Emergency situations greatly impact inclusive education because some learners who previously had access to education may be excluded because of various factors. Inclusive education means removing these barriers to participation in learning are removed and that teaching methodologies and curriciula are appropriate and accessible for all students, including those with disabilities.
An inter-sectoral approach to education is essential for an effective education response. Taking an inter-sectoral approach to education means prioritising coordination and close collaboration between education and other sectors, particularly Water and Sanitation, Shelter, Camp Management, Health and Hygiene, Protection, Food aid and Nutrition, in order to address all needs of learners.
The CPDS is a multi-source instrument that assesses non-specific child psychosocial distress and the likelihood of need for psychosocial treatment. The instrument is developed as a primary screener in conflict affected community settings (especially low-and middle-income settings), for children between 8 and 14 years old.
This book seeks to teach learners how to avoid becoming infected with HIV, to help learners recognize symptoms and to encourage those infected to seek appropriate medical care and counselling, to teach learners how best to help people living with HIV within their own families and communities.
This document is for humanitarian health actors working at national and sub-national level in countries facing emergencies and crises. It applies to Health Cluster partners, including governmental and non-governmental health service providers.
INEE's collective work in 2009 has made strong contributions towards the realisation of the network's vision. INEE is proud to highlight the following select accomplishments.
States Parties have recognized the right to education for every child and they should seek guidance and assistance from the UN Committee on the Rights of the Child in their efforts to implement the rights of children in emergencies, encompassing both conflict; national and international; and natural disasters.
This accompanying publication to the 2010 edition of Education under Attack presents key discussion points and 13 papers written by researchers and practitioners active in the field of protecting education from attack.
This paper draws data from an innovative research project tracing former refugee teachers who received teacher training from the International Rescue Committee (IRC) over a seventeen year long education program in refugee camps in Guinea (1991-2008).
“Stopping Violence in Schools: A Guide for Teachers” examines various forms of violence that take place in schools, and offers practical suggestions as to what teachers can do to prevent them.
This scoping study reviews a wide range of academic articles and grey literature in the education in emergencies field to map current and past research methodologies used by academics and practitioners.
Primary education is a powerful driver for realizing all of the MDGs and for sustainable development more generally. MDG2 – providing a full course of primary schooling for everyone in every country – will not be attained everywhere by the target date of 2015. However, significant achievements in expanding access to schooling have been made in many countries during the past decade.
This note seeks to set out the key issues relating to the challenge of policy coherence in fragile states; to summarize some mechanisms emerging from broader donor government practice to address this challenge; and to identify some of the questions and challenges that remain unaddressed.
Drawing on the experience of the INEE Minimum Standards, this paper examines the tensions and relations between standards as a global quality and accountability reference framework and standards as a concrete tool for practitioners and policymakers.
This case study presents the implementation of the INEE Minimum Standards by the Norwegian Refugee Council (NRC) in Mogadishu, Somalia. It also identifies challenges and lessons learned, for consideration and application by other agencies.
This paper provides a short and concise review of the education and fragility discourse in order to establish a common understanding from which multiple actors can engage in further debate.
Throughout 2011, the Haiti Education Cluster continued to leverage resources to enhance cholera prevention and the recovery of the education system from the impact of the earthquake, while supporting the Government of Haiti to strengthen the capacity of the education system, including developing mechanisms to prevent, prepare for and respond to future emergencies.
This paper introduces a series of case studies looking at education for IDPs. It examines the international human rights legal framework for guaranteeing their education, focusing on issues such as non-discrimination.
Half of the world’s out-of-school population – 39 million children – live in conflict-affected fragile states (CAFS), even though these countries make up just 13 per cent of the world’s population.
The purpose of this Note is to outline seven elements for a strategic approach to combat racism, racial discrimination, xenophobia and related intolerance.
The purpose of this report is to bring together some of the key findings, lessons learned and conclusions from the eight country study reports in order to contribute to future thinking regarding education aid planning, programming, implementation and monitoring in fragile situations.
This report reviews child-focused and child-led disaster risk reduction approaches and techniques. It documents a number of case studies across a range of interventions, dividing these into three main areas: Knowledge, Voice and Action. It makes some observations regarding current practice and recommendations that imply a shift in emphasis going forward.
This document discusses a case study of a school-based response to the ever-increasing numbers of orphans and vulnerable children. Schools as Centres of Care and Support (SCCS) is an innovative model built on the principles of a multisectoral partnership approach to tackling poverty, and HIV and AIDS and other infections.
In the aftermath of international emergencies caused by natural disasters or armed conflicts, strong needs exist for psychosocial support on a large scale.
Upon returning to their communities, children formerly associated with armed forces and armed groups–commonly referred to as child soldiers–often confront significant community stigma.
This paper aims to provide an easily accessible introduction to the various types of funding modalities used in situations of fragility to resource education services.
The essential goal of education is to transform children into citizens who can function beyond the circle of the family. Within education, history may be the discipline that is most inherently conservative, as it has traditionally been the venue in which group cohesion and patriotism have been inculcated.
The six grave violations against children during times of conflict, enumerated by the Security Council in its resolutions, form the basis of the Council's architecture in protecting children during war. This Working Paper attempts to analyse the six grave violations more deeply, exploring their basis in international law.
By drawing on the cases of Liberian refugees in Côte d’Ivoire over the period 1992-2007 and the recent experience of primary and secondary students displaced by the Ivorian civil war, this contribution explores the challenges linked to the continuity of education.
Colombia's Classroom Wars: Political violence against education sector trade unions, reveals the rights violations including murders, disappearances, torture, death threats, forced displacement, arbitrary detention of teachers and education workers in Colombia.
This study was conducted in a desire to better understand the nature of threats and attacks on education and offer recommendations for improving the ability of stakeholders to mitigate, and whenever possible, prevent, future attacks, with particular regard to the participation of communities in that process.
Soon after achieving independence, Timor-Leste, alongside development partners, prioritised a radical reform of the education sector. A critical component within this was to transform the primary curriculum to ensure that the content and pedagogy of what was taught in Timorese classrooms worked to support, rather than hinder, efforts at social and civic reconstruction
As part of a global, multi-year research and advocacy project focused on strengthening educational and job training programs for displaced, conflict-affected young people, the Women’s Refugee Commission undertook a field mission to the Republic of Liberia to look at young people’s education and skills-building needs and opportunities.
The signature of a companionship agreement between the Sphere Project and INEE in October 2008 is a key achievement for humanitarian action as it formally recognises the importance of education as a humanitarian response and the quality of the INEE Minimum Standards as the reference tool for the provision of these services.
These guidance notes have been developed for policymakers and planners of local, regional and national government bodies and all other organizations interested or engaged in enhancing the safety of school populations and the resiliency of the buildings they occupy.
The INEE Minimum Standards Update Online Consultation was held from 25 April to 30 June 2009. The online consultation aimed to check whether participants agreed with recommendations received since 2004 on updating the INEE Minimum Standards Handbook, and to solicit further feedback and recommendations on how best to update it.
This document relates to interactive radio instruction (IRI) programmes for Somali-speaking students in the Horn of Africa. It presents outline education objectives for Life Skills (LS) programmes, based on internationally accepted good practice, and takes account to some extent of Somali culture and the life situation of the students.
The outcome report presented here captures the key findings that emerged during the consultation. Summaries for all plenary, learning and working sessions are presented along with specific recommendations for moving the work and the field forward.
The overall objective is to provide guidance on how to develop and implement effective school feeding programs, in the context of both a productive safety net, as part of the response to the social shocks of the current global crises, as well as a fiscally sustainable investment in human capital as part of long-term global efforts to achieve Education for All and provide social protection for the poor.
The present report focuses on the challenges that post-conflict countries and the international community face in the immediate aftermath of conflict, defined as the first two years after the main conflict in a country has ended.
The Participation Handbook for humanitarian field workers contains detailed practical advice on the participation of affected people in humanitarian action.
