Resources

This report argues that it is essential for the U.S. government to institutionalise an ongoing, at-the-ready capability to ensure women's involvement in post-conflict peace-building and reconstruction operations. It provides a variety of recommendations to the US government from gender sensitivity to enhancing th role of women in stabilisation and reconstruction.

The importance of the physical environment in children’s lives is not only documented in literature and research but also immediately acknowledged by persons who work closely with children in the field. During the workshops that we have conducted, Save the Children personnel were able to generate a long list of environmental issues that affect children negatively.

The intent of this paper is to further advance the inclusion and expansion of various educational activities in War Child’s programmes.

This guide has been developed following two 'Gender, Education and the Media' workshops which were held in Nairobi, Kenya in December 2005 and in Dhaka, Bangladesh in March 2006. It brings together learning from both workshops in order to help organisations working on gender and education develop and implement media-advocacy strategies for gender equitable education.

This paper examines the trends emerging from recent research into the relationship between violent conflict and chronic poverty. The author weighs the usefulness of this research, and considers the transmission mechanisms from violent conflict through to chronic poverty, and the impact of chronic poverty on conflict.

This briefing report, released prior to the first free elections in the country in over 40 years, describes the tragedies that face the DRC's children and urges the international community to seize the opportunity to put an end to the world's deadliest humanitarian crisis since World War II.

In December 2004, the Inter-Agency Network for Education in Emergencies (INEE) launched the first global tool to define a minimum level of educational quality and help ensure the right to education for people affected by crises.

The Government of Southern Sudan’s Go to School Initiative, supported by UNICEF, which seeks to get 1.6 million children back in school by the end of 2007, incorporates key elements of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction.

NGOs working in education in conflict-affected areas have realised the importance of listening to children, encouraging their genuine participation in programmes and publicising and scaling up the innovations which often arise in the aftermath of war.

The Outcome Report includes the framing papers that were prepared for each objective in advance of the roundtable as well as the recommendations generated by each working group.

Education is a crucial means within local communities around the world to communicate, to motivate and to engage as much as it is to teach. An investment in education, particularly at the primary and secondary levels, can help a community address and continuously reinforce the various dimensions of disaster risk across generations.

The project entitled “A Prepararnos” was implemented in the province of Holguin to develop environmental education through formal, non-formal and informal means with the active participation of children and the community at large. The project focused on the relationship between schools and communities.

The efforts by Terre des hommes, Save the Children Alliance and other organizations to combat child trafficking in Nepal have been complicated by the growing armed conflict, as tens of thousands of children and youth have been forced from their communities to urban areas.

This report flows from the one-month intervention of Linda Pennells, Gender & Governance Consultant, working with UNICEF’s earthquake emergency team in Pakistan to identify lessons learned from the six-month earthquake emergency response that can inform a gender-responsive transition to recovery.

The UNHCR Tool outlines 10 basic steps to ensure women, girls, boys, and men participate in analyzing protection problems together; in discussing capacities to face protection problems, and in finding solutions together.

This paper by Rose and Greeley examines how development assistance in fragile states can enhance access to quality basic education for the poor and vulnerable, at the same time improving governance and thereby mitigating the risks of fragility, and increasing the effectiveness of future aid.

The Minimum Standards for Education in Emergencies (MSEE) training workshop in Islamabad. The organisers and trainers at the Islamabad workshop from Save the Children-UK (SC-UK), UNESCO and BEFARe in Pakistan either trained as ToTs or were trainers.

This masters thesis is a case study of the IRC Guinea Education Program. Civil wars in Liberia and Sierra Leone sent tens of thousands of people across the border to safety in Guinea.

This article examines the ways in which the INEE Minimum Standards and other resources can assist practitioners in the design, development and implementation of emergency education programs that integrate the special education needs of all children.

This review examines good practices to reduce disaster risk through education, knowledge and innovation, including efforts to protect schools from extreme natural events. It looks critically and strategically at current activities in order to identify gaps, opportunities in the form of synergisms and partnerships, and centres of innovation.

This report draws from the experiences of UN agencies, international, national, and local NGOs, and donors in responding to the earthquake to present an analysis of the cluster experience in Pakistan, along with recommendations for the future.

The report identifies various constraints and challenges that USAID and its partners face in enforcing sound M&E standards and practices in postconflict societies, particularly in those where the United States has major strategic interests.

This report focuses on the experiences of three key donors: the United States (US), the United Kingdom (UK) and Germany. It also provides case studies showing the operationalisation of the agenda in three fragile states, namely, Afghanistan, Cambodia and Nepal. Because the FS agenda is relatively new, the policies, tools, and institutions to implement it are still being developed.

The promotion and protection of children's rights has been a fundamental aspect of the international human rights system. This manual centers on how to protect children from sexual violence and sexual exploitation, specifically in disaster and emergency situations.

This Review of the Education For All (EFA) programme in Nepal was commissioned by the Finnish Embassy on behalf of the group of supporting donors and undertaken by a team of consultants contracted by International Alert. The intention is to examine the EFA programme in relation to conflict and the current political crisis.

The second edition includes case studies that look at both the politics and policies of education for refugees and IDPs as well as education as protective and preventative measures. Within these two overarching topics, the case studies in this volume focus on the following geographical areas: Pakistan, Turkey, New York City, Colombia, Sri Lanka, Uganda, Zimbabwe, and Sudan.

States affected by conflict are among the farthest from achieving Education for All (EFA) goals, and many lack human and financial capacity. ‘Capacity development’ (CD) is frequently proposed as the solution to their problems. What challenges does a country like Afghanistan face in rebuilding an education sector after 30 years of conflict?

Gives guidance on responding to disaster or terrorism events using the Psychological First Aid intervention. This evidence-informed approach helps to assist children, adolescents, adults, and families in the aftermath of disaster and terrorism. The manual includes in-depth information about each of the eight core actions and accompanying handouts for adults, adolescents, parents and caregivers, and providers.

This handbook targets field practitioners responding to humanitarian emergencies that result from conflict or natural hazards. In particular, sector/cluster actors are offered practical guidance on identifying and addressing the differing needs and situations of women, girls, boys, and men.

This document is an example of how the Refugee Education Trust used the INEE Minimum Standards to evaluate project implementation in Pakistan. The table provides a useful framework for analysis, dialogue, planning and recommendations for the future, and can be adapted for other programmes.

This report examines the impact of insecurity on education in Afghanistan, especially on girls' education.

How can the lives of children who have experienced significant loses be responded to in ways that are not re-traumatising and that bring to light children's own skills and knowledge? This paper describes a creative adaptation of the 'Tree of Life' exercise informed by narrative therapy principles and practices

This report examines the discrimination and disempowerment women face throughout their lives and outlines what must be done to eliminate gender discrimination and empower women and girls.

This resource guide identifies the right to education and actions that individuals and organisations can take to fulfill these rights, with a focus on refugees, returnees and independently placed persons.

The right to go to school belongs to every child. However, 115 million children are still out of primary school thats 18 per cent of the worlds primary school-aged population. Save the Children has set itself the challenge to get three million out-of-school children, living in conflict-affected countries, into school by 2010.

This guide, created by Eldis in collaboration with DFID, explores some of the evidence that has been gathered on social protection and education and considers what lessons have been learned.

This report outlines findings on education from missions taken by the Women’s Commission for Refugee Women and Children in November 2005 and June 2006, and recommends actions the international community can take to ensure that the children and young people of Darfur have a chance to learn while displaced from their homes and communities.

Refugees often see education of their children as the principal way of ensuring a better future for their family. In this way, pursuing education is a forward-looking livelihood strategy for both children and their parents. Just as importantly, education often plays a role in creating stability in the daily lives of displaced children.

Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments, Specialized Booklet 2 Practical Tips for Teaching Large Classes: A Teachers Guide 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

This paper will seek to review progress made to date in meeting the rights of children 3-6 years old in emergency situations. It will examine whether the world has met its commitments to ensuring the rights of children to early care and education when their lives have been disrupted by devastation and displacement as a result of natural or man-made calamities.

HIV and AIDS are among the key factors exerting pressure on education systems and students in the regions with the greatest EFA challenges. Halting the spread of HIV is not only a Millennium Development Goal (MDG) in itself (Goal 6), but is a prerequisite for reaching the others including Goal 2 (achieving universal primary education) and Goal 3 (promoting gender equality and the empowerment of women).

This article argues for a higher priority to be given to education in times of crisis, including funding, and outlines the work of the International Rescue Committee (IRC) and the Inter-Agency Network for Education in Emergencies (INEE). A case study is included describing the priority of education in Sierra Leone for Liberian refugees.

The Toolkit has been developed for UNICEF officers, and presents information and tools to enable them to prepare for and respond to emergencies to comply with UNICEF’s Core Commitments for Emergencies in the education sector.

While education does not cause wars, nor end them, every education system has the potential either to exacerbate or to mitigate the conditions that contribute to violent conflict.

More than half of the world’s 103,5 million out-of school children live in countries affected by, or recovering from, emergencies. This thesis focuses on one of the most serious impediments to the provision of quality education in situations of emergency and reconstruction: the lack of donor commitment and funding.

The Guidelines provide ideas for methodologies and activities (based on the lessons learned during the action research project) that others can try or adapt in order to facilitate similar reflection, recording, learning and sharing within their local communities.

This final report was produced by Christian Children's Fund in August 2005. The report focuses on a project in Angola that was implemented from July 2003 through July 2005: Life-skills Training for Adolescents Affected by Conflict in Angola (LSE)

Basic education is seen as the best means for improving conditions for poor and rural populations, disadvantaged social groups, and females, in general.

The purpose of this roundtable was to share information, address challenges and gaps, and determine next steps regarding Education in Emergencies, as a precondition to meeting the Millennium Development Goals.

This handbook has been written for anyone who plans and writes learning materials for use in open and distance learning (ODL). Anyone who is interested in producing better ODL materials will find something of value in this handbook, but the three main target audiences are: teachers, instructional designers, and writers.