Increasingly intense international debates surrounding the post-2015 global education agenda have opened up during 2012. Whatever successors to the Millennium Development Goals and the Education for All goals are eventually negotiated, all stakeholders will need to plan them in close coordination. The focus of this paper, however, is on provision of education in conflict emergencies.
This case study describes the use of the INEE Guidance Notes on Teacher Compensation and the INEE Minimum Standards in providing compensation to refugee teachers in Malaysia.
The Toolkit aims to guide national Education Clusters in the collective design and application of an education needs assessment to generate reliable, comprehensive and timely information to inform effective inter-agency emergency education responses.
This radio programme was aired by the United Nations Mission in Ethiopia and Eritrea (UNMEE) Radio and covers the INEE Capacity-Building workshop for Anglophone Africa, including excerpts of the opening ceremony and an interview with the INEE Capacity-Building Manager.
Avian Flu prevention resources have been made available by UNICEF's East Asia and Pacific Regional Office. Individual documents available in this section include the following: Primary Teacher Materials Programme, Secondary Teacher Materials Programme, Pocket Poultry Guide, Pocket Poultry Cooking Guide and supplementary PowerPoint presentation that can be modified as needed.
Since the beginning of the crisis in Darfur in 2003, more than 270,000 Sudanese refugees arrived in Eastern Chad, fleeing insecurity and armed attacks by government forces and militia.
In August 2007, Jordan changed its policy to allow non-resident Iraqi ‘refugee’ children to attend public schools. However, many Iraqis had already been in the country for a few years and had missed several years of schooling. They therefore found it difficult integrating into Jordanian schools and catching up on missed education.
This paper is based on an analysis of documents collected by the Save the Children Alliance on accelerated learning and alternative education programmes. The documents, listed in the reference section, describe accelerated learning approaches implemented by a number of different organisations in a variety of countries.
The Education Cluster and the Inter-Agency Network for Emergency Education (INEE) share a common vision to ensure the provision of safe, quality and relevant education in emergencies for persons, of all ages and levels of education.
This facilitation handbook serves as a guide to planning the content and delivering an education in emergencies workshop in Montenegro. The materials referenced by the guide were created in 2010 through a project jointly sponsored by the Education Cluster Unit and the Inter-Agency Network for Education in Emergencies.
This case study analyses the implementation of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction by the Government of Norway (GoN), including the Norwegian Ministry of Foreign Affairs (MFA) and the Norwegian Agency for Development Cooperation (Norad).
ZOA Refugee Care is a Netherlands-based NGO providing support to refugees, displaced people and victims of natural disasters. ZOA started its programme with Burmese refugees living in camp settlements in Thailand in 1984.
Keeping in mind the scenario as mention in above, SC initiate to design and built Earthquake safe and child friendly school buildings. Along with proper design and intensive supervision, SC involves community through the whole cycle of the project from conceptualization to hand over. SC also provides on site training on vulnerability assessment and retrofitting process.
INEE celebrated its 10th Anniversary in 2011! Along the way, INEE has grown from a handful of dedicated people to a network of over 7,000 members in over 170 countries.
When a hurricane comes towards our area, the weathermen and women watch it closely to make sure that everyone will be safe. If it looks like the hurricane may come close to where we live, the Mayor or other newscasters announce on television that we need to evacuate.
Between 2007 and 2009 Relief International provided informal education for Iraqi ‘refugees/asylum seekers’ in informal education community centers. The teachers were volunteers who received a stipend and were mainly Iraqi refugees who were not allowed to work in Jordan. Some teachers were also Jordanian or Palestinian volunteers.
This e-Toolkit has been developed as a result of two years working with preschool children in the Gaza Strip. It is meant to capture and disseminate the experience and lessons learnt by Terre des hommes Italia and the Palestinian Medical Relief Society in implementing activities in favour of young children, their parents and their caregivers (kindergarten directors and teachers)
A PowerPoint to accompany the Issue Paper Capacity Development for Education Systems in Fragile Contexts, authored by ETF and GTZ, as part of the INEE Working Group on Education and Fragility workplan.
The increased awareness of education as an important protection and assistance tool in the context of humanitarian responses to crisis and disaster has not been accompanied with adequate attention and funding by the donor community. There is still a gap between international declarations and government commitments to implement these commitments in their national contexts.
The most important part of teaching and learning is the learning environment, especially the ways how teachers and students interact and how such an environment helps different children learn to their best ability.
The Keeping Children Safe Training Pack centres around the delivery of core content (essential learning) on child protection. Additional training workshops and materials are provided to cover specific roles.
The guiding research focus of this study is to gain a better understanding of how organizations are using the Minimum Standards, with a focus on the crosscutting themes of gender and HIV/AIDS, in a chronic crisis setting.
TWB has been involved with science inquiry education efforts in Sichuan Province since 2006, but the context of TWB’s focus on earthquake education is shaped by the circumstances of the Sichuan Earthquake of May, 2008. TWB has worked to train teachers to prepare for earthquakes that may occur during school hours using curricula adapted to the particular geohazards of the region.
In 2002 the Norwegian Refugee Council (NRC) in DR Congo developed an awareness raising workshop (=sensitisation) for stakeholders in order to inform the communities about NRC’s mandate and emphasise the importance of education.
This synthesis report provides an overview of a one-year research project which explored the contribution played by service delivery to state-building and peace-building processes.
These guidelines aim to stimulate action and promote a multisectoral and multi-stakeholder approach to mainstreaming PSS so that government and organisational programmes incorporate psychosocial care and support for children and youth.
This Guidance Note recommends strategies and steps that can be taken. While the Guidance Note is consistent with the INEE Framework for Education in Emergencies, it has been set out in a simplified format for ease of reference. Cluster coordinators and technical staff are encouraged to use relevant ideas from here, based on the context and their priorities.
Aimed for use in diverse country contexts, this package of tools guides local adaptation, design, planning and implementation of community based IYCF counselling and support services at scale
This article examines the challenges that affect sustainability of educational support provided by international organizations during the relief-development transition in post-conflict countries.
This 46-page report details the occupation of schools by government security forces, militias, and opposition armed groups, risking the lives and education of tens of thousands of students.
The aim of this research project is to gain an idea of the types of training programs available to and specifically geared towards teachers and education workers. This can be used as a point of departure to identify best practices in teachers training in the field of peace-building and conflict-transformation.
The UN General Assembly resolution on ‘the right to education in emergency situations’ emphasizes the obligation to secure education for all children regardless of context. The UN Secretary General’s Education Initiative, Education First, also upholds the right to education in conflict and humanitarian emergencies, reinforcing the GA resolution.
This curriculum guide provides support for a 6-step parenting education programme for low income families that can be adapted to the local culture and that reflects parents’ goals for their children’s development.
As a companion to the Child Friendly Schools Manual, this module provides an in-depth guide to promoting WASH in Schools through curriculum and classroom practices. It is intended as general guidance adaptable to particular context and settings.
This book shows that transformative education for local, national and global citizenship and peace CAN be implemented even under difficult conditions if there is a policy commitment to do so.
This paper offers technical planning advice for high-level policy makers in ministries of education and donors in situations of conflict, recovering from conflict, or at risk of it.
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.
The note aims to support a more systematic approach in UNICEF to conflict sensitivity and peacebuilding.The note explains key concepts, offers tools and approaches, identifies entry points in UNICEF strategies, frameworks and programmes, and provides examples of UNICEF programmatic contributions in this area.
The paper describes a range of conflict prevention initiatives and examines the role of policy-makers, youth, women, and the media in maintaining and restoring peace as part of a holistic vision of education.
This paper shows that progress in reducing the number of children out of school has stalled. This not only denies millions of children their right to education, but also jeopardizes wider development efforts. The paper sets out five reasons why reversing this trend is urgent.
This report is a follow-up of a report published earlier in February titled, “Every School has a Story to Tell: Teachers experience with elections in Zimbabwe”. Whilst the first report is largely given in summary form, recording the violations that teachers have experienced since 2000, this present report gives deeper understanding to the violations and puts them in a global perspective.
The programme is a nonclinical psychosocial and protection methodology that focuses on children’s positive coping and resilience. The Child Resilience Programme comprises 8-16 structured workshops for children 10-16 years old.
