Resources

We invite you to read this 2016 Annual Report keeping in mind that the important achievements highlighted here are the result of our collective and cooperative efforts

JEiE Volume 3, Number 1 was published in July 2017. With this new issue of JEiE — which consists of three research articles, one field note, and four book reviews — we return to the positive face of education as we examine its contributions to peacebuilding.

This field note presents the case of the review of the curriculum framework in Somalia, a UNICEF-supported education intervention that intentionally engaged with the drivers of conflict. The note outlines how this mainstream education intervention can help to build a capacity for peace at various levels (individual, group, and policy) in terms of substance and process.

In Training for Model Citizenship, Molly Sundberg draws on her ethnographic fieldwork, as well as her experience as a development practitioner for the Swedish International Development Agency, to explore how citizens relate to the state in postgenocide Rwanda.

Christopher Talbot and Aleesha Taylor's focus on Liberia’s recent educational history in Partnership Paradox is interesting, given the government’s announcement in 2016 of a new plan to privatize the country’s public pre-primary and primary school school system.

Childhood Deployed is based on author Susan Shepler's almost three decades of ethnographic research and other involvements in Sierra Leone. Shepler analyzes the implications of the participation of minors in Sierra Leone’s infamous civil war and the challenges to their postconflict reintegration.

Rita Verma’s Critical Peace Education and Global Citizenship is simultaneously inspiring and terrifying—inspiring in the accounts it offers of highly interactive peace education outside the normal curriculum and in possibilities for activism, and terrifying in its exposure of the “Trump Effect” and how this legitimates racism.

This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations.

This mixed-methods cluster-randomized controlled trial examines the impact of a teacher-training program that aimed to promote positive gender socialization in the conflict-affected region of Karamoja, Uganda. The theory of change suggests that the education system and teachers can play critical roles in promoting positive gender roles and gender equality.

Because improving equality in and through education is vital to social cohesion, this case study examines whether the no-fee school policy has equalized—or is perceived to have equalized—school resources and educational opportunities in basic education. 

Every theme that appears in the Journal on Education in Emergencies is by definition timely and important. In this special issue of JEiE, we focus on education and peacebuilding.

This seminar contributes towards knowledge sharing for Working Group members as well as for the wider audience, promoting reflection, teaching and research, helping to develop partnerships and to contribute to affirm this strategic area for internationalization within the framework of development cooperation. 

d-portal.org helps you explore International Aid Transparency Initiative (IATI) data by providing a search function and information by country or by publisher on development activities and budgets published to the platform.

This paper provides an update on developments that have occurred in education for refugee and other displaced children and youth since the report to the sixtieth meeting of the Standing Committee in 2014. It focuses on UNHCR’s support to improve accessibility to, and the quality of, educational opportunities for populations of concern.

Although the number of displaced children is growing, they are not being recognized as a population with specific needs. As a result, their right to education and to learn is being violated.

This briefing explores the challenges and opportunities related to primary-school education for migrants – especially in host countries – and the implications for the 2030 Agenda for Sustainable Development. It focuses mainly on international migrants, but also includes a brief discussion of education for refugees.

This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya.

Looking at Iraq Centre and the Kurdistan Region of Iraq (KRI), this report aims to update the education situation, quantify the economic benefits of education, and identify sources of inefficiencies as well as key priority themes in the education sector with clear links to the National Education Strategy 2011-2020.

The ACU’s Information Management Unit launched the third version of its Syrian Public School Assessment Report, to highlight the impact of the Syrian conflict on education and the needs of students and school supplies. The questionnaire for this report was developed from questionnaires used in previous reports in order to reach several indicators.

This project is part of UNICEF’s Learning for Peace programme. UNICEF has worked with young people across Côte d’Ivore to set up the “Action Justice and Peace” Network to engage in national reconciliation processes and train youth leaders to document young people’s experiences of the recent conflict.

This topic guide focuses specifically on the systematic approaches and tools for conflict analysis developed for policy and practice. It draws on reflective sections in conflict analysis toolkits, and where available on policy, practitioner and academic texts that critique the toolkits.

A whiteboard video to illustrate education’s role in preventing violent extremism (PVE) and looks at some definitions of PVE and education’s role in fostering inclusive and equitable environments, encouraging critical thinking, promoting tolerance and respect for diversity, and thereby contributing to wider social cohesion and the reduction of violence in all forms

The purpose of this brief is to: (1) demonstrate the societal risks that result when early childhood development (ECD) services are lacking and (2) show how ECD services contribute to sustaining peace through increasing social cohesion, equality and economic productivity.

This webinar exploresd situations in which GPE has been able to provide support to its partner countries during crises, and some of the lessons learned in those contexts. The panel also looked into the application of the INEE Minimum Standards and the process of contextualization, specifically in GPE partner countries.

This recorded webinar presents how the recently launched Teachers in Crisis Contexts Training Pack is being used in Iraq, South Sudan, Kenya, and Tanzania. 

In this paper I assess the relative value of higher education for displaced students within the global refugee education movement.

The Livestock Emergency Guidelines and Standards (LEGS) provide a set of international guidelines and standards for the design, implementation and assessment of livestock interventions to assist people affected by humanitarian crises.

The Minimum Economic Recovery Standards are the internationally recognized consensus on best practices for building economic resilience for crisis-affected communities.

In 2016, the AEWG developed 10 Principles for Effective Practice for Accelerated Education and an accompanying Guide to Accelerated Education Principles. Field testing of these two tools was conducted between mid-2016 and March 2017.

This study, informed by various sociological neo-institutional approaches, investigates whether a global mechanism such as the cluster approach represents an adequate framework to structuring humanitarian response.

This is a summary of a country report on education and social cohesion in Pakistan and is a research output from the Research Consortium on Education and Peacebuilding, a co-funded partnership between UNICEF, the University of Amsterdam, University of Sussex and Ulster University and a range of national research partners in participating countries.

This research looks at the effects of the Ebola crisis on peacebuilding efforts through education, asking questions about how it has interacted with the Liberian education system’s longer-term post-conflict recovery. In so doing it seeks to reflect on the relationship between different types of crisis and shocks, including conflict and disease outbreaks, and their various impacts on education.

This is a small introduction to Safe School Construction. Students need access to education. However access to any classroom is not enough. Schools must withstand potential hazards and be safe for all.

This Toolkit is based upon the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict and comprises a number of practical tools intended as teaching aids, guidance and aides-memoire for national Ministries of Defense, military trainers, officers and soldiers, and their equivalent for non-state armed groups, involved in the planning and conduct of military operations.

Over 2016, more than 600,000 people were newly displaced in Afghanistan; half of whom were boys and girls and a large number of them are out-of-school. Education must now be acknowledged as a humanitarian priority in Afghanistan that warrants a coordinated and well- resourced response.

This edited volume examines the relationship between transitional justice and education in peacebuilding contexts: how transitional justice can shape the reform of education systems by ensuring programs are sensitive to the legacies of the past; how it can facilitate the reintegration of children into society; and how education can engage younger generations in the work of transitional justice.

This dissertation argues that this growing global focus indicates a dramatic shift in how the world responds to humanitarian crises and how it envisions the role of education.

Based on interviews in November 2016 and January 2017 with over 40 people this report documents the occupation of schools for military purposes, such as for barracks or bases. Further, the report outlines how abuses by fighters in and around schools are threatening the safety of students and teachers, as well as children’s ability to learn.

Given the current global refugee crisis, the aim of this report is to contribute to the discussion around the distinct educational needs of urban refugees.

This paper highlights some promising practices in using technology to bridge the gaps, and asks if technology is the solution to providing refugees with quality education?

These guidelines on developing gender-responsive education sector plans provide readers with the information and tools needed to take a fresh look at gender equality and why it matters in education.

This manual provides guidance on how to assess need, design, and implement Early Childhood Development in Emergencies (ECDiE), supporting each of the four core components of a response: early learning and stimulating environments, positive child-caregiver interaction, protective environments, and holistic child wellbeing.

Delivering humanitarian response that meets the needs of women, girls, boys and men remains a priority for all UN Agencies and their partners. This guidance provides a checklist of essential actions for ensuring equitable participation and fair distribution of humanitarian action at each stage of the Humanitarian Program Cycle (HPC).

An education programme for South Sudanese refugees in Ethiopia illustrates the use of two complementary sets of standards: the Inter-Agency Network for Education in Emergencies (INEE)’s Minimum Standards for Education and Sphere Humanitarian Charter and Minimum Standards

This study aims to understand the role of digital technologies in realizing women’s rights, gender equality and women’s economic empowerment, particularly in developing and emerging countries. The focus is on complexities and contradictions but also motivators and enablers that shape women’s experiences in the field of ICT.

In September 2016, the Norwegian Refugee Council (NRC) and Mercy Corps conducted a joint assessment of the needs, vulnerabilities, protection risks and capacities of female and male adolescent and youth refugees and migrants transiting through Greece. The goal was to reflect their voices in order to better inform relevant policy and programme design.

The guidance paper highlights a framework to think through the measurement and evaluation of education to peacebuilding.

This series of booklets provides insight into the situation of children with disabilities in humanitarian contexts, highlights the ways in which they are excluded from humanitarian action, and offers practical actions and tips to better include children and adolescents with disabilities in all stages of humanitarian action.

This toolkit provides implementers of youth programming a variety of references, resources, and tools on how to use a positive youth development (PYD) approach for evaluating youth-focused programming. 

More than 1.4 billion people currently live in areas affected by protracted conflicts and complex emergencies, which often extend over many years and significantly erode development gains. Under these circumstances, young people may be out of school or college and engage in jobs that are informal, unstable, underpaid, or even high-risk and harmful.