First-ever Inter-Agency Consultation on Education in Situations of Emergency and Crisis. The founding of INEE as a network. 8-10 November 2000, Geneva.
This study seeks to develop a clearer understanding of one particular dimension of contemporary ethnic conflict: the constructive and destructive impacts of education – the two faces of education.
This volume provides an international review of issues and programmes concerning the transition from school to work. It combines country-specific papers (Kenya, Korea, South Africa) and regional contributions (selected Latin American countries - Argentina, Brazil, Chile - and OECD countries).
The Dakar Framework is a collective commitment to action. National governments have an obligation for ensuring to ensure that Education for All goals and targets are reached and sustained, a responsibility that can be met most effectively through broad-based partnerships within countries, supported by co-operation with regional and international agencies and institutions.
For this study, UNICEF Education Program Officers (EPOs) from nearly 60 countries answered questions about Life Skills, peace education, gender, reading and writing skills, and learning outcomes in national curricula.
This study looks at coordination dynamics through two situations: coordination for a country (Sierra Leone in the 1990s) and coordination for refugee camps (Rwandan refugees in Ngara District, Tanzania). This Occasional Paper # 140 is one of the final publications by the Humanitarianism and War Project at the Watson Institute at Brown University.
This version of the TEP offers a one year programme with the assistance of locally recruited teachers, who, in some cases, are non-qualified before training. The intention is to provide children with basic learning skills so that they can enter or be reintegrated into normal school activity.
This information makes a strong case that an effective school health programme responds to a new need, increases the efficacy of other investments in child development, ensures better educational outcomes, achieves greater social equity, is a highly cost effective strategy.
Education is both a human right in itself and an indispensable means of realizing other human rights. As an empowerment right, education is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities.
This review documents the critical relationship between nutritional status and psychological development, and demonstrates the potential of combining interventions that enhance early childhood development and those that improve child health and nutrition into an integrated model of care.
The paper outlines a set of broad strategies for UNICEF’s work in education in emergencies, and provides a summary of the organization’s approach, some practical information on implementation, and an identification of areas where more work is needed.
The WHO-5 was first presented by the WHO Regional Office in Europe at a 1998 WHO meeting in Stockholm as an element in the DEPCARE project on the measures of well-being in primary health care. Since this time the WHO-5 has been validated in a number of studies with regard to both clinical and psychometric validity.
Since the World Conference on Education for All (Jomtien, 1990), education in conflict and crisis situations has emerged as a new challenge to be addressed by the international community.
The ILO/UNESCO Recommendation concerning the Status of Teachers (1966) and the UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel (1997) are two international instruments which set out principles concerning the rights and responsibilities of educators, ranging from the pre-school level through university.
In the new vision of world development that is beginning to emerge in the 1990s, knowledge, human ingenuity, imagination and goodwill are the only resources that finally matter.
In the study, the expert proposes the elements of a comprehensive agenda for action by Member States and the international community to improve the protection and care of children in conflict situations, and to prevent these conflicts from occurring.
These documents are informed by the principle of inclusion, by recognition of the need to work towards “schools for all” - institutions which include everybody, celebrate differences, support learning, and respond to individual needs. As such, they constitute an important contribution to the agenda for achieving Education for All and for making schools educationally more effective.
