Resources

The United Nations Children’s Fund (UNICEF) commissioned American Institutes for Research (AIR) to conduct an evaluation of the Karamoja, Uganda, pilot of the programme Gender Socialization in Schools: Enhancing the transformative power of education for peacebuilding.

When conflict or crisis erupts, the educational needs of children and youth are often the last consideration – an afterthought following food, water, shelter and protection.

This paper outlines the potential operation of Education Cannot Wait, a fund designed to transform the global education sector for children affected by crises.

In response to the call for greater effort and investment in crisis-affected and challenging situations, these guidelines were designed to assist countries in preparing a transitional education plan (TEP).

This policy paper shows why it is crucial that three key education issues are tackled.

The purpose of this paper is to identify, analyze, and make recommendations based on the processes of contextualization of the INEE Minimum Standards within the two countries of Sri Lanka and Bangladesh.

As part of global efforts to strengthen the response to education in crises, this paper provides background evidence to inform the proposed creation of a common platform for education in emergencies and protracted crises. Its analysis is based on extensive review of key source material, nearly 50 expert interviews and feedback on an earlier inception paper.

The Washington Group/UNICEF Module on Child Functioning covers children between 2 and 17 years of age and assesses functional difficulties in different domains including hearing, vision, communication/comprehension, learning, mobility and emotions.

This reading pack focuses on ECD in emergencies, which can be caused by natural hazards and conflicts.This pack starts with the evidence for why ECD is important in emergencies and its impact. Key readings are then provided to allow the reader to delve more deeply into some key concepts. Lastly, a set of key questions are presented to provoke further reflection and discussion.

At the margins of the United Nations General Assembly High-level Thematic Debate on Achieving the Sustainable Development Goals, the Permanent Missions of Portugal, State of Qatar, and Norway to the United Nations in New York and the Ford Foundation held a meeting entitled “Girls Right to Education in Emergencies”.

This booklet is one of a series of booklets prepared as part of the Protecting Education in Conflict-Affected Countries Programme, undertaken by Save the Children on behalf of the Global Education Cluster, in partnership with Education Above All, a Qatar-based non-governmental organisation.

This case study accompanies the report The quantitative impact of armed conflict on education: counting the human and financial costs commissioned by Protecting Education in Insecurity and Conflict (PEIC), part of the Education Above All Foundation.

This study builds on PEIC’s goal of protecting and promoting education in situations of insecurity and conflict, including through its concrete support for the preparation and publication of Education under Attack 2010 (UNESCO) and Education under Attack 2014 (GCPEA).

Although not all education projects have the word “inclusive” in the title or goals, every education project can and should be made more inclusive, and we encourage this resource to be used by all education staff, not only those working on targeted inclusive education projects.

The analytical framework was created to support the identification of informational and analytical needs for the wider humanitarian community, including the development of secondary data reviews (SDRs).

The objective of this initiative was to develop an analytical methodology to provide quantitative and qualitative information on the institutional framework and performance of the education sector in disaster risk management in countries in the region.

This study’s quantitative analysis draws on statistical datasets to examine the dimensions of inequality (in terms of educational access, resources and outcomes). The analysis highlights the importance of considering both income inequality within regions and relative deprivation among regions, since some of the most impoverished counties in Kenya are among the most equal counties.

This evaluation and the associated videos hope therefore to address this and to look more closely at this programme which works with youth, who were socialized in violence, to help them play a positive role in society and become promoters of peace. 

The Training for Primary School Teachers in Crisis Contexts package was developed for unqualified or under-qualified teachers often recruited to teach in refugee camps and in a range of other emergency settings.

The Coordination Handbook is providing CPiE actors with guidance on how to coordinate child protection responses in humanitarian contexts in order to ensure more predictable, accountable and effective child protection responses in emergencies around the world.

The aim of the activity was to carry out a qualitative end-of-programme participatory evaluation led by youth who participated in the PBEA programme at the same time as building capacity in the trainees and delivery agencies.

This Framework aims to guide Counselors and educators to apply the inclusive approach to holistic, comprehensive, rights-based, child-centered, child-friendly and enabling psychosocial support, within UNRWA's education system which is aligned with the Agency's Mental Health and Psychosocial Support Framework.

This report highlights areas of consensus, concern, and recommendation pertaining to questions posed on the conceptual framework, priority functions, and scale of the proposed “Common Platform” for education in emergencies and protracted crises.

The note explains why nutrition programmes need to include ECD activities to maximize the child’s development. It provides practical suggestions as to what simple steps are necessary to create integrated programmes in situations of famine or food insecurity and it gives examples of how such integrated programmes have been established in other situations.

The ‘Learning & Wellbeing in Emergencies’ toolkit (LWiE) focuses on building and measuring early foundational literacy skills, alongside social emotional learning, in emergency contexts with a particular focus on community engagement as a key support for children. 

The purpose of this synthesis report is twofold. First, it examines how education is included in peacebuilding and development frameworks in four distinct conflict-affected environments (Myanmar, Pakistan, South Africa and Uganda). Second, it compares, summarises and critically reflects how education policies and governance contribute to the peacebuilding process

This report summarizes what, according to Workshop participants, are promising practices in protecting education from attack and highlights emergent considerations and challenges in implementing different protective measures.

The purpose of this synthesis report is to explore the role of teachers in peacebuilding and social cohesion in four distinct conflict affected environments (Myanmar, Pakistan, South Africa and Uganda), and to compare, summarise and critically reflect on key issues, policies and governance aspects that relate to how teachers might contribute to peacebuilding and social cohesion processes.

The aim of this landscape review is to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.

In the interest of consolidating diverse experiences and developing a reasonably standardized approach to assessing children’s early reading acquisition, this “toolkit,” or user manual, serves as a guide for countries beginning to work with EGRA in such areas as local adaptation of the instrument, fieldwork, and analysis of results.

This report is a result of a collaboration between BMZ, GIZ, better place lab and Kiron, institutions which share the view that the current phenomenon of “ICT for refugees” is novel and has great potential that should be investigated.

This Synthesis Report aims to understand the ways in which the agency of youth – or their ‘space for manoeuvre’ – is impacted (or not) through a range of formal and non- formal education interventions, and how this enables or restricts young peoples ability to contribute to processes of peacebuilding and social cohesion, either in political, socio-cultural or economic ways

This two-year partnership with UNICEF (mid 2014 - mid 2016) seeks to build knowledge on the relationship between education and peacebuilding in conflict-affected contexts. Our data collection and analysis has focused on two specific geographical regions: the wider Yangon area and Mon state.

This research draws on a conceptual framework that captures the economic, cultural, political, and social dimensions of education governance and inequality and their relation to conflict and peace.

This report documents attacks on schools on both sides of the line of contact and the use of schools by both sides for military purposes, which has turned schools into legitimate military targets.

This document provides guidance to administrators and program directors on how to decide whether adaptations should be made, and if so, how best to make them.

The organisations working either inside Syria or across the region with Syrian refugees are calling on the participants in the London conference to commit to ensure all children and young people affected by the conflict have access to safe, quality, and relevant educational opportunities before the end of the 2016/2017 academic year and on an ongoing basis.

The study uses the variation in the timing of conflict between countries using a difference-indifferences matching strategy to identify the impacts of armed conflict on years of schooling and educational inequality.

This review takes stock of the quantitative literature surveying whether conflict exacerbates, or improves, educational inequality experienced prior to conflict

The purpose of the Social and Behavior Change Communication for Emergency Preparedness Implementation Kit is to provide a set of key considerations for SBCC activities in emergency situations. It is our hope that by completing the exercises presented in this I-Kit, national governments will be better prepared to manage serious public health events.

This short guide demonstrates some of the ways LGBT equality can be achieved through the SDGs and showcases some of the work that is already being done worldwide to make sure LGBT people are fully included and have their needs met.

In this paper we explore why first language–based multilingual education (L1-based MLE) would work in multi-language contexts where learners with different home languages come together in a single classroom or school, summarize the MLE theories that would apply, suggest some strategies for dealing with the situation, and offer some directions for future research.

A five-language dictionary, glossary and usage guide to assist humanitarian professionals communicate effectively and respectfully with and about people of diverse sexual orientations and gender identities. Available in English, French, Turkish, Farsi and Arabic.

This report presents the findings of a global review of homophobic and transphobic violence in schools and education sector responses.

On 4 November 2015 in Paris, the international education community adopted the Education 2030 Framework for Action, the foundation that will anchor global efforts to achieve Sustainable Development Goal 4 (SDG4).

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.

This report summarizes the lessons learned and promising practices shared at the PanAfrican Symposium on Education, Resilience and Social Cohesion, held on 1 – 3 June 2016 at the United Nations Conference Centre in Addis Ababa, Ethiopia.

This topic guide is designed to support DFID advisors, education specialists, and other partners working on providing education for refugees and Internally Displaced Persons (IDPs).

This brief and associated case studies are intended to inform policy discussions among education and peacebuilding actors on relevant gender considerations across both fields.

The Georgetown Institute for Women, Peace and Security examines and highlights the roles and experiences of women in peace and security worldwide through cutting edge research, timely global convenings, and strategic partnerships.