This guide provides a practical set of suggestions and reference materials to improve youth livelihood development practices and to expand programming in this increasingly important area.
The INEE Minimum Standards contextualized to the situation of community-based education in Afghanistan. These standards are to be used by community-based education providers to guide their work in communities.
The present report contains the findings of a study undertaken in 2008, which examined the current levels of awareness, utilization, institutionalization, and impact of the INEE Minimum Standards in Uganda.
The document aims to prompt reflection on what exactly constitutes as a safe school: offering a resistible infrastructure in the event of a disaster or one that will also ensure the child's right to education in an emergency situation.
This approach engages communities to create safe spaces for children and youth to play, socialize, learn, and express themselves in a caring, supportive and normalizing environment.
ZOA issue paper no.1, looks at the issue of livelihoods in relation to the vocational education system in the camps and in the wider context of camp life and the Thai legal and economic structures.
This paper exploits unique information on cognitive ability to examine the importance of schooling and non-schooling cognitive skills for heterogeneous individuals using instrumental variables estimation. Using a binary instrument based on the 1981 reform in Chile, the authors find that the main beneficiaries of the reform were those who at the time were pupils in basic schooling.
This paper presents the Gender Equality Framework, A tool for education programmers, the framework helps ensure that education projects meet the needs of all learners. Using an approach that takes into account the relations and interaction between males and females (also known as gender dynamics), the Gender Equality Framework addresses four dimensions of equality in education.
This paper identifies and analyzes the types, prevalence, major causes, and effects of violence against girls in schools in Ethiopia. It also assesses the availability and effectiveness of anti-violence policies, rules, and regulations and concludes with recommendations on ways to reduce violence against school girls.
The objective of this manual is to provide comprehensive guidance on child care in emergencies. Each chapter summarizes the main ways of diagnosis, treatment and prevention using flow charts.
This document details both Save the Children's current perspective on the main protection dangers that children face in an emergency and how to address them.
These studies on impacts of disasters on the education sector in Lao PDR, Philippines and Cambodia builds an evidence-based rationale to raise awareness on integrating DRR concerns into education policies, programmes and plans and to advocate for changing practices in school construction especially in incorporating disaster risk resilient features in new school construction. In Cambodia the focus was on floods.
These studies on impacts of disasters on the education sector builds an evidence-based rationale to raise awareness on integrating DRR concerns into education policies, programmes and plans and to advocate for changing practices in school construction especially in incorporating disaster risk resilient features in new school construction.
This case study discusses the politics of teaching history in post-genocide Rwanda and highlights lesson on the complexity of teaching history in post-conflict contexts. It also illustrates the relationship between political objectives and history.
This study on impacts of disasters on the education sector in Lao PDR aims to build an evidence-based rationale to raise awareness on integrating DRR concerns into education policies, programs and plans and to advocate for changing practices in school construction especially in incorporating disaster risk resilient features in new school construction.
The project was designed with the primary focus to assist the Ministry of Education in three countries to implement a Priority Implementation Partnership to undertake integration of DRR into the secondary school curriculum and to promote resilient construction of new schools using research on the past impact of disasters on the education sector.
This paper examines how the community workshops of the Inter-Agency Peace Education Programme (INEE, 2005) were implemented in a refugee camp in Ghana with refugees from Liberia.
Save the Children Norway has undertaken a two-year thematic evaluation and documentation of children’s participation in armed conflict, post conflict and peace building (2006-2008) in four countries: Bosnia-Herzegovina, Guatemala, Nepal and Uganda.
In this booklet, John Ozenham focuses on literacy and numeracy skills that enable people to capitalize better on knowledge of other subjects, to participate more in the social and political aspects of life, and thus to contribute in a valuable way to society and its development.
