstreaming can be put into practice.
The Guidance Notes provide a list of key questions to ask when reviewing government policies and practices related to education and non-discrimination in order to ensure that all children and youth have equal access to quality education, especially during emergencies and early reconstruction.
This chapter presents a series of strategies, and guidance notes to implement those strategies, to retain existing teachers and education workers as well as to recruit new teachers and education workers to meet the new educational needs created by emergency situations.
