Resources

This case study describes how Help and Protection Desks set up by Plan International after the 2015 Nepal earthquake provided critical information and emergency assistance to children, adolescent girls and boys and their families.

The Guide explains the purpose and practice of conflict analysis using a model of five key elements: stakeholders, conflict dynamics, root and proximate causes, triggers and peace capacities.

The Conflict Sensitivity and Peacebuilding Programming Guide is a tool for UNICEF field staff and leadership to understand, situate and operationalize conflict sensitivity and peacebuilding through UNICEF’s existing work or new initiatives in different contexts and in partnership with other stakeholders.

This e-Forum was designed to provide a space to discuss challenges and strategies for planning education for displaced populations.It revolved around 3 overarching themes: access, quality and management. These linked themes each play an important role in planning education for displaced populations. 

Crises, conflict and displacement lead to heightened insecurities – physical, psychological, social and financial -- for affected populations including refugees. The breakdown of family and community support systems and high levels of stress and trauma magnify pre-existing levels of violence and conflict within families and in schools.

This case study however did not just aim to capture if and to what degree the CFS project influenced significant changes in the lives of the children at the school in Sawula and the surrounding communities. It also aimed to provide insights into how those changes have taken place and if there were any significant links between peace, conflict and children’s education.

Between April and September 2016, a participatory video project in Mindanao, the Philippines brought together young representatives from four different religious/cultural backgrounds to explore and document how conflict related issues affect youth in the region and to articulate their visions for a more peaceful future.

This Practical Guide provides useful and practical knowledge and tools to achieve the goals of a Democracy of Citizens and a State of Citizenship.

The Mercy Corps Inclusive Education Team in the Jordan Office created two Inclusive education tool kits to support children with disabilities

This study describes how societies and dynamics surrounding young people in Mali and Cote d’Ivoire structure the trajectories of some towards violence.

The Evaluation of Humanitarian Action Guide supports evaluation specialists and non-specialists in every stage of an evaluation, from initial decision to final dissemination.

Since 2011, Syria has been embroiled in a violent and deadly civil war. As a result of this conflict, over ten million Syrians have been displaced, and over one million wounded or killed.

This report presents the results of the evaluation of DG ECHO's Actions in the field of Protection and Education of Children in Emergency and Crisis Situations (2008-2015).

INEE hosted a free webinar on 29 September 2016 addressing the critical issue of teacher professional development in crisis-affected contexts.

Psychosocial support: Breathing is a powerful determinant of physical state. When our breathing rate becomes elevated, a number of physiological changes begin to occur. 

The aim of the training manual is to serve as a resource for field workers to develop, facilitate and conduct their own psychosocial workshops within their specific work or regional context. It is not a comprehensive source of information about psychosocial issues. It is a trainer’s guide for developing locally appropriate training.

We Believe in Youth details the most pressing challenges refugee youth face and their recommendations on how best to address these challenges. The report is a road map for action for all those engaged in humanitarian response—States, international organizations, international and national civil society organizations, donors, and youth groups.

The 2016 GEM Report, the first of the new 15-year series, explores the complex relationship between education and other facets of sustainable development, along with the monitoring implications for SDG 4.

This Theirworld report looks at the urgent need for Safe Spaces in emergencies – places where babies, young children and their caregivers can get support to counter the negative impacts of crisis situations on children’s growth and development. The report warns the international community is neglecting millions of vulnerable babies and young children affected by conflicts and disasters.

The paper describes what is actually being done in the field at the school-level to protect education from attack, identifying the risks and challenges involved, and drawing out lessons learned from these measures as well as other literature on the topic

The average length of time a refugee spends in exile is about 20 years. Twenty years is more than an entire childhood, and represents a significant portion of a person’s productive working years. Given this sobering picture, it is critical that we think beyond a refugee’s basic survival. Refugees have skills, ideas, hopes and dreams.

2015 was a big year for INEE! It was a year that saw the bright culmination of a decade and a half of advocacy at several global events. We invite you to read this 2015 Annual Report with a sense of pride of what we have achieved. 

Millions of adolescent girls are in need of humanitarian assistance. In emergencies, adolescent girls need tailored programming to increase their access to sexual and reproductive health services, including family planning, and to protect them from gender-based violence.

Children's right to be heard does not cease in situations of disaster or in their aftermath. The UN Committee on the Rights of the Child encourages State parties to the CRC to support mechanism which enable children to play an active role in both post-emergency, reconstruction, and post-conflict resolution processes.

This document is a recreational activity resource guide for teachers, counsellors, and community members working with children in conflict or other challenging contexts. 

This participatory research study from Burundi and Chad reports how youth, women and elders can contribute to strengthening both child protection and social cohesion.

NRC is pleased to share with you the summary of findings and recommendations of the new NRC report on accelerated education in the Central African Republic entitled Accelerated Education as an Option for a Better Future.

This global review assessed the landscape of MHM practice, policy, and research within the field of humanitarian response.

This study evaluates the effects of the volunteers’ interventions as part of the Ebola response from the perspective of the volunteers themselves and other key stakeholders. It focuses on five key areas: relevance, efficiency, results and effectiveness, partnership, and sustainability.

While significant progress has been made in recent years in responding to violence against women and girls in humanitarian contexts, timely and quality care and support to survivors still remains a challenge. Little is known about effective prevention. Few interventions have targeted underlying drivers of violence against women and girls (VAWG), which include social norms.

This technical note supports nutrition and health colleagues own early childhood development sensitive approaches as integral to nutrition and health activities in emergencies.

USAID ECCN, in partnership with the Inter-Agency Accelerated Education Working Group (AEWG), hosted a webcast on June 9 featuring a first preview of the AEWG’s Accelerated Education pocket guide, featuring 10 key principles of Accelerated Education.

This is an InsightShare participatory video for M&E. In 2015, UNICEF HQ Communication for Development and UNICEF Uganda invited InsightShare to build capacity on PV MSC and conduct a programmatic evaluation of C4D activities in peacebuilding in Karamoja, Uganda.

The brief starts with an explanation of the main purpose of a questionnaire and the principles that should be followed to reach these objectives. Afterwards, the ten steps of questionnaire development are discussed. The brief concludes with sections on what to keep in mind specifically when designing a questionnaire and individual questions.

Sustainable Development Goal 4 is the education-related goal of the United National 2030 Agenda for Sustainable Development, adopted in September 2015. The Education 2030 Framework for Action, adopted in November 2015, provides a roadmap for achieving the 10 targets which constitute SDG4. This document is a summary of how the Framework for Action proposes to operationalise the targets of SDG4. 

With the adoption of the Sustainable Development Goals (SDGs), countries have promised to achieve universal completion of primary and secondary education by 2030. This paper, jointly released by the UNESCO Institute for Statistics (UIS) and the Global Education Monitoring (GEM) Report, illustrates the magnitude of this challenge.

The purpose of this note is to support child protection in emergencies personnel to programme appropriately for 0 to 8-year-old children.

This study aims to identify strategies and/or models which have shown to be effective in providing psychosocial support for children in emergency contexts at the micro-, meso- and macro-levels of social systems. Moreover, lessons will be identified to provide a basis to promote worldwide resilient systems.

This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as “Learning for Peace”, which was funded by the Government of the Netherlands. This report summarizes the lessons learned and promising practices shared at the Pan-African Symposium on Education, Resilience and Social Cohesion.

This summary provides an overview of the contribution of PBEA to the ESDP V, giving specific examples of quotations, approaches and strategies. However, credit cannot be given solely to PBEA interventions for the direction the MoE are taking towards and a more equitable, resilient and socially cohesive educational system and society.

This report presents the results of two surveys about peacebuilding and education conducted in Côte d’Ivoire

The present reviews and analyses evidence from four selected Learning for Peace projects.

Based on the quantitative evidence that rising inequalities in education can increase the risk of conflict, and consequently, experiencing conflict can exacerbate preexisting education inequality, the policy brief urges for greater attention to equity in education, particularly in conflict-affected and fragile settings.

This report summarizes processes, results and learning that occurred during the entire course of the PBEA programme –Learning for Peace.

This case study critically examines the peacebuilding impact of a UNICEF-BRAC adolescent/youth development intervention in Karamoja implemented in 2015 under the Peacebuilding Education and Advocacy (PBEA) Program.

In this report the findings from a qualitative assessment carried out among 3 pilot schools in Napak District is presented together with feedback from students from approximately 20% of participating schools.

In 2012, UNICEF launched the Peacebuilding, Education and Advocacy Program in 14 countries including Uganda. The program has aimed to contribute to address conflict drivers related to education and contribute to peace and social cohesion.

This toolkit is intended to provide UNICEF country offices, and the national governments they support and their partners, with the necessary guidance and tools for combining WASH inventions with nutrition programmes to maximize nutrition outcomes in the EAP region.

This report aims to capture a range of perspectives on the Education Cluster’s role at the global and national levels, and to map the current Education Cluster practices in monitoring, reporting and response to attacks on education, including the main challenges and lessons learned.

The aim of this webinar is to bring together stakeholders from different backgrounds, including practitioners, researchers, and policy makers from the fields of education and ICT in conflict and crisis settings.