This report from three African country case studies presents key findings from pilots of the Civil Society Assessment Tool (CSAT) in Angola, Guinea Bissau, and Togo.
Learning from Experiences and Good Practices: Psychosocial Work Done in both Emergencies and non-Emergency Contexts (UNICEF, 22-24 June 2005, Entebbe, Uganda)
It is our pleasure to present this report of the workshop “Dealing with alleged child collaborators in the Occupied Palestinian Territory in the spirit of the Convention on the Rights of the Child”, which took place in Ramallah on 20 April 2005. We hope it will shed some light over one of the most important and sensitive issues regarding child protection in the OPT.
Education, Conflict and Social Cohesion argues that in order to ensure that processes of education reform are meaningful contributions to reconciliation and peace-building, the subtle and complex relationships between schooling and conflict need to be explicitly recognised and examined.
This document is intended for local authorities that establish schools, and for school teachers and staff. It introduces examples of seismic retrofitting on nonstructural members that could be identified and implemented through daily inspections.
In response to the January 26, 2001 Gujarat Earthquake in India, 153 schools in Ahmedabad, Baroda and Surat were studied to identify earthquake-unsafe school buildings. A rapid, inexpensive method was adopted to assess the earthquake vulnerability of the school buildings. The report may serve as a model on how to assess the seismic safety of school buildings.
This programme covers three days of training, and the main objective is to focus on how teachers can give psychosocial support to children affected by war. It is assumed that these children have returned to a more or less normal school environment.
This journal about early childhood looks at specific issues regarding the protection and development of young children, in particular from a psychosocial perspective, in emergencies. It contains articles on rapid child protection assessments in emergency contexts, ECD in emergencies, the child-to-child approach of helping children in emergencies and affected by conflict, restorative play in refugee situations and disabled children in conflict situations.
Pages 11-12 of this compendium of indicators contain output and outcome indicators for in-school feeding, school feeding take home rations and food for training, including literacy and numeracy programmes, which can be used for monitoring and evaluation.
The Paris Declaration on Aid Effectiveness is an historic agreement to improve the quality of aid, signed in Paris in 2005 by more than 100 donors, developing countries and NGOs. The declaration commitments and targets reflect the lessons donors and partner countries have learnt about how to make aid more effective in reducing poverty.
This 60-page report is based on interviews with hundreds of children in all regions of the world. Human Rights Watch investigations in more than 20 countries found that school fees and related education costs, the global HIV/AIDS epidemic, discrimination, violence and other obstacles.
This paper examines how to develop more effective protection in practice by active participation of young people. The author insists that a strong basis for protection already exists among many young people themselves.
The failure to protect children from escalating threats not only results in personal tragedy but carries a long-term social cost as well, including the spread of HIV/AIDS, an elevated maternal and infant mortality rate, a loss of education and a generation of marginalized youth. Protecting children in crises must be a top priority in every stage of every emergency response.
This study brings together two concurrent focuses: the first is on ‘fragile states’ or ‘difficult partnerships’, emerging from both from the challenge of meeting the MDGs through tackling poverty in these environments and the renewed focus on improving governance and institutions in weak institutional environments. The second is the evolving agenda around donor behaviour and aid effectiveness.
This summary paper was prepared by Levin and Dollar for the DAC Learning and Advisory Process on Difficult Partnerships. The previous study was from 1992-2002 and this study paper was prepared in 2005. This paper summarizes the findings of data analysis conducted for the DAC LAP on aid allocations in difficult partnerships.
A comparative analysis of two long-term refugee education systems. SEAN CORRIGAN Department of Sociology and Equity Studies in Education Ontario Institute for Studies in Education of the University of Toronto 2005
This is an issue brief on the role of civil society in preventing violent conflict and in building peace. It also explores the negative role civil society can play in efforts to establish long-term stability.
Fragile states are the hardest countries in the world to help develop. Working with them is difficult and costly and carries significant risks. Aid programmes in fragile states pose difficult policy dilemmas.
This study explored the psychosocial benefits of an emergency education intervention serving adolescents displaced by the war in Chechnya. It set out to describe key stressors and sources of social support available to youth served by the International Rescue Committee’s (IRC) emergency education program.
Since the inception of formal education in southern Sudan a century ago, schooling has largely consisted of island-like entities surrounded by oceans of educational emptiness. Islands of Education is the first book to comprehensively examine this harrowing educational reality.
Research on the effects of exposure to real-life violent events point to resulting difficulties in cognitive capacity. This creates difficulties for schoolchildren in thinking and learning.
1 January 2005
Manual/Handbook/Guide
Inter-agency Network for Education in Emergencies (INEE), United Nations Educational, Scientific and Cultural Organziation (UNESCO), United Nations High Commissioner for Refugees (UNHCR)
The Peace Education Programme (PEP) teaches the skills and values associated with peaceful behaviours. The programme enables and encourages learners to think constructively about issues, both physical and social, and to develop constructive attitudes towards living together and solving problems that arise in their communities through peaceful means
The Guidelines for Gender-Based Violence (GBV) is a tool for field actors in the humanitarian community to establish a multi-sectoral coordinated approach to gender-based violence in emergency settings.
This study provides an excellent overview of the literatures on education in emergency situations, post-war educational reconstruction, and peace education. It continues the debate launched several years ago within the German development cooperation community on promoting basic education in the context of peace-building, crisis prevention and conflict transformation
Fighting Back looks at the experiences of children living in conflict situations, and focuses on strategies to prevent the recruitment of children into armed groups.
In the many countries that are striving to guarantee all children the right to education, the focus on access often overshadows the issue of quality. Yet quality stands at the heart of Education for All. It determines how much and how well students learn, and the extent to which their education achieves a range of personal, social and development goals.
The paper offers an overview of the key findings of a study of education and post-conflict reconstruction and draws on a literature review, a database of key indicators for 52 conflict-affected countries, and a review of 12 country studies.
The INEE Secretariat organized the December 2-4, 2004 Consultation in Cape Town, South Africa with substantial input from the over 900 INEE members working on behalf of and with people affected by crises. These members provided guidance on the themes to be discussed and how the Consultation should be organised
This publication explores policies and strategies for child friendly spaces/environments. It includes case studies from Albania, Turkey, Northern Caucasus, Colombia, Liberia, and Gujarat.
Traditionally, education in emergency situations has been seen, not as a humanitarian priority, but as a long-term development activity. In recent years, however, awareness has increased of the need for non-formal and formal education programmes in emergency situations.
The development of the Adaptation Policy Framework (APF) is intended to help provide the rapidly evolving process of adaptation policy-making with a much-needed roadmap. Ultimately, the purpose of the APF is to support adaptation processes to protect – and enhance – human well-being in the face of climate change.
This paper adopts a definition of ‘difficult environments’ grounded in the role of the state in development effectiveness. Difficult environments are defined as those areas where the state is unable or unwilling to harness domestic and international resources effectively for poverty reduction.
The current issue, "Minimum Standards for Education in Emergencies, Chronic Crises, and Early Reconstruction: Issues and Debates on Quality, Impact, and Accountability" (Vol. 9, No. 2) seeks to further discussion on the theoretical and practical issues and debates arising from the INEE Minimum Standards, their formulation and implementation.
This paper reviews current theory and evidence on the importance of caregiver-child relationships for the survival and healthy development of children from birth to three years of age.
This report considers the benefits and challenges of pursuing children's participation in humanitarian action, particularly as they relate to protection and peacebuilding. The findings and analysis are based on projects in Sri Lanka, the Occupied Palestinian Territories and Nepal.
This Global Survey on Education in Emergencies (Global Survey) is an attempt to gather information on how many refugee, displaced and returnee children and youth have access to education and the nature of the education they receive.
This document examines key issues related to youth participation in violence; discusses lessons learned in developing programmes for at-risk youth; presents a range of programme options; includes illustrative monitoring and evaluation tools; and identifies relevant USAID mechanisms and partners.
The Displacement Tracking Matrix (DTM) gathers and analyzes data to disseminate critical multi layered information on the mobility, vulnerabilities, and needs of displaced and mobile populations that enables decision makers and responders to provide these populations with better context specific assistance.
Are peacebuilding and conflict sensitivity the same thing? Different but related? Completely separate? Increasingly, practitioners and policy makers give different—and often opposing— answers to these simple questions.
In emergency situations, education programs for adults are of special significance as communities are disrupted and individuals, especially women, must take on new roles and responsibilities
To ensure the effectiveness of such programs, emergency education assessments must include not only the crisis-affected community, but the local government and NGOs working on both education and non-education issues
A study published by UNESCO International Bureau of Education, this book is geared toward national policy-makers, curriculum specialists, and educators alike.
In this book, the co-ordination, or lack of co-ordination, of education during both emergencies and the early reconstruction period is examined. What constitutes effective and poor co-ordination is also analyzed, with suggestions for enhancing co-ordination of education in emergency and post-conflict settings.
