Resources

This thesis examines how the recent conflict is taught in secondary school history classes in post-conflict Banda Aceh and the perceived impact of these teaching practices on a lasting peace.

In January 2014, INEE undertook a year-long global consultation process to develop a network-wide vision of Education in Emergencies for 2015 and beyond. 

The Assessment Capacities Project (ACAPS) and the Emergency Capacity Building Project (ECB) have produced this guide to fill the gap that existed for a practical resource that pulls together the main lessons learned from various initiatives and experiences.

Packed full of ideas, tools and inspiring stories, the resource helps children and youth to effectively advocate for their right to an education.

This planning resource kit contains a series of six booklets with guidance for educational planners on addressing safety, resilience and social cohesion.

Along with climate change related crises, disasters create humanitarian and development challenges. The education sector has a key role to play in addressing these challenges and in preventing hazards from becoming disasters. This role is best fulfilled through a comprehensive approach to school safety.

The Guidelines were drawn up with the aim of better protecting schools and universities from use by armed groups for military purposes, and to minimise the negative impact that armed conflict has on students’ safety and education. They provide concrete guidance to states and non-state armed groups for the planning and execution of military operations.

This document outlines the key strategies, targets, arguments and resources which Coordinators should be familiar with in order to pursue a successful advocacy strategy.

This report explores the ways in which information and communication technologies (ICTs) can contribute to efforts towards meeting child-focused development goals. This report serves as a key contribution on which to build informed dialogue and decision making, developed jointly between research, policy and practice.

The goal of the integrated programme guide for ECD in emergencies is to guide the humanitarian community in designing a response that takes into account the needs of young children.

While refugee women’s and girl’s risks and needs rise, health services and support systems are often unavailable.The Minimum Initial Services Package (MISP) for Sexual and Reproductive Health in Crises provides the bare minimum for emergency response.

This booklet aims to promote action to prevent and eliminate violence against children in schools and education settings.

Parenting skills training toolkits including facilitator's guide, trainer's manual and programme sessions focused on adolescence (ages 6-11 & 12-18) and guides for programme Implementation and training manual with ECCD focus (ages 0-5).

The document provides a thorough rationale for including DRR in school curricula within an Education for Sustainable Development framework.

Drawing on case studies and programme descriptions from psychosocial interventions around the world, the book presents fundamental methods of providing psychosocial support, including concrete examples of interventions, ideas for activities, and how to modify them to suit specific contexts and groups

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 Lebanon.

The one-day training workshop outlined in this guide is intended to acquaint staff members who are not child protection practitioners with basic concepts related to child protection, help them think through how their areas of work can contribute to child protection, and give them the opportunity to plan and to take some actions to increase protection of children through their own work.

This guide focuses on psychological first aid, which involves humane, supportive and practical help to follow human beings suffering serious crisis events. The guidance has been written for people who help others during Ebola virus disease outbreaks.

This document highlights the relationships between the INEE Minimum Standards for Education: Preparedness, Response, Recovery and the Sphere Minimum Standards in Humanitarian Response in order to provide a cohesive outline of an integrated, multi-sectoral response.

This case study discusses factors impacting the attrition and persistence rates of 60 Indonesian educators in an online programme in 2010. Course designers developed three variations of a web-based programme – a fully online, hybrid and web-facilitated model – and placed 20 learners, all with similar technology skills, in the three different models.

This statement affirms the commitment of the IASC Principals to ensuring the centrality of protection in humanitarian action and the role of Humanitarian Coordinators, Humanitarian Country Teams and Clusters to implement this commitment in all aspects of humanitarian action. It is part of a number of measures that are meant to ensure more effective protection of people in humanitarian crises.

In contexts of violence and conflict where children and youth are disproportionately and uniquely affected, their resilience and social emotional well-being are essential to any post-conflict long-term reconstruction, development process or long-standing peace.

Presentation on education in emergencies and INEE for the Regional Conference on Education in Emergencies and Disaster Preparedness "Ensuring Continuum in Emergencies", 10-12 Dec 2013 in Manila, Philippines.

This webinar taught attendees: 1) How to apply the INEE Minimum Standards in the field to strengthen programs, 2) Key lessons learned from the design and implementation of education programming in emergencies, and 3) How the INEE Minimum Standards can be used to advocate for greater attention to educational services at both the country and global levels.

The 2013/4 Education for All Global Monitoring Report shows why education is pivotal for development in a rapidly changing world. It explains how investing wisely in teachers, and other reforms aimed at strengthening equitable learning, transform the long-term prospects of people and societies.

The goal of this paper is two-fold: (1) to compile and review illuminating case studies of technology supported interventions to deliver education services that promote equitable access to children and youth in environments affected by crisis and/or conflict; and (2) to provide recommendations for the design and implementation of technology-supported education interventions.

This report describes the development, implementation and evaluation of a 12-session, community-wide, parenting programme implemented in Uganda to promote child health, growth and cognitive development and to improve maternal well-being.

This paper reflects on challenges and lessons learned from the contextualization of the INEE Minimum Standards, the only global tool that articulates the minimum level of educational access and quality in emergencies through to recovery and development.

Training Tools for Curriculum Development: A Resource Pack is intended to support specialists and practitioners involved in curriculum change and reform. The Resource Pack offers a broad comparative international perspective with a view towards deepening a comprehensive understanding of the theory and practice of curriculum change and development.

This Guidance Note offers tools and methods which UNICEF Country Offices can use to ensure the safe and meaningful participation of adolescents when doing a conflict analysis.

This report seeks to answer the following question: what knowledge, skills and attitudes do children and adolescents need to cope with conflict, resolve conflict, promote peace, and contribute to peace processes? A secondary question considered in this report is: how can we effectively teach peace knowledge, skills and attitudes in conflict-affected situations?

This document contains the three key messages, which resulted from the INEE-RET Round Table - Youth Education 2015 and Beyond, which took place on the 15 October 2013.

This operational guidance is developed by the Public Health section of UNHCR with extensive input from the Division of International Protection. It covers 'mental health & psychosocial support' (MHPSS) in the broad sense of the term, and is thus meant for a range of actors, such as health, nutrition, education, SGBV, community-based protection, and child protection.

This position paper outlines how the post-2015 goals are being shaped, it identifies the progress already made in relation to youth education in fragility and crisis and highlights the remaining gaps. Its purpose was to lay the foundations for the discussions held during the INEE-RET Round Table held on 15 October 2013.

This report looks at what happens to adolescent girls in disasters, and why. Using original research, reviews of secondary material, and the voices of girls themselves, we show how adolescent girls’ rights are being ignored before, during and after disasters, both in the urgency of a disaster response, and in the gaps between humanitarian and development work.

This report to provide a synthesis of key concepts, current practice and actors in the area of education and fragility and an analysis of Norway’s contribution to the field, with the aim of informing future practices and positioning.

This presentation outlines the Kenyan Ministry of Education's efforts in integrating conflict sensitivity into education given at the INEE Working Group on Education and Fragility meeting in September-October 2013.

We hope it serves as a comprehensive introduction to the topic for those coming to this issue for the first time as well as provides new insights for those already actively engaged in the subject. The arguments we make here are based on evidence developed

In September 2012, over 20 government and global humanitarian, development and education leaders representing Ministries of Education, UN agencies, key funding partners, the private sector and NGOs came together to validate the Education Cannot Wait: Call to Action

This brief explores the key funding objective of the Education Cannot Wait Call to Action and focuses on analysis of global humanitarian funding for education in 2012, highlighting the key areas where funding fell short, its real impact in many crisis affected countries and what can and should be done to address this.

This paper provides brief background and country-specific information relating to education in conflict and crises in Afghanistan, Pakistan, Chad, Somalia, Myanmar and Timor-Leste for the purposes of the Learning for All Ministerial Meetings in September 2013.

Education Development Post 2015: Reflecting, Reviewing, and Revisioning (UKFIET Conference Report). This paper explores how the ministries of education in Haiti, Palestine and South Sudan have planned for the crises affecting their countries, and examines how agencies such as IIEP, INEE and UNICEF have developed different methodologies in support.

The objective of this Roundtable Discussion was to identify the gaps in collaboration and possible types of collaboration between the health and education sectors around shared issues in conflict-affected and fragile contexts in the post-2015 world.

The main purpose of the UNESCO IBE Glossary of curriculum-related terminology is not to establish standard universally applicable definitions. Rather, it is intended to be a working reference tool that can be used in a range of activities and help to stimulate reflection among all those involved in curriculum development initiatives

In this symposium, senior policy makers from ministries of education will first explore good practices and remaining challenges to integrating crisis-sensitivity and disaster risk reduction into their education systems.

2012 brought disruptions in education around the world: a major earthquake in Iran, Typhoon Bopha in the Philippines, the ongoing conflict and displacement in and around Syria, a war in Mali, famine in the wider Sahel and Hurricane Sandy bringing destruction to the Caribbean and the northeast United States, are only a few examples.

These current guidelines draw on those experiences and provide tools and resources needed to develop a Child Rights Situation Analysis (CRSA). The
document describes the components and sequencing that will result in a good CRSA, and includes tips on how to manage the process in particularly complex or challenging situations.

One of the Education Resilience Approaches (ERA) programs first major tools, the Resilience in Education System (RES) 360 degree rapid assessment helps both national education institutions (e.g. Ministries of Education) and schools to identify the risks confronting education communities, especially students.

This document presents the conceptual background and operational tools of the World Bank's Education Resilience Approaches (ERA) Program.

This video introduces the topic of conflict sensitive education.