This study examines how students of majority and minority ethnic backgrounds in Botswana understand national identity as inclusive of their ethnic groups.
INEE and the Education Equity Research Initiative co-hosted an interactive webinar that presented recent research on teacher well-being in low resource, crisis, and conflict-affected settings.
The fourth webinar in the series, “The 4Ws of Education in Emergencies (EiE) Data: Who has What data? Where can I find it? And Why is this so complicated?”, provided an overview of contextual data for EiE, including data from population movement and conflict sources
This resource includes findings from a landscape review, a conceptual framework for teacher well-being, as well as programmatic and policy guidance for providing comprehensive support to the well-being of teachers working in low resource, crisis, and conflict-affected contexts.
In the present report, the Special Rapporteur considers ways in which the right to education contributes to the prevention of atrocity crimes and mass or grave human rights violations.
The webinar discussed the humanitarian response system and its implications for EiE data, humanitarian operations education data and explains how it can be useful in an emergency setting, and an exploration of ways to use humanitarian education data in EiE.
The second webinar in this series focused on educational development data and its relevance to EiE. The webinar included an introduction to the educational development data ecosystem, examining sources and availability of data, an in-depth looks into six sources of educational development data.
As the first in the series, this webinar introduced the landscape of publicly available EiE data from development, humanitarian, population movement, and conflict data sources, examining the similarities and differences of data across the humanitarian and development sectors
The Refugee Coordination Model (RCM) provides the model for leading and coordinating refugee operations. It sets out our shared duty to refugees, an integrated humanitarian vision, and responsibilities.
The INEE Guidance Note on Gender provides strategies to ensure that girls, boys, women, and men in contexts of conflict and crisis equally enjoy the protection and learning outcomes that quality education can provide.
The Youth Advocacy Guide has been developed by people of varying ages, with different lived experiences, and a passion for change. This guide will take you through the processes of fact-finding, planning, engaging with policy, building momentum, and making individual lifestyle choices.
This report aims to highlight the challenges that internally displaced children face in the effort to access quality education, and offers recommendations for how education can adapt to meet their needs through supporting national education systems, while improving social cohesion.
This brief offers recommendations for addressing the disparities in safe, quality, inclusive education for children affected by crisis. It highlights key areas for policy and practice, and looks at ways to use the various tools developed by INEE.
This qualitative research in South-Eastern Democratic Republic of Congo suggests that teachers link experienced violence to their role as state representatives. Thereby, the article sheds a critical light on approaches that frame teacher (re)deployment in conflict-affected contexts around normalcy and resilience.
This note provides guidance to UNICEF country offices on programming for peacebuilding through local governance in fragile and conflict-affected settings. Its main objective is to inform the design and implementation of UNICEF peacebuilding interventions and to contribute to the overall effectiveness of UNICEF programming in fragile and conflict-affected contexts
The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights of persons with disabilities who are most at risk of being left behind in humanitarian settings.
This paper articulates an emerging set of common commitments and principles shared by foundations working in the Education in Emergencies (EiE) sector. It outlines both what we have in common with other donors and international organisations working in the EiE sector, as well as what we believe to be our added value and unique contribution to this field.
Drawing on lessons and best practice from crises and emergencies across the world, the report emphasises that engaging young people in prevention, preparedness, response and recovery will bring better, more localised and more accountable responses. However, this report also displays how young people face particular vulnerabilities and marginalisation connected to their age and identities.
This paper, aimed at education policymakers, provides analysis and insights on how the right to education for refugees could be ensured from a policy perspective. It does so by reviewing the current status of access to education of refugees, using the scant data that is available in this area.
The Global Trends Report is published every year to analyze the changes in UNHCR’s populations of concern and deepen public understanding of ongoing crises. In 2018, the global population of forcibly displaced increased by 2.3 million people. As a result, the world’s forcibly displaced population remained yet again at a record high.
Tunakujenga (“We Build You Up” in Swahili) is a family learning program that gives caregivers the skills and agency to engage in play-based learning and nurturing activities with their young children from birth to 14 years old.
This webinar drew upon learning from Save the Children’s extensive consultations with Accelerated Education Program (AEP) students, their parents, teacher and headteachers, and other stakeholders to understand their experiences and views of AEP, in order to increase understanding of the factors that support or hinder transition between AEP cycles and post-AEP opportunities.
This special issue of Education and Conflict Review attempts to assemble theories and conceptual frameworks that are dispersed across a wide array of academic publications and often inaccessible to those who need them the most, particularly to the education and conflict researchers and practitioners in low-income contexts.
This module clarifies the evolution of countering violent extremism over the past decade, and engages participants with key documents and resolutions. It lays the foundation for understanding the countering violent extremism field of practice and offers insights into the opportunities as well as the common pitfalls in this space and suggestions on how to avoid them.
Evidence is emerging that family- and community-based ECD services are cost-effective and have the potential to contribute to social cohesion and peacebuilding in both the short and long term – from one generation to the next. Given this, we need to engage government officials and policy-makers around the globe, as partners to invest in ECD services, using a multi-sectorial approach.
Given the continued attacks on education committed worldwide, and the importance of education, the protection of education in insecurity and armed conflict continues to deserve global attention, including from the legal community. The second edition of the Handbook incorporates all of the relevant developments which have occurred since 2012.
This year's Global Childhood Report examines the major reasons why childhood comes to an early end, and finds significantly fewer children suffering ill-health, malnutrition, exclusion from education, child labor, child marriage, early pregnancy and violent death.
Baytna delivers psychosocial support and early years education to children age 0-6 and their caregivers. The overarching aim is to facilitate a safe environment to support the development of the youngest refugees and strengthen families by helping to build secure, positive relationships.
Schools have a position in society that could provide tools for students to move toward more positive intergroup relations and to shape their nation as desired. In this research, I present an analysis of how and whether schools in Nigeria, particularly unity schools (FUCs), achieve this.
Food security and nutrition interventions in camps aim to improve the immediate food security and nutritional well-being of refugees, mainly by tackling the immediate and underlying causes of malnutrition. This guideline provides instruction on nutrition provision in camps.
The following pages outline the DO’s and DON’Ts of our brand. If you nurture it and neither abuse nor neglect it, our partners and audiences will see the value of INEE.
At the Comparative and International Education Society (CIES) 2019 Annual Conference in San Francisco, representatives of the Accelerated Education Working Group (AEWG) and partners working in Accelerated Education (AE) presented evidence on the impact of Accelerated Education programmes (AEPs) and reflected on the use of the AEWG tools to support policymakers and practitioners globally.
This Guidance Note aims to help UNICEF education staff at all levels, who are working in humanitarian, transition, and development contexts, analyze risk and adapt education policies and programs to take risk into account, so that education populations and systems are more resilient and all children and youth are in school and learning.
This document provides guidance for staff from UNICEF Supply Division and Programme Division (WASH, Education, and Protection sections) on the selection and procurement of appropriate materials and supplies for menstrual hygiene management, particularly during humanitarian response.
This study examines diaspora’s engagement in education development work in their fragile and conflict-affected countries of origin. Through analysis of 28 in-depth interviews with diaspora from four countries, we discuss diasporas’ motivations to engage, activities of engagement, and factors that enable or constrain it.
We are pleased to share with you, in this 2018 Annual Report, a summary of the network’s many activities and accomplishments, which are organized by the network’s strategic priorities outlined in the INEE Strategic Framework 2018-2023.
In April 2019, IRC Uganda and the WSSCC organised a learning visit to get updated on Kenyan government policies supporting MHM as well as insights from good practices used by the NGO KWAHO in Kwale County. Besides clear MHM policies, collaboration, integration with other sectors, capacity building and the use of champions are some of the key lessons for Uganda.
The webinar was offered to reach both the Africa and Asia regions, and focused on basic information about Creative Commons. Creative Commons clarifies how the public may access, use and adapt resources, but also encourages respect for copyright and copyright holders.
This report provides analysis of donor spending on pre-primary education based on the most recent data reported to the Organisation for Economic Co-operation and Development, Development Co-operation Directorate (OECD-DAC), highlighting the gap between rhetoric and reality.
This white paper provides an overview of humanitarian-development coherence efforts within the education sector globally, with a focus on the U.S. government.
This report documents abuses that women and girls experienced when schools were attacked in the Kasais, focusing specifically on Kasai Central province, where the conflict originated and where the largest number of schools were attacked. This research is part of a multi-country study on the impact of attacks on education on women and girls.
The second edition of NORRAG Special Issue (NSI) is dedicated to data collection and evidence building to support Education in Emergencies (EiE). It focuses on why data and evidence are crucial for understanding and addressing situations of emergency and protracted crises and provides insight into the ethical and material challenges when gathering evidence
The purpose of this document is to set out the objectives, principles and the scope of the European Commission’s humanitarian assistance in the field of education in emergencies (EiE) based on the humanitarian mandate, and framed by the 2018 European Commission’s Communication on Education in Emergencies and Protracted Crises.
The importance of parenting for infants and young children in this age group cannot be overstated. This leaflet brings together our understanding of playful experiences that lead to deeper learning, with the international conversation around high quality parenting.
The International Task Force on Teachers for Education 2030 builds on its comparative advantage as a global multiple-stakeholder alliance joining hands to address the global teacher challenges, to offer the present Teacher Policy Development Guide.
This toolkit is for any young person who wants to start their own advocacy campaign. If you are a teacher or a facilitator, you can also use this toolkit with your group to inspire them to work out which children’s rights issues they care about and how to go about creating the change they want to see.
This guidance was developed for UNICEF WASH, Education, Health, and Gender specialists or focal points in country offices who are working with their partners to develop programmes related to menstrual health and hygiene (MHH).
