This guide was developed to inform specific target audiences about the Inter Agency Standing Committee (IASC) Guidelines on Mental Health and Psychosocial Support in Emergency Settings. The design follows six parts: 1) Assessment 2) Goals 3) Seminar Step-by-step 4) Monitoring of learning during the seminar 5) Evaluation and 6) Reading and Handouts.
This chapter provides two tools useful for monitoring: a matrix analyzing different ways of defining/measuring education quality (p. 126) and two methods for estimating school age population (p. 132). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.
This Handbook is intended to provide Education Cluster Coordinators with information that guides them in facilitating a coordinated and effective response to education needs in emergencies.
This statement reflects the views of the Interagency Standing Committee (IASC) Mental Health and Psychosocial Support (MHPSS) Reference Group in response to the Haiti crisis. This guidance is based on the IASC Mental Health and Psychosocial Support Guidelines in Emergency Settings and highlights those aspects of the Guidelines that are particularly relevant for the current response in Haiti.
Fulfilling every child’s right to water, sanitation and hygiene education remains a major challenge for policymakers, school administrators and communities in many countries
This brief provides guidance and recommendations for states and other international actors in the follow up to Resolution 64/290, in terms of actions that can be taken immediately and policy development over the longer term.
The Guidebook for planning education in emergencies and reconstruction aims to support educational authorities in providing equal access to quality education for children affected by conflict or disaster - which can also provide a unique opportunity to reform an education system.
Persons With Disabilities and the Humanitarian Response in Haiti: Key Messages and Guidance for Action, outlines general action for all humanitarian actors to take as well as for those active in the sectors of protection, shelter, water and sanitation, food and nutrition, non-food items, health services, education and livelihoods, when assisting and working with persons with disabilities.
This qualitative case study examines how ActionAid International Sierra Leone (AAISL) engage in post-conflict settings to ensure children's rights to education are met.
Although in Lebanon the government and its Ministry of Education ensure that the obligation to attend the schools is met by all children, the needs of children are mostly neglected in schools and the curricula.
This dissertation attempts to determine the extent of educational opportunities available to refugees living in Kakuma and Dadaab refugee camps in Kenya. It examines challenges in educational provision faced by the Government of Kenya, United Nations organisations and local organisations working on the ground.
Considering the ongoing need for post-genocide reconciliation and the lack of information available on the current status of peace education in Rwanda, this dissertation aims to identify the main peace education frameworks currently existing in Rwandan primary schools, to analyze their effectiveness, and to assess teachers’ attitudes towards them.
The purpose of this country case study from Pakistan is to identify and illustrate the key challenges and opportunities of the current global context for national NGOs working in education. The case study highlights the NGO perspectives for UNESCO and UIS on the effects of the crisis on education provision and funding.
The purpose of this Observation Schedule or questionnaire is to gather data and document evidences of skill transfer by TEI teacher trainers who participated in at least two AED sponsored active learning training programs/workshops.
The experiences in this book are told from the perspective of the teacher as the primary social actor. However, teachers as a group do not become social actors spontaneously or in isolation. “Working through Teachers” implies the involvement of change agents, within and outside of the teaching profession, who move teachers to action.
The program addresses “Teaching and Learning Standard 2: Training” by providing recognized, progressive, and participatory in-service training to current primary school and ECD teachers, with adaptations to meet challenges of the Southern Sudan context.
Teachers, students, school volunteers, administrators, and parents in Poland and Turkey were surveyed about their views on intercultural education as part of a large study of states receiving considerable development funds. Though much information was eventually gathered across groups, there was remarkable difficulty in getting parents to acknowledge or comment on such types of learning.
Zimbabwean refugees and economic migrants at the Central Methodist Church (CMC) Refugee House, in central Johannesburg have successfully established a combined school-St Albert Street Refugee School.
This report discusses the importance and the impact of school feeding programs on education and broader development, including the Millennium Development Goals.
Launched in Dakar, Senegal, in 2000 by then United Nations Secretary-General Kofi Annan, the United Nations Girls’ Education Initiative (UNGEI) promotes girls’ education and works for gender equality in education through a network of partners at the global, regional, national and sub-national levels.
The Raising Clean Hands Advocacy Pack is designed to equip WASH in Schools programmers with tools to secure commitments and mobilize action from governments and other stakeholders.
This publication considers how attacks on education during insecurity and armed conflict have been redressed in the past and may be redressed in the future.
This research study examines the relationship between institutional autonomy and the security of higher education institutions from violent and coercive attacks. It includes a review of the limited literature available, as well as a series of examples illustrating different forms of attacks, such as physical intimidation on campuses in Tunisia.
The paper examines the types of education programmes for former child soldiers. These may entail integration into existing school programmes, accelerated learning, or vocational studies.
In view of the gaps in knowledge and information about attacks on education and about how education can be protected from attack, UNESCO has commissioned a series of publications to research and analyse these issues. Its aim is to enhance global understanding of the nature, scope, motives and impact of attacks on education and of the work that is being done by communities, organizations and governments to prevent and respond to such violence.
This monograph draws together knowledge from both the educational and the development literature on accelerated learning for the benefit of development and education practitioners.
This Field Note outlines UNICEF’s role in providing education in conflict-affected contexts. It presents recent developments in this field and discusses lessons learned and good practice based on our experience through country case studies.
Sport for Development and Peace refers to the intentional use of sport, physical activity and play to attain specific development and peace objectives, including, most notably, the Millennium Development Goals (MDGs). Successful Sport for Development and Peace programs work to realize the rights of all members of society to participate in sport and leisure activities.
This document is a resource for school administrators and teachers to serve as a basis for policy development. An accompanying Activity Guide serves as a resource for classroom activities and awareness-raising for students and communities.
In 2008, Kosovo entered a new phase of implementing a ten year education strategy (“Strategy for Development of Pre-University Education in Kosovo 2007-2017”). In compliance with the aforementioned Kosovo Education Strategy, the revision and finalisation of the 2001 Curriculum Framework for pre-university education was deemed as a priority for 2008/2009.
In order to overcome ethnic divisions and set the basis for a common curriculum framework for Bosnia and Herzegovina, different programmes supported by UNESCO, UNESCO IBE, European Commission, OSCE and other partner agencies were carried out to develop the personal and institutional capacities required for such a process.
This Guidance Note sets out how effective government programmes can be designed and implemented with a view to providing well planned, good value primary school infrastructure that meets the needs of users and contributes to better teaching and learning facilities.
These materials are provided for informational purposes only, with the aim of assisting organizations in developing emergency preparedness plans. Permission is granted to adapt or reproduce these materials to assist you in this process.
Between 2007 and 2009 Relief International provided informal education for Iraqi refugees in community centers. The centers were also used by local Jordanian and Palestinian students for remedial classes. The teachers were volunteers who received a stipend and were mainly Iraqi refugees who not allowed to work in Jordan.
Emergency and conflict in countries such as Sri Lanka, Pakistan, Haiti and Afghanistan have made us more aware of the long-term serial disruption and psychosocial damage faced by people caught up in emergency and conflict areas. Open, distance and flexible learning (ODFL) has sometimes been employed in these regions to maintain a degree of continuity in education.
This report presents the findings of a study on child protection financing in emergencies, commissioned by the Child Protection Working Group (CPWG) of the Global Protection Cluster.
This Guidance on HIV in Education in Emergencies provides information for education practitioners who provide, manage or support education services in emergencies.
Emergencies present a multitude of significant threats to children’s protection, including disruption or weakening of the support systems that enable children’s healthy development and well-being. To enable educational access and quality in emergency and early recovery contexts, addressing issues of child protection is essential.
It is critical that humanitarian responses for education are approached from a conflict sensitive framework that understands education’s potential for impacting conflict and fragility, while simultaneously reducing the negative and increasing the positive impacts of education.
The goals of disaster reduction in the education sector are to plan for educational continuity and child protection and to strengthen education for disaster prevention.
Emergency settings pose a set of visible and invisible risks for young children and their families. To mitigate the adverse impacts of emergencies, infants and young children need early positive care interactions with their primary caregivers, access to protective, nurturing and clean environments, good health care, balanced nutrition, and early learning opportunities.
While education is both a human right and an indispensable means of realising other human rights, for too long, those affected by humanitarian emergencies have been deprived of education. To ensure that all male and female learners benefit equally from education in emergencies, it is critical to understand the social and gender dynamics that might affect or place constraints on them.
This Early Childhood Resource Pack is designed to help programme planners and managers understand the basic elements of the best start in life for children and how to most effectively work together to achieve those goals.
Emergencies often increase risk by creating new threats and vulnerabilities and/or exacerbating preexisting ones. However, these risk factors can be reduced through access to quality educational opportunities. Education contributes to reducing the vulnerability of children and adolescents, and girls in particular, to HIV infection and related stigma and discrimination.
Human rights in emergencies are the same as human rights at all times and in all situations; they do not disappear, cannot be diluted, or put on hold. The right to education is a human right and an end in itself, ensuring humans can reach their full potential and claim their other rights.
