Resources

The paper addresses three central questions: what are the narratives and practices around private sector engagement in education; how does that relate to conflict-affected and fragile contexts; and what are the critical considerations for the future?

This paper will review the areas of SEL programs that have been proven to be effective and determine how these interventions could be best piloted and sustained in conflict-affected countries or contexts.

This note provides guidance on how, in 'mixed' settings where the populations of humanitarian concern include refugees, IDPs and other affected groups, the leadership and coordination mechanisms should function in practice.

Video highlighting the importance for providing education in emergencies

This document contains a compilation of sample survey questions that can be used as a reference when developing data collection tools to measure PBEA programme outcomes linked to social cohesion, resilience and peacebuilding.

This paper explores the importance of Early Childhood Development (ECD) in emergencies and the extent to which ECD played a role in disaster response and recovery in the context of Typhoon Haiyan in the Philippines

It is hoped that the findings of this paper will highlight SEL’s adaptability and utilization as an increasingly demanded “process” by which many learning outcomes for Peace Education, Human Rights Education, Citizenship Education, DRR, and the reintegration of former combatants can be achieved.

The EGMA Toolkit provides detailed information about the Early Grade Mathematics Assessment.

This report presents a snapshot of the education response to the Syrian crisis. The report provides an overview of the context, key issues, services offered and barriers to education service delivery in Syria proper as well as in Turkey, Jordan, Lebanon, Northern Iraq/Kurdistan and Egypt.

This report synthesizes the December 2013 Meet-Up events that took place in over 40 locations around the world.

Global standards such as the Education in Emergencies Minimum Standards need to be applied locally and this requires a thoughtful and committed contextualisation process.

This Lessons Learned review was undertaken in order to detail and analyze Sri Lanka’s experience in providing emergency education through the war and after the tsunami and identify key lessons that may be useful for future practice not only in Sri Lanka but also in emergency contexts around the world.

This literature-review based dissertation aims to fill this gap by providing a theoretical model that illustrates how to map different theoretical discourses and frameworks within the quality debate with respect to the ´how´ of teacher education in the field of crises and emergencies.

This thesis examines how the recent conflict is taught in secondary school history classes in post-conflict Banda Aceh and the perceived impact of these teaching practices on a lasting peace.

In January 2014, INEE undertook a year-long global consultation process to develop a network-wide vision of Education in Emergencies for 2015 and beyond. 

The Assessment Capacities Project (ACAPS) and the Emergency Capacity Building Project (ECB) have produced this guide to fill the gap that existed for a practical resource that pulls together the main lessons learned from various initiatives and experiences.

Packed full of ideas, tools and inspiring stories, the resource helps children and youth to effectively advocate for their right to an education.

This planning resource kit contains a series of six booklets with guidance for educational planners on addressing safety, resilience and social cohesion.

Along with climate change related crises, disasters create humanitarian and development challenges. The education sector has a key role to play in addressing these challenges and in preventing hazards from becoming disasters. This role is best fulfilled through a comprehensive approach to school safety.

The Guidelines were drawn up with the aim of better protecting schools and universities from use by armed groups for military purposes, and to minimise the negative impact that armed conflict has on students’ safety and education. They provide concrete guidance to states and non-state armed groups for the planning and execution of military operations.