Resources

This policy brief, part of Save the Children's Rewrite the Future campaign, looks at the following aspects of attacks on schools: schools under attack; contravening international law; education as an investment in peace; and call to action.

A range of experts argue that how language is used in schools for delivering the curriculum is an important factor in whether or not children succeed in education.

This book reviews some alternative education programmes, including those providing alternative access, such as accelerated learning programmes and home-based or community-based schools. It also examines programmes that are alternative in curriculum provision, offering non-traditional subjects such as HIV and AIDS prevention or landmine awareness, and those that provide an alternative pedagogy, using more learner-centred and participatory techniques.

Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments, Specialized Booklet 3. Teaching Children with Disabilities in Inclusive Settings The UNESCO publication Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments (ILFE) offers a holistic, practical means to make schools and classrooms more inclusive, learning-friendly and gender-sensitive.

Oshikoto region is exposed to many hazards that include hydrometeor logical hazards particularly floods droughts and wild fires as well as epidemiological hazards mostly acute watery diarrhea and malaria outbreaks.

In recent years the Region has be prone to recurrent droughts, floods, and veldt fires, human and animal diseases. The Cuvelai ecological area of the Region is characterized by thousands of shallow drainage channels locally known as oshanas. Flooding of the oshanas in the Cuvelai normally occurs after heavy local rains or good rainfalls in the highlands of neighboring Angola.

Ohangwena region borders Angola on the northern part, Kavango region in the east, Oshana and Oshikoto regions in the west and south respectively. Recent disaster trends show that the frequency and severity of disaster occurrence in the region is on the increase. Communities get out of drought direct into flooding and epidemic diseases cross-cut periods of other disaster occurrences.

This book presents a comprehensive conceptual, policy and programming framework, complemented by case studies. It is global in perspective, examining the challenges and solutions to the problems faced by refugee and IDP students with either no documentation or inadequate or unrecognized documentation of their learning. 

This study explored the special needs of HIV-positive young people in primary and secondary schools in Uganda and identified possible responses by the education sector to these needs.

This module provides practical information, guidelines, examples and tools to support organisations and key actors to undertake psychosocial support to bring about positive change for children in humanitarian contexts.

This publication has been conceived as a practical manual. The different types of stress experienced by delegates are described along with the associated symptoms. It highlights the importance of identifying and knowing personal, team and organisational resources.

These guidelines have been prepared to help countries successfully design a teacher code of conduct (or review an existing one) and put in place the appropriate mechanisms to ensure its proper dissemination, application, and monitoring at all levels of the system.

This report presents the lessons from countries using different school-based management arrangements, where the decision-making power is placed in the hands of frontline providers and parents to improve the schools. It reviews the findings from analytical studies and presents the policy choices that emerge from those lessons and findings.

In many countries of the world, large numbers of children start school, only to find their teachers are speaking to them in a language they don't understand. In other places, teachers start by communicating with children in their own language, but as soon as written words and numbers are introduced, teachers use a language children don't understand.

The “Deaf People and Human Rights” report is based on a survey that is, up until now, the largest knowledge database on the situation of Deaf people. The lives of Deaf people in 93 countries, most of which are developing countries, is addressed. The Swedish National Association of the Deaf and the World Federation of the Deaf initiated the survey.

Plan and World Vision argue that children, who represent 50% of the world's population, can and do play invaluable roles in planning and implementing disaster risk reduction (DRR) and climate change adaptation activities. In spite of this evidence, children are, by and large, excluded from the activities that contribute to building the resilience of their local communities.

This article considers whether the law of war provides school buildings with a less privileged status than it gives to hospitals and religious buildings. It proposes that three critical issues necessarily affect any legal regime that seeks to establish privileged status for a specific type of building during war.

The UNISDR Terminology aims to promote common understanding and common usage of disaster risk reduction concepts and to assist the disaster risk reduction efforts of authorities, practitioners and the public

During the training you will learn how to establish a Child Friendly Space as well as become more familiar with the Save the Children Child Friendly Spaces in Emergencies Handbook.

This statement presents the recommended cut-offs, summarizes the rationale for their adoption and advocates for their harmonized application in the identification of 6–60 month old infants and children for the management of severe acute malnutrition (SAM). It also reviews the implications on patient load, on discharge criteria and on programme planning and monitoring.

This research examines the changing nature of donors' engagement in supporting education in fragile and conflict-affected states.

Building the resilience of the education sector to disasters. Poster on what to do in an earthquake.

In Sierra Leone, despite enhanced educational opportunities for girls, much of the emphasis on post-war educational reconstruction is unlikely to rectify gender inequities that remain entrenched within mainstream schooling and in the broader social context.

These Guidelines for Addressing HIV in Humanitarian Settings aim to assist humanitarian and AIDS organizations to plan the delivery of a minimum set of HIV prevention, treatment, care and support services to people affected by humanitarian crises.

In an emergency, people’s homes are often destroyed, their lives disrupted or they are forced to flee, which means that millions of children miss out on education. In the case of protracted emergencies, children may go for years without attending school.

This article explores these issues and makes the case for gender-responsive education programming in order to ensure both the protection of the most vulnerable children and sustainable and equitable social and economic development.

Because the effects of climate change on children are so significant, national governments and the international community must work together to chart a way forward.

This is an adaptation of the initial Zamborra background note in the original training package (sessions on assessment, design, monitoring and evaluation) and related roles with a focus on early reconstruction phase of an emergency. These roles were developed by the consultant who created the original INEE training materials.

A compilation of 101 examples of good practice in human rights education in primary schools, secondary schools and teacher training institutions in the Organization for Security and Co-operation in Europe (OSCE) area

This paper examines the potential significance of investing in female education in the fragile and frequently violent context of post-invasion Afghanistan. Recent and chronic challenges to female education are examined through the lens of transitional priorities.

War and conflict have a considerable negative impact on the education sector. However, even as education systems are damaged or destroyed by violence, multiple opportunities emerge for positive innovation and reform.

“The Path of Most Resilience” describes an integrated, holistic approach for assisting children affected by emergencies. This Working Paper serves as a starting point, an opportunity to outline foundational principles of the field of early childhood care and development (ECCD) in emergencies.

In 2008, UNICEF, together with the Sierra Leone Ministry of Education and the national Teacher Training institutions, developed a behaviour change programme for teachers entitled “Emerging Issues.”

This handbook prepared by the International Federation Reference Centre for Psychosocial Support (the PS Centre) reflects the increasingly active role that the Red Cross Red Crescent Movement plays in psychosocial responses.

This report reviews the literature on school-related gender-based violence (SRGBV) in order to improve understanding about its causes, prevalence and consequences.

The objectives of these Guidelines are to assist countries in strengthening the focus on inclusion in their strategies and plans for education, to introduce the broadened concept of inclusive education and to highlight the areas that need particular attention to promote inclusive education and strengthen policy development.

Oportunidades is a social program run by the Mexican government that seeks to improve education, health, nutrition, and living conditions of those living in extreme poverty. People supported by the program attend monthly health talks, which include information on contraceptive methods. Reduction in fertility, especially among youths, is deemed crucial to accomplish the program’s goals.

The event was organized by the INEE Working Group on Education and Fragility, which was established in early 2008 as an interagency mechanism to coordinate diverse initiatives and catalyze collaborative action on education and fragility.

This report identifies deep and persistent disparities based on income, gender, location, ethnicity and other markers for disadvantage as a major barrier to progress in education. Inequity in education is linked to wider disparities in the distribution of power, wealth and opportunity.

This critique of the 2009 Global Monitoring Report finds that the issue of gender does not come through the report as a salient or dominant one. The favorable conditions that must be developed to encourage girls to enter and stay in school are not flagged as policy priorities, although sporadic mention is made of incentives and scholarships for girls.

This paper reviews what is currently known from research about the effectiveness of interventions to address mental health problems in children and adolescents affected by armed conflict. The focus will be on interventions delivered in conflict affected countries either during active humanitarian emergencies or during the post conflict period.

This framing paper for the 2008 INEE Policy Roundtable provides analysis, lessons learnt and recommendations on the financing of education in states affected by fragility.

This handbook will guide Save the Children emergency response personnel and implementing partners in the rapid implementation of effective Child Friendly Spaces for children during and immediately after an emergency such as a natural disaster or situation of armed conflict. 

The three-part Market Assessment Toolkit for VT Providers and Youth is a combination of resources, questionnaires and activities to assist VT programs and youth to gather information on market demand and translate it into programming that responds to a dynamic business environment and youth needs.

People with disabilities have the same right to educational services as other people. Often people with disabilities are perceived to be a burden by their parents, teachers and other members of their communities, who do not think they are capable of being educated or contributing to society.

The complexity of providing education to former child soldiers in Sierra Leone and the potential challenges that may be associated with their return to school remain unexplored in the research. 

This paper explores the impact and effectiveness of Safe Spaces interventions for children within two Save the Children emergency responses in 2007: the Republic of Haiti and the Solomon Islands.

This guide provides a practical set of suggestions and reference materials to improve youth livelihood development practices and to expand programming in this increasingly important area.

The INEE Minimum Standards contextualized to the situation of community-based education in Afghanistan. These standards are to be used by community-based education providers to guide their work in communities.

The present report contains the findings of a study undertaken in 2008, which examined the current levels of awareness, utilization, institutionalization, and impact of the INEE Minimum Standards in Uganda.