Resources

This report examines out how armed forces and non-state armed groups used schools and universities as bases, barracks, weapons caches, firing ranges, and interrogation and detention centers in most conflicts around the world 2005-2012.

This report explores the experiences of 11 different national Education Clusters surrounding five thematic issues while capturing key lessons learned and examples of good practices.

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 South Sudan.

This webinar was developed in response to interest from the Education Cluster in support of broader efforts to promote youth responsive programming in education in crisis contexts.  Experts discuss their work and best practices in this field.

Presentation for the Meeting of the INEE Working Group on Education and Fragility, John Knox Center, Geneva, Switzerland.

This webinar was developed from interest from Education Cluster Coordinators in support of broader efforts to promote gender responsive programming in education in crisis contexts and explores ideas and good practices around this global issue.

The interventions suggested in these Guidelines address sources of stress on humanitarian workers. They seek to reduce the sources of individual vulnerability and to increase and strengthen the sources of individual resilience that have been identified by research and by field experience. They also address aspects of team functioning, of managerial practices, and of organizational policies and practices that have been found to affect staff stress.

The Operational Guidance promotes a coordinated approach to assessments in order to address a number of recurring issues during emergencies.

Formally recognising the INEE Minimum Standards as Companion Standards to The Sphere Project, Humanitarian Charter and Minimum Standards in Humanitarian Response.

Based on an in-depth desk-based review and interviews with representatives from key donor agencies, the analysis includes trends in donor strategies, programs and funding. The annex has a specific focus on youth livelihoods development in conflict- and disaster-affected contexts, covering youth education and skills training, employment promotion, and livelihoods strategies.

This report states the background of the guide, definition of a School Health Club, objectives, composition and formation, sub themes, roles and responsibilities of such a club, follow up and monitoring activities, approaches that can be used by a SHC and action planning.

Increasing numbers of children are growing up in urban areas. They must be afforded the amenities and opportunities they need to realize their rights and potential.

This guide draws upon Consortium experience to illustrate real examples of applying conflict sensitivity.

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.

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.

As part of its efforts to continue to promote the importance and applicability of INEE minimum standards during preparedness, Response and Recovery phases of emergencies, Plan Indonesia decided to initiate and host a Training of Trainers (ToT).

The education cluster has developed a specific Gaza contingency plan based on 7 possible scenarios. The MoEHE is currently developing their internal education contingency plan based on the same 7 scenarios. In the below table you will find the mitigating responses agreed on by the cluster per possible scenario.

This document reports the findings of a UNICEF/UNESCO Mapping of Global DRR Integration into Education Curricula consultancy. The researchers were tasked with capturing key national experiences in the integration of disaster risk reduction in the curriculum, identifying good practice, noting issues addressed and ones still lacking and reviewing learning outcomes.

This document should help you to collect the necessary information to assist people affected by humanitarian crises more effectively.

The purpose of this compendium is to collate knowledge on emergency interventions that deliver WASH-related health benefits while minimizing disruption to education opportunities. The compendium describes preparedness activities and responses to past emergencies. The compendium also describes the planning process for a potential intervention and different WASH in emergency scenarios. 

Glossary of social research methods from the 4th edition of the Social Research Methods textbook.

Care for Child Development (CCD) is an evidence-based approach designed to promote early learning and responsive caregiving through integration into existing services in a variety of sectors such as health, nutrition, education, and child protection. 

Rights from the Start is intended to highlight a truth that should be uncontroversial: that every person is entitled to the right to care and education from birth. However, the shocking fact remains that 200 million children do not receive these rights at all: the report examines government planning and budgets (including donor assistance) to show that many do not prioritise or even include early childhood in the education or national strategies.

Through this series, REPSSI strives to publish high-quality, user-friendly, evidence-based manuals and guidelines, all characterised by subject matter that can be said to address the issue of psychosocial wellbeing. Within the series, different publications are aimed at different levels of audience or user.

This multi-partner United Nations study seeks to determine whether the PBF should increase its support to administrative and social services, and if so, to what types of programming.

This training will teach the participants how to use the Skills for Life Toolkit. The Skills for Life Toolkit helps teachers give children and youth the information and skills they need before, during and after emergencies.

This document is for humanitarian actors within the Camp Coordination and Camp Management (CCCM) cluster, at national and subnational levels, in countries facing emergencies and crises. It is addressed to managers and field staff, and is also relevant to camp management agencies working in situations where the CCCM Cluster has not been activated

The approach taken over the past decade to introduce minimum primary school standards in Vietnam is reviewed, with annual school audits that measured both input (quality) and output indicators.

This Tool sets out some specific considerations to be taken into account when working with girls and boys. It suggests a new approach to participatory assessments for children and adolescents. It describes the need for an ethical approach to participatory assessment and sets out the elements of such an approach.

The Caring for Child Survivors (CCS) of Sexual Abuse Guidelines were developed to respond to the gap in global guidance for health and psychosocial staff providing care and treatment to child survivors of sexual abuse in humanitarian setting.

Education is a strategic key for development. We intend to mainstream education as a key area of German development policy. This will encompass early childhood education, primary and secondary education, vocational education and training, higher education and adult education.

This document represents a summary of the framing paper on potential donor use of INEEs Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (INEE Minimum Standards), together with the additional recommendations and suggestions made during the working group discussions at the policy roundtable.

This case study outlines Plan Haiti’s use of the INEE Minimum Standards to create non-formal education programs for Internally Displaced Persons after the January 2010 earthquake in Haiti.

This report provides practitioners – including governments, donors, United Nations agencies, and civil society organisations – with a clear framework for assessing teacher salary systems in FCAS.

While ICT is certainly not a panacea or a de-facto solution to the challenges facing education in emergencies, it can, if implemented correctly, greatly enhance and improve education stakeholders’ activities in these contexts.

UNHCR's Education Strategy outlines the objectives and main activities that will support their priority on access to quality education for refugees.

This document promotes good practices and intends to reduce harmful practices by community-based psychosocial programmes that address sexual violence in conflict settings. 

This guidance note includes suggested approaches and activities that promote peace building in the early years.

The Right of Children with Disabilities to Education: A Rights-Based Approach to Inclusive Education proposes a conceptual framework on the very specific issues that affect the inclusion of children with disabilities in Central Eastern Europe and Commonwealth of Independent States (CEECIS ).

The INEE Reference Guide on External Education Financing was developed by the INEE Working Group on Education and Fragility in response to requests from education specialists for an easily accessible description of the different types of external assistance for education. 

This methodology avoids competition and exclusion, promotes more cooperation and integration in sports and games, reinforces the resilience of vulnerable children and improves their psychosocial well-being in general; all this, thanks to the development of their life skills (adaptability, cooperation, empathy, managing emotions, communication, responsibility, etc

Contextualisation of the INEE Minimum Standards global tool for South Sudan.

This guide analyses the broad spectrum of factors that influence whether a child successfully transitions in to primary school.

At the end of this session, participants will identify challenges and vulnerabilities specific to youth and adolescents in crisis situations; review good practices and specific recommendations for effective, quality programming for adolescents and youth; learn practical ways to promote meaningful participation for adolescents and youth.

At the end of this session, participants will be able to understand the basic principles underpinning inclusive education and understand about barriers to inclusion, and how we can identify them and begin to address them.

The 2012 EFA Global Monitoring Report is divided into two parts. Part I provides a snapshot of progress towards the six EFA goals, and towards spending on education to finance the goals. Part II turns to the third EFA goal, paying particular attention to the skills needs of young people.

The Minimum Standards for Child Protection in Humanitarian Action have been developed to support child protection work in humanitarian settings.

Refugee youth in Dadaab refugee camp in Kenya consider lack of opportunities to be one of the biggest challenges to living in the camp. Education proves to be a key factor in expanding opportunities within the limitations camp life sets. Yet little humanitarian assistance addresses the specific learning needs of youth.

​​​​​​At the end of this session participants will be able to explain what is meant by gender-responsive education; reflect on needs and challenges and identify best practices of gender-responsive education; practice the ADAPT and ACT Collectively Framework to mainstream gender into education in emergencies; develop gender-responsive strategies that support the INEE Minimum Standards.

The IASC Reference group on Mental Health and Psychosocial Support has developed a 4Ws tool to map MHPSS activities in humanitarian settings across sectors. It is envisioned that this tool will be used by groups with MHPSS coordination responsibilities in emergencies with numerous MHPSS actors.