The overall objective is to provide guidance on how to develop and implement effective school feeding programs, in the context of both a productive safety net, as part of the response to the social shocks of the current global crises, as well as a fiscally sustainable investment in human capital as part of long-term global efforts to achieve Education for All and provide social protection for the poor.
The present report focuses on the challenges that post-conflict countries and the international community face in the immediate aftermath of conflict, defined as the first two years after the main conflict in a country has ended.
The Participation Handbook for humanitarian field workers contains detailed practical advice on the participation of affected people in humanitarian action.
This thesis provides an understanding of how by incorporating early childhood education in its formal settings and implementing peace education within this stage, Sri Lanka’s endeavours to foster peace are more likely to have lasting positive effects in the society.
This case study illustrates the role of schools and teachers in post-conflict reconciliation and transitional justice. It uses the case of Northern Ireland to illustrate the point and discusses the work of Facing History and Ourselves.
The following is a chronological list of important step-by-step actions schools should take before, during and after a pandemic flu outbreak. Pandemic flu can have several cycles or waves so this list may need to be repeated.
In 2008 INEE continued to grow at a remarkable pace. The network now brings together and serves over 3,200 members, an increase of 40% over the past year, who are working in more than 114 countries for government ministries, non-governmental organizations, UN agencies, bi- and multilateral donors, research institutions and schools.
A disproportionate number of girls remain out of schools in many developing countries. Overall, there is a need for more rigorous impact evaluations to find what is the most effective and cost-effective way of reducing gender inequalities in access to education.
This policy brief presents recommendations for policy and practice for those working to design and deliver education programmes in areas of conflict and emergencies.
This paper explores community-based approaches (CBA) to peacebuilding in conflict-affected and fragile contexts. How can CBA foster resilience, providing survival and coping mechanisms for violence, insecurity, and fragility?
This series of psychosocial life skills training modules are targeted towards NGOs and CBOs working directly with teacher training. The focus is on providing very practical NFE activities and games to address the needs of children affected by crisis.
This creative, fun and field friendly manual was designed by young people, for young people, as part of Plan International's "Learn Without Fear" campaign. This manual is designed for use by peer educators, youth groups, school classes, students' committees, councils and clubs.
The report makes the case for investment in education, outlines obstacles to financing education, looks at new instruments being developed, and asks how aid can contribute to the solution.
This paper analyses how four approaches to delivering education aid (sector-wide approaches, trust funds, social funds and UN-led approaches) have impacted education sector outcomes, particularly in the context of fragile states, and identifies what can be learnt about the effective delivery of education aid from each of these examples.
The seeds of this publication were planted in October 1992, in a special discussion on children and armed conflict initiated by the Committee on the Rights of the Child. The following year, the UN General Assembly adopted a resolution calling for the Secretary-General to appoint an independent expert to lead a study on the impact of armed conflict on children.
The goal of these Diagrams is to address the range of and difference between fuel-related needs in the field – recognising that there is no single fuel or energy technology appropriate for use in all humanitarian contexts.
This paper provides a snap shot review of the accomplishments in various areas of education in Afghanistan and attempts to highlight some gaps of serious consequences and finally makes recommendations for bridging the key gaps.
