Resources

All Under One Roof aims to bridge the gap between good intentions and practical implementation by offering technical guidance for disability-inclusive shelter and settlement support in emergencies. 

The Assessing the Strength of Evidence in the Education Sector Guidance Note provides an introduction to the appraisal of the quality of individual studies and the assessment of the strength of bodies of evidence.

The Generating Evidence in Sector – Impact Evaluations Guidance Note provides an introduction to the importance of sound research to inform education policy, the ways in which to design impact evaluations and issues to consider when generating them.

10 young people were trained by Insightshare to carry out an evaluation using Participatory Video combined with Most Significant Change for UNICEF WCARO and UNICEF Côte d’Ivoire. The aim of the activity was to carry out an end of year participatory evaluation led by students and young people who participate in the PBEA programme that UNICEF and it’s partners lead in Côte d’Ivoire.

This paper shows there is an annual financing gap of US$39 billion over 2015-2030 for reaching universal pre-primary, primary and secondary education of good quality in low and lower middle income countries.

This chapter sets out—necessarily very schematically, but as a possible stimulus for research on the key features of a white ignorance conceived of as global.

This case study analyzes the impact the Nepal earthquake had on child labor by comparing the contexts and humanitarian responses in Haiti, Nepal, and Pakistan following earthquakes. It provides recommendations to mitigate the factors that lead to child labor in an earthquake response.

This report reviews the financing efforts for the education sector in developing countries during the past decade and assesses what will be required in the coming years to reach the basic education goals by 2030.

Education is an investment. Yet around the world and in some of the poorest countries most in need of investments in basic education, more than 58 million children remain out of school. This policy brief, outlines the necessity of funding in such situations. 

This case study examines the role education can play and is playing in the conflict-induced humanitarian emergency in South Sudan.

This project aimed to reinforce skills, consolidate peace among the youth and create solidarity between residents and returnees through trainings in conflict mediation, dialogue, participatory theatre and radio. This was part of an InsightShare participatory video evaluation carried out for UNICEF in collaboration with Ubuntu Centre, PEAB and ASB. 

In assessing the role of education in Uganda’s peacebuilding process, this study elaborates on three distinct yet interrelated research areas (RA). These are: the integration of education into the country’s peacebuilding process (RA 1); the role of teachers in peacebuilding (RA 2); and the role of formal and non-formal education programmes focusing on youth (RA 3).

Protecting refugees means ensuring that their rights, security, and welfare are recognized and safeguarded in accordance with international standards, and their non-discriminatory right to assistance and services, including education, is realized.

This Education Brief provides guidance on developing programmes to enroll refugee out-ofschool children (OOSC) in school, and to improve initiatives for children not attending school regularly. It provides information on OOSC needs assessments and highlights cross-sectoral linkages.

This Education Brief is intended to assist UNHCR staff and partners in making informed decisions about curriculum for refugees. It introduces key concepts, outlines the pros and cons of curriculum choices, and provides step-by-step considerations to guide decision-making around curriculum.

This brief focuses on why refugees should be included in National Education systems.

This Brief provides basic planning and programming recommendations for managing refugee teachers, and is geared particularly towards camp settings where teachers are being recruited directly from refugee communities. 

This brief provides a short introduction to SDG 4 and how it relates to education for refugees, as well as practical guidance on how to advocate for refugees in national education sector planning and management to achieve the education SDG 4.

This paper describes how the humanitarian aid systems neglect the education of children and adolescents in countries affected by or emerging from conflict, and more and better targeted aid is needed.

This paper, a contribution to the Oslo Summit on Education Development 6-7 July 2015, aims to detail the challenge and show how, with political commitment and resourcing, much more could be done.

The paper outlines the challenge of education in emergencies and protracted crises, explores the current architecture, identifies key gaps, and sets out consultation questions to inform a range of possible solutions that will be proposed as part of the final paper.

The following report summarizes presentations and discussions during the PEIC International Seminar ‘Attacks on Education: Addressing the Data Challenge’, held on 15-16 June 2015 in Doha, Qatar.

This paper highlights the vulnerability and exclusion of children with disability in the basic regular education system. However, there is a need to emphasize that inclusive education has to go beyond primary education to secondary, tertiary, vocational training and lifelong learning opportunities.

This paper, using the case study of Gaza Strip, suggests that while programmatic interventions focussed on supporting the resilience of children and the institutional networks of support on which these children rely may deliver short-term benefits, a restoration of the status quo or the effective adjustment of these individuals and institutions to a new state of normalcy may be ineffective and counter-productive in the medium to long-term.

In an effort to facilitate the continuation of education among Ethiopia's pastoral populations, UNICEF’s Peacebuilding Education and Advocacy Programme (PBEA) expanded the networking cards system.

This report examines the PBEA’s support of Life Skills and Peacebuilding Education, curriculum development, the extent to which the programme is promoting equity for traditionally marginalized pastoral communities and girls, as well as engaging youth in peacebuilding processes.

The launch of this Strategic Plan in 2015 represents a key milestone for INEE as this year marks not only 15 years since Dakar but also represents 15 years since the network was first established. This Strategic Plan was designed to further position INEE to pro-actively engage in these important processes and contribute significantly to the post-2015 agenda.

This guidance note is about he admission rules for students, teachers, supervisors, and workers; special hygiene measures and rules; key equipment for the prevention of transmission of EVD in school; procedures for the referral and management of suspected case of EVD in schools; and support for children and non-discrimination.

This case study seeks evidence on the ground for ECD and other developmental pathways— particularly those that lead through social structures and culture—to see what is being accomplished in terms of peacebuilding in the actual ‘here and now’ at community level.

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 study explores the effects of post-apartheid education policies in addressing inequity and examines whether a link can be made from equity and social capital to social cohesion.

In preparation for the Oslo Summit on Education for Development (July 6-7, 2015), the Overseas Development Institute (ODI) has been commissioned by the Government of Norway to develop a background paper that sets out key issues in relation to the field of education in emergencies. 

This discussion paper marks the beginning of a process leading to field research and a published report. The purpose of this process is, first of all, to identify crucial gaps in knowledge that hamper the expansion of equitable access to education in conflict-affected contexts.

The Safe Schools Declaration is an inter-governmental political commitment that provides countries the opportunity to express support for protecting education from attack during times of armed conflict; the importance of the continuation of education during war; and the implementation of concrete measures to deter the military use of schools.

This study is an update to one released by the Global Coalition to Protect Education from Attack (GCPEA) in 2012. Evidence was gathered on the nature, scope and consequences of the use of education institutions by armed forces during the period from January 2005 to March 2015. 

The Columbia Group for Children in Adversity (CGCA) out of Columbia University’s Program on Forced Migration and Health (hereafter “Columbia University”) was contracted to conduct in-depth studies of attacks on education in South Kivu province, Democratic Republic of the Congo (DRC) and Mogadishu, Somalia in an attempt to fill some of these information gaps and contribute to the development of improved methodologies for monitoring and responding to such attacks.

This summary report is based on the proceedings of the World Education Forum organized at Incheon, Republic of Korea, from 19 to 22 May 2015.

This review was commissioned by the Norwegian Refugee Council (NRC) and Save the Children to better understand the landscape of donors’ humanitarian policies on education and the role such policies play in influencing education in emergencies practice.

The study explored the extent to which education inequality across ethnic and religious groups affects the likelihood of violent internal conflict onset

2014 was a busy year for the education in emergencies community, and INEE continued to carry out its mission of bringing together humanitarian and development actors, policymakers, researchers, donors, and individuals to ensure the right to education for all learners affected by crisis.

Update on UNICEF's support to the Government of Liberia’s efforts to reopen schools following the Ebola outbreak.

At the request of the Government of Guinea, UNICEF is provided support to help ensure that the reopening of schools - and the rest of the school year - is as safe as possible following the Ebola outbreak.

This toolkit contains resources to help children and youth to effectively advocate for their right to an education.

This report analyses the delivery of Education For All from 2000-2015, drawing upon the wide variety of experiences of civil society education campaigns around the worldwide, and identifies five key lessons for the future.

This resource contains messages and information specifically about education and conflict from the full EFA GMR 2015 report

The Sendai Framework for Disaster Risk Reduction 2015-2030 outlines seven clear targets and four priorities for action to prevent new and reduce existing disaster risks.

The study concludes that, overall, there is a significant space for local and international organizations to invest in peacebuilding programming through schools, particularly at the secondary level.

The ARC resource pack provides an essential collection of information and training material to strengthen people’s capacity.

This 3-day psychosocial support (PSS) for teachers and other stakeholders aims to assist people working in Sierra Leone’s education sector to feel to support the psychosocial wellbeing of pupils in classrooms and the wider school environment.

This study presents selected education programmes available for Syrian children in Syria, Turkey, Lebanon, Jordan, Iraq, and Egypt, including curricula used and the certification and accreditation of education programmes in public schools and in non-formal programmes.