Resources

This report was written by Professor Lynn Davies, drawing on a series of evaluation reports of Save the Children’s Rewrite the Future education work in conflict-affected fragile states between 2008 and 2011.

This INEE Report provides select examples of instances where the INEE Minimum Standards were promoted and used throughout the globe in 2011.

To address calls for the cross-sectoral identification of key strategic humanitarian priorities, the IASC NATF developed the Multi-Cluster/Sector Initial Rapid Assessment (MIRA) Approach. A MIRA is the assessment and analysis of needs carried out during the first two weeks of a sudden onset disaster.

This report summarises lessons learned and recommendations for a workshop methodology towards good practice for sector-level conflict analysis.

Today, UNESCO is committed to a holistic and humanistic vision of quality education worldwide, the realization of everyone’s right to education, and the belief that education plays a fundamental role in human, social and economic development.

In support of UNRWA's commitment to ensure the right to education even in emergencies, INEE and UNRWA decided upon an initial collaboration to be implemented through a practical capacity building workshop for those currently managing education provision in a situation of unrest in Syria. This workshop was held in Amman, Jordan 17-19 October 2011.

This guide covers psychological first aid which involves humane, supportive and practical help to fellow human beings suffering serious crisis events. It is written for people in a position to help others who have experienced an extremely distressing event. It gives a framework for supporting people in ways that respect their dignity, culture and abilities.

UIL and ADEA present the results of a comprehensive stocktaking research project that assesses the experiences of mother tongue and bilingual formal and non-formal education in 25 sub-Saharan African countries as well as the creation of multilingual literate environments.

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 Vietnam.

The present report is submitted pursuant to Human Rights Council resolutions 8/4 and 17/3. It is devoted to the issue of domestic financing of basic education. It details human rights obligations for financing education and provides practical examples of national legal frameworks that ensure domestic financing.

This review of 43 impact studies sought to methodically capture the known impacts of economic strengthening (ES) programs (microcredit, skills training, agricultural interventions, etc.) on the well-being of children (0-18 years) in crisis contexts in low-income countries.

The ethnographic research presented in this report is part of an inter-agency, grounded learning initiative undertaken in response to the desk review. It aims to strengthen child protection practice in the global child protection sector through research in three countries in West Africa (Sierra Leone), East and Southern Africa (Kenya), and Southeast Asia, respectively.

This guidebook provides background information on ECD and DRR, and sets out processes for assessing the capacity and needs at community levels to further identify future steps to improve ECD in DRR. It addresses the vulnerability faced by children and the efforts to mitigate underlying causes of these vulnerabilities.

Once girls get into school they face numerous challenges and are far less likely than boys to Clean attending, achieve learning outcomes, and make progress to secondary education. Using a rights-based framework, the report first examines the efforts of 80 low income countries in making a full cycle of education available to girls.

Drawing on empirical research conducted in Northern Uganda, this paper explores the relationship between conflict and the intergenerational transmission of poverty, focusing on education as an intervening variable.

Children and youth all around the world are facing a serious learning crisis. Beyond the 67 million children who are not attending primary school in low-income countries, there are countless children who are going through five years of education without learning basic reading, writing and math skills.

In December 2005, Refugee Education Trust (RET) started a post-primary education program aimed at protecting and empowering young Sudanese refugees (basic education for over-aged youth, formal and distance secondary education and language courses) and young people in the Chadian host communities (basic education for over-aged youth)

This case study illustrates the ways in which the IRC and University of Nairobi staff have used the INEE Minimum Standards in developing a new Masters of Education degree in Education in Emergencies

This case study looks at the how the International Rescue Committee applied the Foundational Standard of Community Participation to increase access to education at the pre-school, primary and secondary levels in the Shimelba refugee camp in Ethiopia.

The Journey of Life (JOL) series helps communities to support both caregivers and children in need. With individual and community resources often stretched to the breaking point by HIV and AIDS, war, violence and natural disasters, people need the information and skills to be able to plan a course of action.

This research sought to understand the role of education in peacebuilding in post-conflict states.

This literature review is the first output of a one-year DFID-funded research programme exploring the links between service delivery in education, health, sanitation and water, and wider processes of state-building and peace-building in fragile and conflict-affected states.

This brief report presents key points resulting from a half-day Workshop on Cross-sectoral Approaches to Mitigating Conflict and Fragility Using the Case of South Sudan, that was held in conjunction with the Working Group on Education and Fragility biannual meeting in Washington, DC on 21 March 2011.

This document discusses how, given the potential increase in conflicts and tensions as a result of climate change and rapidly declining resources, there is a growing sense of urgency among the international community to engage in strategies that mitigate conflict and promote peace.

This chapter explains what is meant by conflict sensitivity, who needs to have it, and when, how to place conflict sensitivity within development, humanitarian assistance and peacebuilding, and current debates within these fields.

The report attempts to consider the impact of education on fragility; this will be accomplished through a review of the drivers and dynamics of fragility in Cambodia and the interaction of education in Cambodia with these drivers and dynamics.

There is a widespread recognition that the nature of humanitarian emergencies is changing. Although catastrophic, sudden-onset events like tropical storms, earthquakes and tsunamis will continue to happen, and will require rapid and well coordinated humanitarian interventions, many more humanitarian crises emerge over time based on a combination of complex and interrelated circumstances.

This essay provides a brief summary of three ways in which we can think about the role of education in conflict-affected societies. In broad terms they represent areas that have gained greater attention over the past decade in international development discourses, although their roots go back to at least the Second World War.

Summary of INEE Report from the Consultative Workshop on Education and Fragility in Sarajevo, March 2011.

INEE and UNESCO-IIEP, commissioned four country case studies, or analyses of situations of education and fragility - in Afghanistan (conducted by IIEP/UNESCO), Bosnia-Herzegovina (conducted by the University of Ulster), Cambodia, and Liberia - with the the intent to provide key data needed to better understand the relationship between education and fragility in a variety of contexts.

Violent conflict is one of the greatest development challenges facing the international community. Beyond the immediate human suffering it causes, it is a source of poverty, inequality and economic stagnation.

The United Nations Children’s Fund (UNICEF) Education in Emergencies and Post-Crisis Transition (EEPCT) programme began in 2006 as a five-year, US$201 million-dollar partnership between UNICEF and the Government of the Netherlands, intended to support the Millennium Development Goals (MDGs) and Education For All (EFA) movement.

The Global Education Cluster commissioned a comprehensive lessons learned exercise in Pakistan, covering the period from the start of the floods in July until March. This report outlines the main findings from this review and highlights a number of recommendations for the current response in Pakistan as well as future emergency education responses. The key recommendations to come out of this lessons learned exercise are highlighted below.

The following is a list of emerging policy priorities based on an ongoing review of the latest research. Each priority area is followed by examples of suggested strategies.

A three-day application visit, including a training, contextualization and technical support on the application of the INEE Minimum Standards (MS) was the first of these capacity building initiatives for Somalia Education Cluster members.

This report tells the story of the INEE over its ten year life.This case study aims to document and analyse the substantial changes undergone by the network since its inception in 2000. It provides a historical narrative that documents the evolution of INEE as a network, and explores its changing role over time.

Based on extensive analysis, this review sets out an agenda for change, aimed at promoting high quality and protective education for refugees, in keeping with education as a durable solution and as a core element of UNHCR’s mandate.

This compendium aims to equip field practitioners with a selection of documented TLSs that have been implemented in past emergencies to capitalise and pass on the knowledge that has been gained from past emergency responses. The compendium reviews and provides practical insides on how to implement TLSs that are most appropriate for various types of emergency situations.

This report synthesizes findings and recommendations from a multi-year (2008–2011), multi-country research and advocacy project, the Displaced Youth Initiative.

The Operational Data Portal (ODP) enables UNHCR’s institutional responsibility to provide an information and data sharing platform to facilitate coordination of refugee emergencies.

These Operational Guidelines are addressed to intergovernmental and non-governmental humanitarian actors when they are called upon to become active just before or in the aftermath of a natural disaster.

Initially developed by UNESCO in the 1970s, and first revised in 1997, the ISCED classification serves as an instrument to compile and present education statistics both nationally and internationally.

The purpose of the present report is to examine the impact of education on fragility in Liberia through a review of the drivers and dynamics of fragility, and the interaction of education with these drivers and dynamics. While primarily a desk study based on a review of secondary sources, this report also relies on information collected during a field visit to the country in September 2009.

The IDELA is an easy-to-use, rigorous global tool that measures children’s early learning and development and provides ECCD programs, donors, and government partners with clear evidence on the status of children from 3.5 to 6 years.

The World Health Organization and the World Bank Group have jointly produced this World Report on Disability to provide the evidence for progressive policies and programmes that can improve the lives of people with disabilities, and facilitate implementation of the United Nations Convention on the Rights of Persons with Disabilities, which came into force in May 2008.

Taking into account the commitment of governments and civil society organisations at global level to support education programmes that aim at promoting the MDGs, the Provincial Directorate for Education of Cuanza Sul in partnership with IBIS, Save the Children and UNICEF began in 2008 to implement the Literacy and Accelerated Learning Programme (ALP).

The report includes the outcomes of the survey on risk assessment from seismic and other natural processes, and also fire safety in educational institutions (secondary schools and kindergartens) of Chong-Alai rayon, Osh oblast.

The purpose of these principles is to give practical guidance to the field teams that establish CFSs in different types of emergencies and contexts.

The booklets in this series are written primarily for two types of clientele: those engaged in educational planning and administration, in developing as well as developed countries; and others, less specialized, such as senior government officials and policy-makers who seek a more general understanding of educational planning and of how it is related to overall national development.

The paper looks at the issues of enforceability and applicability of the right to education in emergencies, highlighting challenges and mechanisms at national, regional and international levels.