The Gender Socialization in Schools programme pilot in Karamoja, Uganda, has demonstrated the value of a gender-transformative approach to addressing prevailing gender norms that have contributed to conflict –and which have the potential to be harnessed for peace –in the Karamoja region.
The “Global guidance” provides key information to governments, policy-makers, teachers, practitioners, and civil society who wish to take concrete action against school-related gender-based violence. It introduces approaches, methodologies, tools, and resources that have shown positive results in preventing and responding to school-related gender-based violence.
The Adolescent Kit for Expression and Innovation is a package of guidance, tools, activities, and supplies to support adolescents ages 10-18, especially those who are affected by humanitarian crises.
This Right to Education Monitoring Guide (‘Guide’) is an easy to use, step-by-step guide to monitoring problems in education, using a human rights-based approach. This Guide aims to demystify and simplify the monitoring process and ensure that the right to education remains the focus of your advocacy efforts.
Violent extremism and the underlying forces of radicalization are among the most pervasive challenges of our time. With this concern in mind, this Guide was designed for teachers in upper primary, lower secondary and upper secondary education. It was also developed with the hope that it can support the efforts of teachers working in both formal and non-formal educational settings.
Historically viewed as welfare recipients, persons with disabilities are now recognized under international law as rights holders with a claim to the right to education without discrimination and on the basis of equal opportunities.
In response to a growing crisis of attacks on higher education communities worldwide, GCPEA conducted a wide-ranging consultation with representatives of higher education networks and associations from Europe, Africa, the Middle East, Asia and the Americas to understand the causes and consequences of such attacks and to identify measures to increase protection.
Learning for Peace Narratives from the Field touches upon all these objectives while it explores the nature of conflict as a barrier to development and the potential of education as a bridge to peace.
The purpose of this paper is two-fold, 1) to contribute to the discussion on how to better use technology to close the signifcant gaps for a generation of displaced youth, in particular Syrian refugees living in Jordan, Turkey, and Lebanon, and 2) to amplify the call for all stakeholders, especially the technology sector and international donors, to help refugee youth in the Middle East secure a better future.
The experiences documented in this publication show that the practice of effectively integrating ICTs into the teaching and learning of literacy and numeracy is not a simple one-step process.
This list of indicators is not definitive. It is a work in progress. Our aim is to ensure that we have the most comprehensive and practical list of indicators to monitor the right to education.
A video about teachers taking control of bringing gender equality to their classrooms in Uganda. Using education as a platform, UNICEF and the Government of Uganda have sought to create more equitable communities, reduce conflict and promote gender equality.
The Child Rights Programming e-learning course is an online training on how to carry out child rights programming and how to be a rights-based organisation.
An online e-learning course that provides a basic understanding of Inclusive Education in order to be able to promote it. It is especially relevant for education technical experts.
This Guidance reflects agreements within the IASC and is grounded in the experience of practitioners concerning the most effective ways of implementing Early Recovery across all sectors of emergency response.
The programme seeks to improve teaching and learning practices in UNRWA classrooms through developing interactive pedagogies (ways of teaching) that will engage students of grades (7-12) more effectively in their learning.
This Menu of Actions is intended as a resource to empower personnel of ministries responsible for education to better prevent attacks on education or protect schools from military use, mitigate the impact of attacks when they do occur, and respond to attacks.
The purpose of this systematic research review was to evaluate the efficacy of Early Childhood Development (ECD) parenting programmes and examine the elements of programming that maximize its benefits to young children and their families.
The UIS produces a wide range of state-of-the-art databases to fuel the policies and investments needed to transform lives and propel the world towards its development goals.
This document explores how education might advance peacebuilding, social cohesion and community resilience in vulnerable contexts prone to conflict through a set of UNICEF-supported in-school and extra-curricular programs.
Key accomplishments of the INEE Working Group on Minimum Standards which was established in 2003 to oversee the development of the the network’s foundational tool, the INEE Minimum Standards and was re-name the Standards and Practice Working Group in 2016.
This document is an independent study demonstrating young people’s positive role in sustaining peace. It proposes concrete recommendations for the peace and security community to work with young people in new ways.
This study uses a resilience framework to ask how various education systems in the arid lands are helping or hindering young people and their societies to absorb shocks, adapt to and minimize stresses, and transform in positive ways when confronted with internal change and external pressures.
Since Oslo, a plan to establish a Common Platform for Education in Emergencies and Protracted Crises has emerged. The purpose of a new platform will be to generate political and financial commitment to meeting the educational needs of millions of children and young people affected by crisis.
This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme, known as “Learning for Peace”, which was funded by the Government of the Netherlands. The extent to which social services (i.e. education) can be used for peacebuilding is an under-defined area of work that has not previously been tested at scale in UNICEF.
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 guide is an essential resource for all those wanting to understand how the humanitarian system works, who to influence and what issues to campaign on in order to ensure respect for the rights of women, men, girls and boys at risk or affected by conflicts and disasters.
This study contributes to discussion and planning to strengthen peacebuilding through education initiatives designed to increase access to quality education for remote and marginalized communities, particularly nomadic pastoralists and agro-pastoralists.
Background Documents, Case Studies, Presentations, and Final Report of the INEE Round Table on “The Role of Education and Youth in Preventing Urban Violence and Countering Violent Extremism," held on 21st October 2015 in Geneva, Switzerland.
This research is concerned with a major issue; that of early childhood development and peacebuilding at a policy level in conflict-affected and post-conflict countries.
This article reviews research on history education that addresses recent or ongoing conflict since 1990. History education is recognized as a key site for constructing identity, transmitting collective memory, and shaping “imagined communities,” which makes its revision or reform a complex and important part of education in emergencies work.
This study presents results from the first experimental evaluation to test the impact of a universal school-based program on (1) the quality of school interactions (i.e., students’ perceptions of the level of support/care and predictability/ cooperation in their school and classrooms), and (2) students’ subjective well-being (i.e., peer victimization and mental health problems).
This article examines the quality of education available to refugees in Kenya, with a particular focus on instruction. By providing empirical data about instruction in a refugee education context, the article supports anecdotal accounts and strengthens agency-led evaluations.
Using the USAID-funded South Sudan Teacher Education Project (SSTEP) as a case study, this field note examines the emerging guidance on the conflict-sensitive design and implementation of teacher education policy and programming in conflict-affected environments.
Elisabeth King’s book is an excellent in-depth case study of the “two faces of education” conundrum: education, whether through content, classroom practice, structure, equity of access, or a host of other messages students can receive about the society they live in, is not an unalloyed good. It can contribute to either conflict or peace.
The Journal on Education in Emergencies (JEiE) aims to stimulate research and debate about education in emergencies; promote learning informed by evidence; define knowledge gaps and key trends for future research; and publish rigorous scholarly and practitioner work that will set standards for evidence in the field.
This practical guide focuses on key elements of program DM&E for education interventions with peacebuilding aims in fragile environments. It presents critical information, practical tips, resources and tools for all stages in program cycles, and emerging practices and lessons learned from the field, including those arising from the UNICEF Learning for Peace programme.
The review identified three main rationales for the role of education in peacebuilding: education as a ‘peace dividend’; as a means of strengthening governance; and as an entry point for transformation and change.
30 September 2015
Report
Inter-agency Network for Education in Emergencies (INEE), New York University (NYU), UK Foreign, Commonwealth & Development Office (FCDO)
This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended.
In the context of debates around teachers’ role in educational outcomes, accountability and management, this literature review explores their potential to be active agents of peacebuilding. This review specifically aims to explore their role in promoting peace, reconciliation, social cohesion and violence mitigation.
Testimonies from Syria and attacks on education in the region. In order to protect children and teachers who agreed to be interviewed by Save the Children, names in this report have been changed and exact locations omitted.
This study will review the development and evolution of the education and fragility agenda, situating it within the evolution of the fragile states agenda.
A systematic review of existing evidence was carried out for the project. It revealed that relatively few studies of CFS had been completed and that these were generally not designed in a robust enough manner to infer impact. Included is a Research Report and Summary Findings, and Tools and Guidance, which provides practical guidance to child protection and MHPSS practitioners for monitoring and evaluating child friendly spaces.
The Guidelines for Integrating Gender-Based Violence Interventions in Humanitarian Action were developed to assist humanitarian actors and communities affected by humanitarian emergencies to coordinate, implement, monitor and evaluate essential action for the prevention and mitigation of gender based violence across all sectors of humanitarian action.
The purpose of the compendium is to provide Education Cluster coordination staff and partners with the most relevant and up-to-date global resources that can be used for country level advocacy for education in emergencies, in an easy-to-use format.
The Multi-Cluster/Sector Initial Rapid Assessment (MIRA) is a joint needs assessment tool that can be used in sudden onset emergencies, including IASC System-Wide Level 3 Emergency Responses (L3 Responses).
