Resources

A simple, graphical guide to doing conflict sensitive education work in three steps.

The aim of this article is to analyse issues associated with the education or the absence of education of Syrian people, who are in a refugee situation, using both Human Rights Theory and the Capability Approach.

To our knowledge, there is no precedence in the organization of the use of radio education programs as an education in emergencies response. This guidance note is the result of a brief search and consultation; it is not exhaustive but seeks to serve as a basis for discussion and program development.

The idea is for children to continue learning in some alternative and cost-effective way during the Ebola outbreak, in particular during the school closure period. If children continue learning, it will be easier for them to catch up once schools reopen.

The report reviews the fields of child-friendly education, and reviews the child-friendly schools approach through a peacebuilding lens, identifying elements in CFS theory and practice that are ‘peacebuilding resonant’ (already making a contribution to peacebuilding), ‘peacebuilding latent’, and ‘peacebuilding gaps’ in CFS thinking and provision that need to be filled.

This briefing note provides background knowledge on the psychosocial aspects related to ebola and suggests psychosocial support activities that can be implemented.

This report is a rigorous literature review on the political economy of education systems in conflict-affected contexts and is aimed at education advisers and agencies, development practitioners and Ministry of Education policy makers working in conflict-affected contexts.

This policy brief looks at the state of education in the protracted refugee situation in the Dadaab camps, and provides recommendations to address the shortfalls of education provision in the camps, prioritize education at the global level and consistently increase funding for education in emergencies.

The paper addresses the scope and nature of attacks on education personnel and the range of measures put in place to protect them. Many of the measures have not been formally evaluated. Additional research is needed to understand the dynamics of attacks on teachers and how to most effectively protect teachers.

An in-depth analysis was undertaken from January-May 2014 to consider the strategic future of the network in the context of the INEE 2014 Global Consultation. Following is a summary of the key strategic issues highlighted in the report based on interviews conducted and questionnaires collected from 77 key informants. 

The Humanitarian Data Exchange (HDX) is an open platform for sharing data across crises and organisations

This policy brief analyzes the impacts of South Sudan’s ongoing violence on education in the three states of Upper Nile. Our findings indicate that the war has led to pronounced reductions in educational activities and resources in the area, with school closure and mass outmigration as a result.

Summary of a special session at the Annual Consultations with NGOs, held in Geneva.

The 31-page report documents the experiences of 25 children and former child soldiers in Syria’s armed conflict. Human Rights Watch interviewed children who fought with the Free Syrian Army, the Islamic Front coalition, and the extremist groups ISIS and Jabaht al-Nusra, an Al-Qaeda affiliate, as well as the military and police forces in Kurdish-controlled areas. 

To combat religious extremism and sectarian violence, Pakistan must reform its education sector by boosting resources to public schools and updating the school curriculum to improve quality and remove divisive and discriminatory narratives.

This report is a situation analysis of out-of-school children (OOSC) in ESAR. Its aim is to provide up to-date knowledge and evidence on the profiles of OOSC, the barriers and bottlenecks that children and families face in accessing education, and an analysis of responses, including policies and strategies to enable children to gain meaningful access.

This publication is the first of a series of publications on youth and adult literacy that brings together commissioned studies and research

This paper shows that aid to education has been on a downward spiral since 2010, putting the achievement of existing and future global education goals at risk.

This study examines how organizations supporting education programs have engaged communities to protect schools, students, and teachers in countries experiencing attacks on education.

In 2013, we have witnessed with sadness the emergence of new crises and natural disasters, as well as the intensification of ongoing emergency situations. Given these demands, INEE has worked diligently to raise the response for education in emergencies through advocacy, information, tools and technical assistance needed by practitioners in such difficult contexts.

This report aims to address this gap by reviewing how the UK Department for International Development (DFID) has addressed inclusive education for children with disabilities to date.

We are an independent information provider specialising in humanitarian needs analysis and assessment. Our team of analysts monitor the globe daily and provide objective and evidence-based updates on humanitarian crises.

The Guidance Note on Attacks against Schools and Hospitals provides practical information for the UN and its partners on how to implement aspects of Security Council resolution 1998. Adopted in 2011, the resolution gives the UN a mandate to identify and list the armed forces and groups who attack schools or hospitals, or protected persons in relation to schools and hospitals.

These reports summarize findings from a conflict analysis that was undertaken as part of the UNICEF Peacebuilding, Education and Advocacy Programme (PBEA) funded by the Government of the Netherlands.

This study reflects the voices of more than 250 children, parents, teachers and community representatives in two locations currently served by education projects supported by the EU Children of Peace Initiative: Masisi, North Kivu, Democratic Republic of Congo, and Dollo Ado, Ethiopia.

In recent years, the countries in the Northern Triangle of Central America – El Salvador, Guatemala and Honduras – have seen an increase in the levels of violence perpetrated by armed groups, gangs, organized criminals, drug traffickers and some members of the state.

Using recent household survey data from nine East and Southern African countries, this paper examines one possible reason for this persistent gender disparity; the effects of early marriage and pregnancy, and finds that marital status has a strong negative impact on school attendance.

The paper addresses three central questions: what are the narratives and practices around private sector engagement in education; how does that relate to conflict-affected and fragile contexts; and what are the critical considerations for the future?

This paper will review the areas of SEL programs that have been proven to be effective and determine how these interventions could be best piloted and sustained in conflict-affected countries or contexts.

This note provides guidance on how, in 'mixed' settings where the populations of humanitarian concern include refugees, IDPs and other affected groups, the leadership and coordination mechanisms should function in practice.

Video highlighting the importance for providing education in emergencies

This document contains a compilation of sample survey questions that can be used as a reference when developing data collection tools to measure PBEA programme outcomes linked to social cohesion, resilience and peacebuilding.

This paper explores the importance of Early Childhood Development (ECD) in emergencies and the extent to which ECD played a role in disaster response and recovery in the context of Typhoon Haiyan in the Philippines

It is hoped that the findings of this paper will highlight SEL’s adaptability and utilization as an increasingly demanded “process” by which many learning outcomes for Peace Education, Human Rights Education, Citizenship Education, DRR, and the reintegration of former combatants can be achieved.

The EGMA Toolkit provides detailed information about the Early Grade Mathematics Assessment.

This report presents a snapshot of the education response to the Syrian crisis. The report provides an overview of the context, key issues, services offered and barriers to education service delivery in Syria proper as well as in Turkey, Jordan, Lebanon, Northern Iraq/Kurdistan and Egypt.

This report synthesizes the December 2013 Meet-Up events that took place in over 40 locations around the world.

Global standards such as the Education in Emergencies Minimum Standards need to be applied locally and this requires a thoughtful and committed contextualisation process.

This Lessons Learned review was undertaken in order to detail and analyze Sri Lanka’s experience in providing emergency education through the war and after the tsunami and identify key lessons that may be useful for future practice not only in Sri Lanka but also in emergency contexts around the world.

This literature-review based dissertation aims to fill this gap by providing a theoretical model that illustrates how to map different theoretical discourses and frameworks within the quality debate with respect to the ´how´ of teacher education in the field of crises and emergencies.