Resources

The purpose of this document is to provide guidance to LWOL staff and teachers in understanding and better organizing continued learning activities, specifically the small learning groups for pupils in classes 2-6.

This review examines existing literature on inequality and intrastate conflict, the role of educational inequality in conflict settings, and the linkages between theories of conflict and the role of schools in society, with a focus on inequalities between identity groups and subsequent intergroup violence.

This report finds that: Communities prioritise education over other needs in emergency contexts; Longer term costs of emergencies to education include estimates that reach hundreds of millions – and even billions – of dollars; and Humanitarian aid to education in emergencies is very low, with limited understanding of how this can catalyse other sources of funding.

The protocols suggests a set of concrete procedures and mechanisms that need to be put in place and practiced at school during the Ebola outbreak and beyond in order to ensure that school is a safe learning environment for children.

This document provides guidance for program and managers who may be interested in using IAI for early childhood development programming. it provides solid evidence for the viability of the IAI approach and outlines the process for designing and implementing an IAI program specifically for early childhood contexts.

This toolkit is written as a quick reference guide to all those working in child protection in emergencies in the Pacific. It aims to provide practical tips and operational guidance to those working in the social service sector, the security and justice sectors, as well as those working in humanitarian assistance including camp managers, relief workers, and others.

10 young people were trained by Insightshare to carry out an evaluation using Participatory Video combined with Most Significant Change (PV MSC) 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 partners lead in Côte d’Ivoire.

The UN Special Envoy for Education has called for a new dedicated funding mechanism for education in emergencies. This document provides a set of principles, identified by Save the Children, that can and should be advanced by the new mechanism

There is a need to support, enable, and empower students aged 12 to 17 in order to equip them with the necessary skills, attitudes, values, and knowledge regarding disaster resilience, preparedness, and management. This manual is especially created with them in mind.

The Participatory School Disaster Management Toolkit contains a set of tools and resources for use in the implementation of school disaster management. It is broken down into three parts: participatory school disaster management handbook, our school disaster management plan and student and community participatory activities. It contains a number of tools and templates for use and adaptation to different contexts.

The PDNA Guide was developed as a common platform for partnership and coordinated action in post-disaster assessment and recovery planning.

The Sexual and Gender Minority Refugees Safe Space Checklist can be used to ensure that your agency is open and safe for sexual and gender minority (SGM) refugees and asylum seekers. 

The purpose of these guidelines is to assist countries in preparing credible education sector plans. They present an overview of sector analysis, consultative processes, policy reform, strategy development, plan implementation, and monitoring.

The toolkit is designed to support you in planning and carrying out evaluation using Participatory Video (PV) with the Most Significant Change (MSC) technique, or PVMSC for short. This is a participatory approach to monitoring, evaluation and learning that amplifies the voices of participants and helps organisations to better understand and improve their programmes.

One of the key objectives of UNHCR’s Education Strategy (2012-2016) is to “Improve access to higher education opportunities for refugee young people” by increasing opportunities for refugee youth to benefit from higher education programmes at colleges, universities and postsecondary technical, vocational or para-professional institutions, leading to certificates and diplomas.

This report documents how schools have come under attack from armed groups engaged in eastern Congo’s armed conflicts. Warring parties have also unlawfully recruited children, including by force, from schools or while on the way to school, to use either in combat operations or in support roles.

Watchlist on Children and Armed Conflict (Watchlist) conducted a five-week research mission to CAR to investigate and shed light on the high number of attacks and military use of schools and to formulate recommendations to realize children’s right to education.

The CPWG commissioned this research in order to address the consistent deprioritization of child protection in humanitarian action, reported year on year by child protection coordination groups and evidenced by statistics on funding and the findings of other research efforts in the humanitarian sector.

When children living in crisis are asked what they need most, time and time again they tell us they want to continue their education. This is a collection of statements of what children want regarding their education.

Fixing the Broken Promise of Education for All, a report produced by the UNESCO Institute for Statistics and UNICEF, could not be more timely. As the international community renews its commitment to advance every child’s right to education, it explores why global progress has stalled since the early 2000s, when millions of additional children poured into the world’s classrooms, and provides the data and analysis needed to move forward and reach every child excluded from education.

This review aimed at going beyond the general hype around tablets and smart mobile devices to investigate the evidence supporting their use in educational contexts. To achieve this purpose, a systematic review of quantitative and qualitative research studies published since 2010 was completed.

This report reviews Syrian refugee education for children in the three neighboring countries with the largest population of refugees — Turkey, Lebanon, and Jordan — and analyzes four areas: access, management, society, and quality.

This guide is based on rich information that emerged from the INEE-hosted online forum on Teacher Professional Development in Crisis.

This Good Practice Review identifies and discusses the principles and practice of disaster risk reduction (DRR), drawing on experiences from around the world. The book is intended primarily for practitioners, principally project planners and managers already working in the DRR field or planning to undertake DRR initiatives, mainly at subnational and local levels.

The Worldwide Initiative for Safe Schools will focus efforts on motivating and supporting Governments in high risk and low capacity countries to implement school safety according to the three pillars highlighted as part of the Global School Safety Framework.

The focus of this manual is on the process of community- based school construction. This manual  also shows how community-based approaches to safer school construction can do more than just provide safer school buildings in hazard-prone places.

This paper began life as a commissioned scoping study to inform and advise PEIC about new and emerging developments in information and communication technology relevant to the collection, sorting, analysis, storage and dissemination of data about attacks on education

This Literature Review on Youth Agency, Peacebuilding and Education is part of the work of the Research Consortium on Education and Peacebuilding, supported by the UNICEF Peacebuilding, Education and Advocacy Programme. It aims to provide insights into youth agency and the dynamics of conflict and peace in conflict‐affected contexts.

This film shows the results of the evaluation focused on the work of UNICEF with Search for Common Ground to reinforce ‘Peace Clubs’ and empower students, citizen of tomorrow to become ‘champions’ of peace through trainings in conflict transformation and mediation, participatory theatre, radio programmes and sports.

In the wake of conflict and violence, women in Côte d'Ivoire set up an early childhood development (ECD) center that became a platform for social interaction, dialogue, learning, and community activities that promote understanding, skills building, and peace in the community.

Session topics include Appropriate Safety on Ebola Prevention, Psychosocial Counselling, Stress, and Life Skills.

The 2015 EFA Global Monitoring Report provides a complete assessment of progress towards the Education for All goals established in 2000 at the World Education Forum in Dakar, Senegal. The report takes stock of whether the world achieved the EFA goals and whether EFA partners upheld their commitments.

This resource kit contains a series of tools for children and young people to use to analyze conflict, manage conflict and build peace. Tools include practical steps to use the tool, visual illustrations and feedback from children and youth.

This brief guidance provides a definition of disability, tips on supporting those with disabilities, an overview of disability inclusion principles, and practical guidelines for making inclusive child friendly spaces. 

This booklet features essays from the INEE Minimum Standards 10th Anniversary Essay Contest. These essays give voice to some of the worst disasters in recent years, and they highlight the power of education to be life saving and life sustaining in emergency contexts and situations of adversity.

At the end of this module participants will be able to describe the general concept of Early Childhood Development (ECD) in Emergencies, explain the rationale for ECD in Emergencies, describe some key components and challenges of ECD in Emergencies programming, and explain potential partnerships for ECD in Emergencies.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are most effective when they are contextualized to each individual setting. The following is the contextualized INEE Minimum Standards from Jordan.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts.The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from Bangladesh in 2015.

A manual on how to facilitate group learning, participatory media, and work with parents and community leaders so that adolescent girls have the skills and vision they need to make strategic life choices and pursue their potential in a safe and supportive environment.

This policy brief will explore the challenge of radicalisation and violent extremism in society and propose interventions in education to promote peace and that mitigate the growth of radicalisation and violent extremism. It includes continental trends, strategic actions, recommendations for interventions. 

Little Ripples Ponds is a cost-effective and replicable early childhood education program that trains and employs refugee women to provide culturally inspired home-based preschool education to improve the early development of refugee children.

This report presents the findings of a pilot study that follows the Education Resilience Approaches (ERA) framework. The purpose of the research is to discover the different risks, assets, and processes that influence the learning achievement of Syrian refugee children trying to access education services in Lebanon.

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.

A summarized recommendations for infection control. It focuses on Ebola and Marburg heamorrhagic fevers. 

This training module has been developed to respond to concerns that child practitioners have expressed that levels of violence against children increases during emergencies.

The Ministry of Education (MoE) has formulated these guidelines to ensure smooth operation of academic activities in the post Ebola era in Liberia. The guidelines are intended to build a sustainable Ebola prevention system in the education sector.

The Community-based psychosocial support. A training kit is part of our efforts to facilitate capacity building of National Societies as well as competence building of staff and volunteers. We hope that it will be a useful tool for the Red Cross and Red Crescent Movement, as well as for other stakeholders in the field of psychosocial support.

Ethical research principles stem from universal guidelines, but do not address the unique challenges of conducting MHPSS research in emergency settings. This document aims to fill that gap, providing recommendations to ensure ethical principles and to promote standards of best practice for MHPSS data collection during emergencies.

The Keeping Children Safe Coalition (KCS) toolkit is a complete package for people working in child protection across the world. The standards and exercises provide a sound basis for the development of effective measures to prevent and respond to violence: from awareness raising strategies to safeguarding measures.

The WHS Regional Consultation for East and Southern Africa presents an opportunity to reflect on emergencies throughout the region and ensure that lessons are incorporated into a more effective, accountable and innovative humanitarian system; one capable of supporting communities to overcome crises and protect and promote human rights.