The purpose of the policy seminar was to put the Education in Emergency (EIE) issues is some larger perspectives, to generate strategies of how to advocate for a suitable place for education and training in conflict emergency settings within post-2015 MDG and EFA policy frameworks, identifying the most appropriate advocacy messages, entry points and activities.
This 2013 analysis by the Global Education Cluster shows that an estimated 5.4 million beneficiaries missed out on education support due to under-funding of education in humanitarian appeals.
The aim of this training and resource package is to equip teachers and counsellors with basic skills for supporting the psychosocial well-being of children affected by conflict and emergencies.
The aim of this training and resource package is to equip teachers and counsellors with basic skills for supporting the psychosocial well-being of children affected by conflict and emergencies.
To support and encourage youth participation in emergency response efforts, this document provides concrete guidelines for engaging with youth and youth movements in crisis contexts by identifying approaches that have effectively included young people as actors in programming.
INEE Minimum Standards for Education: Preparedness, Response, Recovery. Contextualized for Somalia. This document is the product of the work of the INEE Secretariat and the Somalia Education Cluster, carried out in 2011 and 2012.
This concept note summarises the aims and expected outcomes of the High Level Symposium on Conflict Sensitive Education, held on 8 April 2013 at UNESCO, Paris, France.
Programme for The International Symposium on Education, Fragility and Conflict. The symposium brings together academic research and practice in the area of education, fragility, and conflict, and will provide a platform for reciprocal learning, the exchange of ideas and knowledge-building in this crucial subfield of educational development.
On 8 April 2013, INEE and UNESCO’s International Institute for Educational Planning (IIEP) organized a High-Level Symposium in Paris in order to bring together around 200 education stakeholders to discuss the challenges of providing quality education in conflict-affected contexts, and to offer concrete recommendations to promote the implementation of conflict-sensitive education.
On 8 April 2013, INEE and UNESCO’s International Institute for Educational Planning (IIEP) organized a High-Level Symposium in Paris in order to bring together around 200 education stakeholders to discuss the challenges of providing quality education in conflict-affected contexts, and to offer concrete recommendations to promote the implementation of conflict-sensitive education.
Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power.
This report highlights effective approaches to empower parents and communities to demand change in the face of poor quality schooling and poor learning outcomes.
This report reflects the findings from the INEE Pocket Guide to Gender Assessment, which took place from October 2012 to January 2013. It offers insights and recommendations from education and humanitarian stakeholders on the use of the flagship INEE tool on gender.
"UNICEF Back-to-School Guide: Evidence-Based Strategies to Resume Education in Emergencies and Post-Crisis Transition" was created from data and analysis gathered about Back-to-School programmes from 55 countries in all seven regions in which UNICEF operates, summarized in the companion piece, Analysis Report of Back-to-School Initiatives (1994–2012).
In order to support the integration of conflict sensitivity in education policies and programs in conflict-affected and fragile contexts, INEE has developed a series of tools and guidance documents that make up the INEE Conflict Sensitive Education Pack (CSE Pack).
In 2011, the INEE Working Group on Minimum Standards and Network Tools commissioned a study to understand the awareness of the INEE Minimum Standards (INEE MS), how they are being used, and how they are institutionalized in plans and policies. This report analyzes the responses of this subgroup and how they compare to respondents in other settings.
UN Special Envoy for Sahel Romano Prodi is asked to emphasise the key role that education can play in building resilience of vulnerable children and communities in this region and address how to incorporate it into current national and regional strategies for the Sahel. In this letter signed by INEE Director Lori Heninger, it appeals for Mr. Prodi.
A report and a presentation on the Evaluation of Capacity Development in, and its Impact on Institutionalization of, Emergency Preparedness and Response (EPR) and Disaster Risk Reduction (DRR) in the Education Sector in the Eastern and Southern Africa Region (ESAR)
Building upon the INEE Minimum Standards, the INEE Guidance Note on Conflict Sensitive Education offers strategies for developing and implementing conflict sensitive education (CSE) programmes and policies.
Equitable access to a quality education is a fundamental human right. It is also the foundation upon which true sustainable development must be built. “Education for All” (EFA) as a priority in conflict and crisis has become an increasingly popular focus of donors, practitioners, and researchers along the relief-to-development continuum.
The overall purpose of the Policy Dialogue Forum was to identify national education policies and concrete strategies to be included in the Interim Education Sector Plan which are conflict-sensitive and which can contribute to peace-building processes in the country.
Finding research-based strategies that are proven to deliver quality education to students in emergency situations must be a priority for American educators, families, and advocates. The INEE Minimum Standards for Education are a critical resource for education advocates in the United States.
This meta-analysis examines the effects of children's exposure to international co-productions of Sesame Street, synthesizing the results of 24 studies, conducted with over 10,000 children in 15 countries.
These guidelines have been developed to support humanitarian managers and field staff in applying meaningful and safe children’s participation in different stages of the humanitarian programme response.
The 2013 CASEL Guide: Effective Social and Emotional Learning Programs—Preschool and Elementary School Edition provides a systematic framework for evaluating the quality of classroom-based SEL programs.
This training was developed to facilitate training in psychological first aid with a focus on children. It is aimed at developing skills and competences that will help child protection staff reduce the initial distress of children who have recently been exposed to a traumatic event.
These training modules are based on the INEE Conflict Sensitive Education Pack created to support the integration of conflict sensitivity in education policies and programs.
Noteworthy Practices: Early Childhood Development in Emergencies presents practices of note from the Philippines, Kyrgyzstan, and Swaziland with examples from practitioners who have worked with young children and are now well placed to share lessons learned, challenges, and success stories with others working in disaster risk reduction and emergency planning and response.
The Literacy for Life activities prepare children who have little or no reading, writing or numeracy skills to enter formal education in primary schools or accelerated learning classes after an emergency situation.
An introductory resource for staff of development and humanitarian organizations working with people whose lives and rights are threatened by disasters and climate change.
This publication identifies trends in the practice and contribution of UN human rights mechanisms to the protection of education in times of insecurity and armed conflict and offers recommendations on how such protection might be strengthened.
The aim of this report is to increase the understanding of early childhood care and development (ECCD) in emergencies and the benefits of this type of programming for children, their communities and society.
Based on the INEE Conflict Sensitive Education Pack, this whiteboard video illustrates conflict sensitive strategies for each of the INEE Minimum Standards five domains.
This guideline presents the updated evidence and practice for key interventions and will also serve to inform revisions of the manual. It provides global, evidence-informed recommendations on a number of specific issues related to the management of severe acute malnutrition in infants and children.
Eighteen authoritative practitioners contributed their experience to this collection of briefs on education for learning to live together. This book shows that transformative education for conflict resolution and peace, for local, national and global citizenship, for human rights and humanitarian values CAN be implemented even under difficult conditions if there is a policy commitment to do so.
The Education Sector Snapshot for Comprehensive School Safety (CSS) and Education in Emergencies (EiE) provides a report of country-level information on risk and Comprehensive School Safety. Currently, Snapshots have been developed for more than 15 countries.
The Alternative Care in Emergencies (ACE) Toolkit is designed to facilitate interagency planning and implementation of alternative care and related services for children separated from or unable to live with their families during and after an emergency.
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 Sri Lanka.
The focus of the assessment was to understand awareness of the INEE Minimum Standards (MS), how they are being used, and how they are institutionalized in plans and policies.
This Basic Training module provides a basic introduction to the key humanitarian standards: Sphere, INEE, MERS, LEGS and CPMS. The module includes a PowerPoint presentation and trainers' notes.
This case study describes the use of the INEE Minimum Standards by Hold the Child (HCO) to ensure community participation and coordination in creating temporary learning spaces (TLS) in Jonglei state, South Sudan.
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 occupied Palestinian territory in 2013.
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 Ethiopia.
The manual is written for teachers working under the extreme and hard conditions of an emergency situation. The goal is to present a set of stabilizing exercises that can help students cope with stress. The exercises are easy to perform and fit naturally into regular teaching.