Resources

These Guidance Notes put forward strategies on how to mainstream conflict and disaster risk reduction measures in the education sector planning process.

This case study details the Training of Trainers on the INEE Minimum Standards conducted by the UNESCO oPt office and the subsequent steps to ensure that this learning was transposed into action on the ground.

This case study looks at the implementation of a three month education in emergencies intervention in Somalia and illustrates the utilization of the INEE Minimum Standards in the project’s execution.

This case study looks at an education response implemented by the Participatory Rural Development Society for Afghan refugees in the Khyber Pakhtun Khwa region of Pakistan.

Included are a collection of guides and tools that were created and piloted through the International Rescue Committee's (IRC) Healing Classrooms Initiative. 

This revised version is intended as a practical guide to design, implement, monitor and evaluate selective feeding programmes in emergency situations.

Recognizing the gap in sexual and reproductive health services (SRH) in international assistance, the WHO, the UNFPA and other humanitarian partners from the Health Cluster convened in Spain, producing the "Granada Consensus." This statement highlights four priority areas to be addressed in order to facilitate the sustainable provision of SRH services in protracted crises. 

This case study details the use of the INEE Minimum Standards for the establishment of Child Friendly Spaces (CFS) in North Yemen.

Members, stakeholders, agencies, partners, the INEE Steering Group and Secretariat have all come together to map out the strategies and priorities for the network in the coming three years. This Plan is underpinned by INEE’s long-standing vision, mission, guiding principles and values, while it also was designed around one strategic goal and three outcomes.

This report presents a new series of data highlighting the tremendous financial commitment of African governments and the international community to achieve EFA

This booklet has emerged as a result of the efforts of UNESCO-IICBA to monitor the evolution and changes in government policies in Africa and their effect upon teacher education development requirements and to highlight current issues in teacher education development and management

In recent years the provision of education in emergencies has gained a marked rise in international support. This brief highlights reasons for the shift, advances in best practices in the field, and one of the key partnerships advancing this field: Between the Sphere Project and the Inter-Agency Network for Education in Emergencies.

These guidelines intend to provide UNHCR and partner staff with basic tools on how to plan, implement and monitor urban education programmes with the objective to ensure quality services and a coordinated humanitarian response to meet the educational rights and needs of people affected by crisis and disaster, including refugees. They are aligned with INEE priorities for education in emergencies.

This case study seeks to share information on how Gaza INEE members have built on their initial capacity development activity to support the provision of quality education response during the ongoing protracted crisis.

The central message of the Report is that strengthening legitimate institutions and governance to provide citizen security, justice, and jobs is crucial to break cycles of violence.

The following is a sample of contextualised INEE Minimum Standards from Afghanistan in 2011.

Throughout its tenth year, INEE has continued to push for increasing recognition of the critical role that education in emergencies plays for social, political and economic stabilisation and development.

UNICEF together with partners has developed this Inter-Agency Guide to the Evaluation of Psychosocial Programming in Humanitarian Crises to assist organizations working in the field of psychosocial support to think through key issues in planning and implementing an evaluation.

The case study of DRC is part of a larger Save the Children Alliance research project on barriers to accessing primary education in conflict-affected fragile states.

In this paper the lessons learned have been categorised as lessons of curriculum, (the content of a subject); methodology, (how the subject is taught) implementation (what has to be done so that the subject or programme actually takes place) and evaluation (how we measure the success of the programme).

Terre des hommes developed a pilot-project called "Movement, Games and Sport for the psychosocial development of children", based on methodologies developed and tested in Switzerland, then implemented in Iran, Colombia and Sri Lanka. This manual is the result of a MGS field experience on strengthening the skills of adults (animators, social workers and teachers) in charge of children

The toolkit is made up of 4 modules: Training children on disaster risk reduction through the hazard, vulnerability and capacity assessment; Planning, monitoring and evaluating child-centred disaster risk reduction programmes; Action planning with children on disaster risk reduction; and Advocacy with children on disaster risk reduction.

The INEE Minimum Standards Reference Tool accompanies and complements the INEE Minimum Standards Handbook. It is a useful training tool and can provide easy references to the INEE Minimum Standards for people working on application, institutionalisation and contextualisation of the Standards.

The INEE Minimum Standards for Education: Preparedness, Response, Recovery is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery.

This paper considers the connections between post-primary education (PPE) for crisis-affected youth, and Income Growth interventions.

This paper explores the extent to which post-primary education options are being financed, what approaches are being taken and the opportunities and challenges for supporting post-primary education in the future.

Through six case studies from across a range of sectors, this paper explores innovative programmatic approaches, with a particular emphasis on the role of youth participation.

This handbook is not an evaluation of the education in emergencies programme or the partners’ achievements but rather a compilation of good and less good lessons learned from three projects supported by UNICEF in North and South Kivu since October 2007.

UNICEF has an exceptional history of advocating to protect and promote children’s and women’s rights. The Advocacy Toolkit stems from this, systematizing and coordinating both internal and external advocacy expertise, as well developing a few innovative approaches. The Toolkit provides a set of practical tools to help UNICEF staff and partners in the development and management of their advocacy work.

This 111-page report details how ethnic Malay Muslim insurgents, who view the government educational system as a symbol of Thai state oppression, have threatened and killed teachers, burned and bombed government schools, and spread terror among students and their parents.

One year after the war in the Gaza Strip between December 27th 2008 and January 18th 2009, UNESCO sought to understand how the education system has been affected by the current situation in Gaza from a psychosocial perspective. In particular, how are learners, teachers, students and professors across the system coping?

The Sudanese refugee children in Nairobi, Kenya, face xenophobia and discriminative urban refugee policies, which preclude their admission into public elementary schools in the city. To enhance educational access for their children, a Sudanese refugee community in Nairobi established a school for their children, despite their economic deprivation.

Starting from Scratch: The Challenges of Including Youth in Rebuilding Southern Sudan is based on an assessment in Southern Sudan in June 2010 to identify young women and men's skills-building needs, challenges and opportunities; extract lessons learned from existing training programs; and document current and emerging demand for skills in the Southern Sudanese labor market.

In the current global context, it is crucial to revitalize the problem of basic education on political agendas, by emphasizing the strong linkages between primary education – and other components of basic education – and the other MDGs

This report provides an evaluation of UN educational services for Palestinian refugees in Amman, Jordan by examining 5 schools run by the UN Relief and Works Agency (UNRWA). The evaluation is based on the INEE Minimum Standards for Education in Emergencies and it draws on interviews conducted in June 2010 with teachers, parents, principals, students and UNRWA staff. T

The Ministry of Education, through the Division of Special Education of the Ghana Education Service has established “Unit Schools” that make very significant inroads towards integrating students with disabilities with students in general education.

The massive earthquake on January 2010 devastated almost every aspect of Haitian society, but it also presented an excellent opportunity to address the problems of the largely dysfunctional education sector.

This report, requested by the United States Institute of Peace (USIP) as part of its response to the focus on education and training provided for in the legislation that created it, examines the match between graduate academic programs in international peace and conflict, and the needs of organizations and agencies that hire individuals for conflict focused work in the field.

The INEE Pocket Guide to Supporting Learners with Disabilities is specifically aimed at providing practical advice to teachers/educators, as one of the biggest challenges in the development of inclusive education is helping practitioners to turn theory into practice.

The INEE Pocket Guide to Gender is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery, and complements the INEE Minimum Standards for Education.

Urges Member States to implement strategies and policies to ensure and support the realization of the right to education as an integral element of humanitarian assistance and humanitarian response, to the maximum of their available resources

ECOSOC adopted a resolution on strengthening the UN's coordination of emergency humanitarian assistance. Although there are a few articles that could be interpreted in conjunction with the GA resolution, article 7 specifically "encourages efforts to provide education in humanitarian emergencies, including in order to contribute to a smooth transition from relief to development."

Included is the Final Report on the INEE Tools Launch and Panel Discussions, which took place on July 1, 2010 at the Center for Universal Education at the Brookings Institute in Washington, D.C.

The feature theme articles in this issue of FMR show why disabled people who are displaced need particular consideration, and highlight some of the initiatives taken (locally and at the global level) to change thinking and practices so that their vulnerability is recognised, their voices heard – and responses made inclusive.

The authors in this article emphasise that it is important to make clear that committing to inclusion is not about demanding the impossible or reaching for unrealistic goals but rather about allowing the principles of inclusion to inform all work, asking who is currently excluded from learning and participation and what all of us can do to improve the situation.

The INEE Guidance Notes on Teaching and Learning and accompanying Resource Pack build on the INEE Minimum Standards and articulate good practice on critical issues related to curricula adaptation and development; teacher training, professional development and support; instruction and learning processes; and the assessment of learning outcomes.

At the end of this session participants will have gained an awareness of human rights as tools for achieving a life in dignity and different legal frameworks for various types of emergencies; key duty-bearers, actions to support rights-holders and lines of accountability available to affected populations; the scope and limitations of human rights work, and ‘do no harm’

At the end of this session participants will be able to commit to an action plan related to what you have learned/discussed in this workshop and identify priority preparedness actions and next steps.

At the end of this session participants will be able to understand what is contingency planning and why it is important, understand the key components of the contingency planning process, understand how to develop a contingency planning document, and begin the contingency planning process.

At the end of this session participants will be able to explain the purpose, benefits and challenges of education sector coordination in emergency preparedness and response, understand good coordination, and state the objectives of the cluster approach in emergency response and be aware of the roles and responsibilities of the cluster