Resources

The document aims to prompt reflection on what exactly constitutes as a safe school: offering a resistible infrastructure in the event of a disaster or one that will also ensure the child's right to education in an emergency situation.

This approach engages communities to create safe spaces for children and youth to play, socialize, learn, and express themselves in a caring, supportive and normalizing environment.

ZOA issue paper no.1, looks at the issue of livelihoods in relation to the vocational education system in the camps and in the wider context of camp life and the Thai legal and economic structures.

This paper exploits unique information on cognitive ability to examine the importance of schooling and non-schooling cognitive skills for heterogeneous individuals using instrumental variables estimation. Using a binary instrument based on the 1981 reform in Chile, the authors find that the main beneficiaries of the reform were those who at the time were pupils in basic schooling.

This paper presents the Gender Equality Framework, A tool for education programmers, the framework helps ensure that education projects meet the needs of all learners. Using an approach that takes into account the relations and interaction between males and females (also known as gender dynamics), the Gender Equality Framework addresses four dimensions of equality in education.

This paper identifies and analyzes the types, prevalence, major causes, and effects of violence against girls in schools in Ethiopia. It also assesses the availability and effectiveness of anti-violence policies, rules, and regulations and concludes with recommendations on ways to reduce violence against school girls.

The objective of this manual is to provide comprehensive guidance on child care in emergencies. Each chapter summarizes the main ways of diagnosis, treatment and prevention using flow charts. 

This document details both Save the Children's current perspective on the main protection dangers that children face in an emergency and how to address them.

These studies on impacts of disasters on the education sector in Lao PDR, Philippines and Cambodia builds an evidence-based rationale to raise awareness on integrating DRR concerns into education policies, programmes and plans and to advocate for changing practices in school construction especially in incorporating disaster risk resilient features in new school construction. In Cambodia the focus was on floods.

These studies on impacts of disasters on the education sector builds an evidence-based rationale to raise awareness on integrating DRR concerns into education policies, programmes and plans and to advocate for changing practices in school construction especially in incorporating disaster risk resilient features in new school construction.

This case study discusses the politics of teaching history in post-genocide Rwanda and highlights lesson on the complexity of teaching history in post-conflict contexts. It also illustrates the relationship between political objectives and history.

This study on impacts of disasters on the education sector in Lao PDR aims to build an evidence-based rationale to raise awareness on integrating DRR concerns into education policies, programs and plans and to advocate for changing practices in school construction especially in incorporating disaster risk resilient features in new school construction.

The project was designed with the primary focus to assist the Ministry of Education in three countries to implement a Priority Implementation Partnership to undertake integration of DRR into the secondary school curriculum and to promote resilient construction of new schools using research on the past impact of disasters on the education sector.

Annual Report of INEE, including main accomplishments for 2007.

This paper examines how the community workshops of the Inter-Agency Peace Education Programme (INEE, 2005) were implemented in a refugee camp in Ghana with refugees from Liberia.

Save the Children Norway has undertaken a two-year thematic evaluation and documentation of children’s participation in armed conflict, post conflict and peace building (2006-2008) in four countries: Bosnia-Herzegovina, Guatemala, Nepal and Uganda. 

In this booklet, John Ozenham focuses on literacy and numeracy skills that enable people to capitalize better on knowledge of other subjects, to participate more in the social and political aspects of life, and thus to contribute in a valuable way to society and its development.

This workshop module is designed to build the skills of participants working to engage boys and men in gender-based violence (GBV) prevention and reproductive health (RH) in conflict and other emergency-response settings.

This guidance note is designed primarily for UN colleagues and partners working at country level on early recovery in natural disasters and complex emergencies.

This is a qualitative conflict analysis and early response-training manual. It has emerged from the thinking and experiences of conflict analysis experts worldwide, incorporating views from Africa, Asia, South America, Europe and North America.

This guidance document aligned to the INEE Minimum Standards for Education was developed by UNISDR and is intended for education administrators at all levels as well as school safety advocates.

In the 16 years since the first Education for All conference at Jomtien, national governments and international donors have invested billions of dollars in programs and reforms designed to improve access to quality education, with a focus on basic education.

The primary purpose of these guidelines is to enable humanitarian actors and communities to plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve people's mental health and psychosocial well-being in the midst of an emergency.

This study analysed EE programs for displaced children and youths in slum areas around Bogotá, Colombia. The specific target area was the impact assessment and M&E carried out as this was identified as a little documented and underdeveloped area within EE.

The paper is intended to provide a framework for developing quality education programmes “translating” the Convention on the Rights of the Child (CRC) into policies and practices that are inclusive of, and responsive to, diversity.

Presentation: Save the Children presents an overarching contextual analysis of Education systems in place in South Sudan and their strategic response to enable and support child protection initiatives.

Since the crisis of 1993, Burundi has been going through a period of instability and conflict and is still living under ongoing strife. The author analyzes decade-long survival strategies in the education sector during a period of conflict and the attempts made to salvage and rebuild the school system.

This publication is an outcome of the pilot experiences in Indonesia under the programme entitled “Scientific, Technical and Vocational Education for Out-of-School Girls: Schools and Learning Centres as Community Catalysts for Poverty Reduction and Empowerment of Girls (STVE)” implemented by UNESCO Jakarta.

This article problematises Bush & Saltarelli's call for a new and comprehensive peacebuilding education which empowers children through demonstrating that alternatives to conflict exist, that they have choices and the capacity to change their own and their society's situation.

The EDUCAIDS Overviews of Practical Resources provide guidance on the technical and operational aspects of this response. They are intended for technical staff, programme implementers and managers in ministries of education, technical staff in UN and other development cooperation agencies, and civil society partners.

Education is a basic human right for all, as articulated in the UDHR. Young people also have the right to appropriate and accurate information about HIV and AIDS. This booklet addresses the following issues for learners: Rights and access to education, protection, knowledge, attitudes, skills, care, and support. 

Guidelines that serve as references and assist in the care of children in emergencies (acute and chronic phases of an emergency). Essential for the training of first level health care workers. 

These briefs were developed to provide guidance on effective HIV interventions for young people in humanitarian emergencies. It is part of a series of seven global Guidance briefs that focus on HIV prevention, treatment, care and support interventions for young people that can be delivered through different settings for a range of target groups. 

This document aims to begin an international dialogue about how to expand investment in early childhood services and improve ECCD costing and financial planning.

Learning to Live Together: Design, Monitoring and Evaluation of Education for Life Skills, Citizenship, Peace and Human Rights. The guide focuses on the theme of ‘learning to live together’, which is one of four competencies identified as important by the International Commission on Education for the Twenty-first Century.

The paper shows how school led total sanitation has had very promising results to date and paves the way to speed up the process of intensive latrine coverage in school catchment areas.

This manual was written for staff who may be called upon to respond to the issues facing children in a humanitarian emergency. It provides practical tools and templates to plan responses; these also can be used for disaster preparedness. Some of the tools were developed or adapted from documents created by a number of child-focused NGOs and UN agencies.

Education has been on the minds of peacemakers since the end of the Cold War, contrary to expectations. An examination of how education is addressed in full and partial post-Cold War peace agreements shows that education is mentioned in a large number of the agreements.

In a double-shift system, which aims primarily to extend access and minimize unit costs, schools cater to two entirely separate groups of pupils during a school day.

A study demonstrating that formal education systems have a vital role to play in building peace in countries affected by armed conflict, based on fieldwork conducted in three countries.

This handbook takes stock of the present use of some selected terms and concepts. It is designed to be accessible to a general public which may not be familiar with the detailed discussions in the field of refugee and migration policy.

Strong Sport for Development and Peace programs combine sport and play with other non-sport components to enhance their effectiveness. They are delivered in an integrated manner with other local, regional and national development and peace initiatives so that they are mutually reinforcing.

The Global Campaign for Education believes that, halfway to the Education For All deadline of 2015, governments are failing their children and jeopardizing the lives and prospects of future generations. Their broken promises are cast into sharp relief by this, the first global version of the GCE 'School Report'.

ZOA Refugee Care (ZOA) is a Netherlands-based NGO established in1973. It provides support to refugees, displaced people and victims ofnatural disasters.

Providing educational services for children is a vital intervention during emergencies, chronic crises, and early phases of reconstruction.

There are too many people who are impacted by poverty, poor housing, stigma and discrimination, unemployment, and ill health. Education and public services have not worked well for the marginalized and disadvantaged, who in turn do not always have the means to challenge the quality of education or provision they are offered.

Plan International has released a progress report for the Learn Without Fear Campaign. Learn Without Fear, a global campaign to protect tens of millions of children from violence and bullying in schools, has made impressive progress in its first year.

How the INEE Minimum Standards have been promoted and used across the world.

This book has been created for children and youth, parents, teachers and communities. It is meant to raise awareness of everyone's right to education and to encourage communities to work for educational services for all children and youth. The information in this book is based on international human rights, humanitarian and refugee law.

The Norwegian Refugee Council (NRC) strongly believes that the Cluster Approach holds promise for improving the international response to internal displacement. The approach represents a serious attempt by the UN, NGOs, international organisations and governments to address critical gaps in the humanitarian system.