Ethical research principles stem from universal guidelines, but do not address the unique challenges of conducting MHPSS research in emergency settings. This document aims to fill that gap, providing recommendations to ensure ethical principles and to promote standards of best practice for MHPSS data collection during emergencies.
The Keeping Children Safe Coalition (KCS) toolkit is a complete package for people working in child protection across the world. The standards and exercises provide a sound basis for the development of effective measures to prevent and respond to violence: from awareness raising strategies to safeguarding measures.
The WHS Regional Consultation for East and Southern Africa presents an opportunity to reflect on emergencies throughout the region and ensure that lessons are incorporated into a more effective, accountable and innovative humanitarian system; one capable of supporting communities to overcome crises and protect and promote human rights.
The aim of this article is to analyse issues associated with the education or the absence of education of Syrian people, who are in a refugee situation, using both Human Rights Theory and the Capability Approach.
To our knowledge, there is no precedence in the organization of the use of radio education programs as an education in emergencies response. This guidance note is the result of a brief search and consultation; it is not exhaustive but seeks to serve as a basis for discussion and program development.
The idea is for children to continue learning in some alternative and cost-effective way during the Ebola outbreak, in particular during the school closure period. If children continue learning, it will be easier for them to catch up once schools reopen.
The report reviews the fields of child-friendly education, and reviews the child-friendly schools approach through a peacebuilding lens, identifying elements in CFS theory and practice that are ‘peacebuilding resonant’ (already making a contribution to peacebuilding), ‘peacebuilding latent’, and ‘peacebuilding gaps’ in CFS thinking and provision that need to be filled.
This briefing note provides background knowledge on the psychosocial aspects related to ebola and suggests psychosocial support activities that can be implemented.
This report is a rigorous literature review on the political economy of education systems in conflict-affected contexts and is aimed at education advisers and agencies, development practitioners and Ministry of Education policy makers working in conflict-affected contexts.
This policy brief looks at the state of education in the protracted refugee situation in the Dadaab camps, and provides recommendations to address the shortfalls of education provision in the camps, prioritize education at the global level and consistently increase funding for education in emergencies.
The paper addresses the scope and nature of attacks on education personnel and the range of measures put in place to protect them. Many of the measures have not been formally evaluated. Additional research is needed to understand the dynamics of attacks on teachers and how to most effectively protect teachers.
An in-depth analysis was undertaken from January-May 2014 to consider the strategic future of the network in the context of the INEE 2014 Global Consultation. Following is a summary of the key strategic issues highlighted in the report based on interviews conducted and questionnaires collected from 77 key informants.
