In this paper, ANCEFA, Pamoja West Africa, the African Platform for Adult Education, Oxfam International and ActionAid highlight the scale and impact of the literacy gap in West Africa, the region with the lowest literacy rates in the world, and make recommendations for action.
The purpose of this paper is to provide a synthesis of the emerging literature in the field of education and fragility. We examine the various attempts to capture the contexts of fragility in a pragmatic manner, from both an operational and a policy-making perspective.
Initiatives and activities are focused on ensuring quality and accessible education in fragile contexts that also supports broader contributions to state-building, peacebuilding and stability. Trends in research, programming and financing relate back to the need to ensure quality and access in education provision in fragile contexts and the idea that education has a role in mitigating fragility.
Education in emergencies in places affected by conflict emphasizes system development, particularly of primary education systems. This paper suggests that education in conflict-affected countries requires greater coordination and intentional connections between projects and programs than in places where educational institutions are well developed.
Summary of interventions from Norway: For education for all to become a reality, education needs to be respected, protected and fulfilled. We have committed ourselves to the Millennium Development Goal number 2 on education for all within 2015, and to be able to reach this goal, we need to intensify our efforts.
On 12 March 2008 Save the Children launched a global debate on the relationship between education and peace; what kind of education can promote peace, and how do we make sure that children receive the quality education that will help them build peace?
Existing evidence: School feeding leads to better educational outcomes, though results are more positive for school enrolment and attendance than for cognitive performance.
The RCC Program on Mainstreaming disaster risk reduction into development (RCC MDRC) looks into building capacity for mainstreaming disaster risk reduction (DRR) into development policy, planning and implementation.
This note presents the evidence on the role that simple early childhood stimulation inputs can play when they accompany nutrition inputs, and how the joint intervention is crucial to the development of young children - which lays the foundation for their capacity to learn and to lead healthy and productive lives.
The Guidance Notes on Teacher Compensation and related materials (available in English, French, Spanish, and Arabic) provide a framework for determining appropriate compensation for teachers in crisis contexts.
Monitoring and financial incentives have been shown to have a significant impact on absenteeism, whereas local monitoring of attendance has failed to have such an impact. However, more evidence is required to strengthen these conclusions.
There is a lack of credible data on children with disabilities in developing nations, presenting an obstacle for rigorous research evaluation of policy interventions.
Manual on child friendly schools including extensive guidance on providing safe and protective schools that are adequately staffed with trained teachers, equipped with adequate resources and graced with appropriate conditions for learning for all children.
Most people recognize instinctively the role of education in preventing conflict and in building peace. Now it is time to begin to work toward the establishment of peace in countries affected by conflict by integrating quality education into peace agreements.
The INEE pocket guide, “Education in Emergencies: Including Everyone”, takes a broad look at inclusive education principles and the types of actions that can be taken to make education in crises contexts more inclusive.
The Baseline Survey is to be initiated as part of the UNCCD's Ten Year Strategic Plan, and will form the starting point for monitoring long-term trends in desertification so that progress in implementing the UNCCD can be evaluated.
The presence of Israeli military within Palestinian territories has had and continues to have negative effects on Palestinian education. School closures, curfews and checkpoints limit the ability of students and faculty to access education. Higher education has especially been targeted by these restrictions.
