This report argues for significant changes in humanitarian aid and protection services in northern Uganda. New survey and interview evidence make the case for important shifts in program design.
Education is power and language is the key to accessing that power. A child who thrives at school and develops self-esteem and pride will have better employment opportunities and is more likely to realize his or her potential. Ethnicity, language and culture are deeply intertwined. They are also intertwined with inequity, discrimination and conflict.
This Education and Fragility Assessment Tool was designed to help USAID missions and bureaus identify and analyze the links between education and fragility in failing, failed or recovering countries.
This report argues that it is essential for the U.S. government to institutionalise an ongoing, at-the-ready capability to ensure women's involvement in post-conflict peace-building and reconstruction operations. It provides a variety of recommendations to the US government from gender sensitivity to enhancing th role of women in stabilisation and reconstruction.
The importance of the physical environment in children’s lives is not only documented in literature and research but also immediately acknowledged by persons who work closely with children in the field. During the workshops that we have conducted, Save the Children personnel were able to generate a long list of environmental issues that affect children negatively.
This guide has been developed following two 'Gender, Education and the Media' workshops which were held in Nairobi, Kenya in December 2005 and in Dhaka, Bangladesh in March 2006. It brings together learning from both workshops in order to help organisations working on gender and education develop and implement media-advocacy strategies for gender equitable education.
This paper examines the trends emerging from recent research into the relationship between violent conflict and chronic poverty. The author weighs the usefulness of this research, and considers the transmission mechanisms from violent conflict through to chronic poverty, and the impact of chronic poverty on conflict.
This briefing report, released prior to the first free elections in the country in over 40 years, describes the tragedies that face the DRC's children and urges the international community to seize the opportunity to put an end to the world's deadliest humanitarian crisis since World War II.
In December 2004, the Inter-Agency Network for Education in Emergencies (INEE) launched the first global tool to define a minimum level of educational quality and help ensure the right to education for people affected by crises.
The Government of Southern Sudan’s Go to School Initiative, supported by UNICEF, which seeks to get 1.6 million children back in school by the end of 2007, incorporates key elements of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction.
NGOs working in education in conflict-affected areas have realised the importance of listening to children, encouraging their genuine participation in programmes and publicising and scaling up the innovations which often arise in the aftermath of war.
The Outcome Report includes the framing papers that were prepared for each objective in advance of the roundtable as well as the recommendations generated by each working group.
Education is a crucial means within local communities around the world to communicate, to motivate and to engage as much as it is to teach. An investment in education, particularly at the primary and secondary levels, can help a community address and continuously reinforce the various dimensions of disaster risk across generations.
The project entitled “A Prepararnos” was implemented in the province of Holguin to develop environmental education through formal, non-formal and informal means with the active participation of children and the community at large. The project focused on the relationship between schools and communities.
The efforts by Terre des hommes, Save the Children Alliance and other organizations to combat child trafficking in Nepal have been complicated by the growing armed conflict, as tens of thousands of children and youth have been forced from their communities to urban areas.
This report flows from the one-month intervention of Linda Pennells, Gender & Governance Consultant, working with UNICEF’s earthquake emergency team in Pakistan to identify lessons learned from the six-month earthquake emergency response that can inform a gender-responsive transition to recovery.
The UNHCR Tool outlines 10 basic steps to ensure women, girls, boys, and men participate in analyzing protection problems together; in discussing capacities to face protection problems, and in finding solutions together.
This paper by Rose and Greeley examines how development assistance in fragile states can enhance access to quality basic education for the poor and vulnerable, at the same time improving governance and thereby mitigating the risks of fragility, and increasing the effectiveness of future aid.
The Minimum Standards for Education in Emergencies (MSEE) training workshop in Islamabad. The organisers and trainers at the Islamabad workshop from Save the Children-UK (SC-UK), UNESCO and BEFARe in Pakistan either trained as ToTs or were trainers.
