This thesis provides an understanding of how by incorporating early childhood education in its formal settings and implementing peace education within this stage, Sri Lanka’s endeavours to foster peace are more likely to have lasting positive effects in the society.
This case study illustrates the role of schools and teachers in post-conflict reconciliation and transitional justice. It uses the case of Northern Ireland to illustrate the point and discusses the work of Facing History and Ourselves.
The following is a chronological list of important step-by-step actions schools should take before, during and after a pandemic flu outbreak. Pandemic flu can have several cycles or waves so this list may need to be repeated.
In 2008 INEE continued to grow at a remarkable pace. The network now brings together and serves over 3,200 members, an increase of 40% over the past year, who are working in more than 114 countries for government ministries, non-governmental organizations, UN agencies, bi- and multilateral donors, research institutions and schools.
A disproportionate number of girls remain out of schools in many developing countries. Overall, there is a need for more rigorous impact evaluations to find what is the most effective and cost-effective way of reducing gender inequalities in access to education.
This policy brief presents recommendations for policy and practice for those working to design and deliver education programmes in areas of conflict and emergencies.
This paper explores community-based approaches (CBA) to peacebuilding in conflict-affected and fragile contexts. How can CBA foster resilience, providing survival and coping mechanisms for violence, insecurity, and fragility?
This series of psychosocial life skills training modules are targeted towards NGOs and CBOs working directly with teacher training. The focus is on providing very practical NFE activities and games to address the needs of children affected by crisis.
This creative, fun and field friendly manual was designed by young people, for young people, as part of Plan International's "Learn Without Fear" campaign. This manual is designed for use by peer educators, youth groups, school classes, students' committees, councils and clubs.
The report makes the case for investment in education, outlines obstacles to financing education, looks at new instruments being developed, and asks how aid can contribute to the solution.
This paper analyses how four approaches to delivering education aid (sector-wide approaches, trust funds, social funds and UN-led approaches) have impacted education sector outcomes, particularly in the context of fragile states, and identifies what can be learnt about the effective delivery of education aid from each of these examples.
The seeds of this publication were planted in October 1992, in a special discussion on children and armed conflict initiated by the Committee on the Rights of the Child. The following year, the UN General Assembly adopted a resolution calling for the Secretary-General to appoint an independent expert to lead a study on the impact of armed conflict on children.
The goal of these Diagrams is to address the range of and difference between fuel-related needs in the field – recognising that there is no single fuel or energy technology appropriate for use in all humanitarian contexts.
This paper provides a snap shot review of the accomplishments in various areas of education in Afghanistan and attempts to highlight some gaps of serious consequences and finally makes recommendations for bridging the key gaps.
In this paper, ANCEFA, Pamoja West Africa, the African Platform for Adult Education, Oxfam International and ActionAid highlight the scale and impact of the literacy gap in West Africa, the region with the lowest literacy rates in the world, and make recommendations for action.
The purpose of this paper is to provide a synthesis of the emerging literature in the field of education and fragility. We examine the various attempts to capture the contexts of fragility in a pragmatic manner, from both an operational and a policy-making perspective.
Initiatives and activities are focused on ensuring quality and accessible education in fragile contexts that also supports broader contributions to state-building, peacebuilding and stability. Trends in research, programming and financing relate back to the need to ensure quality and access in education provision in fragile contexts and the idea that education has a role in mitigating fragility.
Education in emergencies in places affected by conflict emphasizes system development, particularly of primary education systems. This paper suggests that education in conflict-affected countries requires greater coordination and intentional connections between projects and programs than in places where educational institutions are well developed.
Summary of interventions from Norway: For education for all to become a reality, education needs to be respected, protected and fulfilled. We have committed ourselves to the Millennium Development Goal number 2 on education for all within 2015, and to be able to reach this goal, we need to intensify our efforts.
On 12 March 2008 Save the Children launched a global debate on the relationship between education and peace; what kind of education can promote peace, and how do we make sure that children receive the quality education that will help them build peace?
Existing evidence: School feeding leads to better educational outcomes, though results are more positive for school enrolment and attendance than for cognitive performance.
The RCC Program on Mainstreaming disaster risk reduction into development (RCC MDRC) looks into building capacity for mainstreaming disaster risk reduction (DRR) into development policy, planning and implementation.
This note presents the evidence on the role that simple early childhood stimulation inputs can play when they accompany nutrition inputs, and how the joint intervention is crucial to the development of young children - which lays the foundation for their capacity to learn and to lead healthy and productive lives.
The Guidance Notes on Teacher Compensation and related materials (available in English, French, Spanish, and Arabic) provide a framework for determining appropriate compensation for teachers in crisis contexts.
Monitoring and financial incentives have been shown to have a significant impact on absenteeism, whereas local monitoring of attendance has failed to have such an impact. However, more evidence is required to strengthen these conclusions.
There is a lack of credible data on children with disabilities in developing nations, presenting an obstacle for rigorous research evaluation of policy interventions.
Manual on child friendly schools including extensive guidance on providing safe and protective schools that are adequately staffed with trained teachers, equipped with adequate resources and graced with appropriate conditions for learning for all children.
Most people recognize instinctively the role of education in preventing conflict and in building peace. Now it is time to begin to work toward the establishment of peace in countries affected by conflict by integrating quality education into peace agreements.
The INEE pocket guide, “Education in Emergencies: Including Everyone”, takes a broad look at inclusive education principles and the types of actions that can be taken to make education in crises contexts more inclusive.
The Baseline Survey is to be initiated as part of the UNCCD's Ten Year Strategic Plan, and will form the starting point for monitoring long-term trends in desertification so that progress in implementing the UNCCD can be evaluated.
The presence of Israeli military within Palestinian territories has had and continues to have negative effects on Palestinian education. School closures, curfews and checkpoints limit the ability of students and faculty to access education. Higher education has especially been targeted by these restrictions.
During the past years – as an outcome of the UN Study on Violence against Children - Save the Children (SC) has focused much of its protection and education work on physical and psychological punishment in and around schools. Singling out punishment issues from its context of effective teaching and classroom management may have resulted in less impact than expected.
The International Rescue Committee established the Child and Youth Protection and Development (CYPD) technical unit in 1997 in order to strengthen its ability to respond to the complex needs of children and youth in conflict and post-conflict settings.
The overall objective of this handbook is to inform the design and implementation of cost-effective, affordable, sustainable and scalable school feeding programmes.
Against this background, IIEP-UNESCO undertook a wide range of studies on capacity development for achieving EFA. The focus is on educational planning and management because stronger capacities in these areas may have an important spill-over effect on the system as a whole.
1 January 2009
Case Study
Inter-agency Network for Education in Emergencies (INEE), UNESCO International Institute for Education Planning (UNESCO-IIEP)
This paper is a part of a wider research project on education in fragile contexts being undertaken under the auspices of the Inter-Agency Network on Education in Emergencies (INEE). It asks how education can be delivered effectively in Afghanistan and how it contributes to, or mitigates, fragility.
The review examines the post-war period in particular, from the signing of the General Framework Agreement for Peace in 1995 through to the present day. For the purposes of this review, ‘fragility’ is understood as referring to the multiple transitions the BiH State and society are currently undergoing, and the many challenges inherent in these transitions.
Community participation is a common phrase in the development and education sectors, along with accompanying terms of good governance, rights, ownership and accountability. Despite the challenges, communities can contribute greatly to reconstruction efforts and conflict resolution.
Exposure to adversity does not necessarily lead to the development of psychopathology in all affected children. This study examined the factors associated with resilience and vulnerability in mental health in the Gaza Strip in 2007.
The main objectives of this Operational Guide are to generate knowledge, guide analytical and technical work, and facilitate policy dialogue and decision making. The document aims to serve policy makers, planning officers, and development partners.
These guidelines deal specifically with water, sanitation and hygiene, and are designed to be used in schools in low-cost settings in low- and medium-resource countries
The analytic framework can be used to examine the linkages and intersections between different conditions of fragility and education components and processes.
The Toolkit also integrates existing information and tools designed by other national or international organizations dedicated to promoting and providing training on gender equality in education and other sectors.
