This study provides an excellent overview of the literatures on education in emergency situations, post-war educational reconstruction, and peace education. It continues the debate launched several years ago within the German development cooperation community on promoting basic education in the context of peace-building, crisis prevention and conflict transformation
Fighting Back looks at the experiences of children living in conflict situations, and focuses on strategies to prevent the recruitment of children into armed groups.
In the many countries that are striving to guarantee all children the right to education, the focus on access often overshadows the issue of quality. Yet quality stands at the heart of Education for All. It determines how much and how well students learn, and the extent to which their education achieves a range of personal, social and development goals.
The paper offers an overview of the key findings of a study of education and post-conflict reconstruction and draws on a literature review, a database of key indicators for 52 conflict-affected countries, and a review of 12 country studies.
The INEE Secretariat organized the December 2-4, 2004 Consultation in Cape Town, South Africa with substantial input from the over 900 INEE members working on behalf of and with people affected by crises. These members provided guidance on the themes to be discussed and how the Consultation should be organised
This publication explores policies and strategies for child friendly spaces/environments. It includes case studies from Albania, Turkey, Northern Caucasus, Colombia, Liberia, and Gujarat.
Traditionally, education in emergency situations has been seen, not as a humanitarian priority, but as a long-term development activity. In recent years, however, awareness has increased of the need for non-formal and formal education programmes in emergency situations.
The development of the Adaptation Policy Framework (APF) is intended to help provide the rapidly evolving process of adaptation policy-making with a much-needed roadmap. Ultimately, the purpose of the APF is to support adaptation processes to protect – and enhance – human well-being in the face of climate change.
This paper adopts a definition of ‘difficult environments’ grounded in the role of the state in development effectiveness. Difficult environments are defined as those areas where the state is unable or unwilling to harness domestic and international resources effectively for poverty reduction.
The current issue, "Minimum Standards for Education in Emergencies, Chronic Crises, and Early Reconstruction: Issues and Debates on Quality, Impact, and Accountability" (Vol. 9, No. 2) seeks to further discussion on the theoretical and practical issues and debates arising from the INEE Minimum Standards, their formulation and implementation.
This paper reviews current theory and evidence on the importance of caregiver-child relationships for the survival and healthy development of children from birth to three years of age.
This report considers the benefits and challenges of pursuing children's participation in humanitarian action, particularly as they relate to protection and peacebuilding. The findings and analysis are based on projects in Sri Lanka, the Occupied Palestinian Territories and Nepal.
This Global Survey on Education in Emergencies (Global Survey) is an attempt to gather information on how many refugee, displaced and returnee children and youth have access to education and the nature of the education they receive.
This document examines key issues related to youth participation in violence; discusses lessons learned in developing programmes for at-risk youth; presents a range of programme options; includes illustrative monitoring and evaluation tools; and identifies relevant USAID mechanisms and partners.
The Displacement Tracking Matrix (DTM) gathers and analyzes data to disseminate critical multi layered information on the mobility, vulnerabilities, and needs of displaced and mobile populations that enables decision makers and responders to provide these populations with better context specific assistance.
Are peacebuilding and conflict sensitivity the same thing? Different but related? Completely separate? Increasingly, practitioners and policy makers give different—and often opposing— answers to these simple questions.
In emergency situations, education programs for adults are of special significance as communities are disrupted and individuals, especially women, must take on new roles and responsibilities
