Resources

This document outlines the key strategies, targets, arguments and resources which Coordinators should be familiar with in order to pursue a successful advocacy strategy.

This report explores the ways in which information and communication technologies (ICTs) can contribute to efforts towards meeting child-focused development goals. This report serves as a key contribution on which to build informed dialogue and decision making, developed jointly between research, policy and practice.

The goal of the integrated programme guide for ECD in emergencies is to guide the humanitarian community in designing a response that takes into account the needs of young children.

While refugee women’s and girl’s risks and needs rise, health services and support systems are often unavailable.The Minimum Initial Services Package (MISP) for Sexual and Reproductive Health in Crises provides the bare minimum for emergency response.

This booklet aims to promote action to prevent and eliminate violence against children in schools and education settings.

Parenting skills training toolkits including facilitator's guide, trainer's manual and programme sessions focused on adolescence (ages 6-11 & 12-18) and guides for programme Implementation and training manual with ECCD focus (ages 0-5).

The document provides a thorough rationale for including DRR in school curricula within an Education for Sustainable Development framework.

Drawing on case studies and programme descriptions from psychosocial interventions around the world, the book presents fundamental methods of providing psychosocial support, including concrete examples of interventions, ideas for activities, and how to modify them to suit specific contexts and groups

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are most effective when they are contextualized to each individual setting. The following is the contextualized INEE Minimum Standards from Lebanon.

The one-day training workshop outlined in this guide is intended to acquaint staff members who are not child protection practitioners with basic concepts related to child protection, help them think through how their areas of work can contribute to child protection, and give them the opportunity to plan and to take some actions to increase protection of children through their own work.

This guide focuses on psychological first aid, which involves humane, supportive and practical help to follow human beings suffering serious crisis events. The guidance has been written for people who help others during Ebola virus disease outbreaks.

This document highlights the relationships between the INEE Minimum Standards for Education: Preparedness, Response, Recovery and the Sphere Minimum Standards in Humanitarian Response in order to provide a cohesive outline of an integrated, multi-sectoral response.

This case study discusses factors impacting the attrition and persistence rates of 60 Indonesian educators in an online programme in 2010. Course designers developed three variations of a web-based programme – a fully online, hybrid and web-facilitated model – and placed 20 learners, all with similar technology skills, in the three different models.

This statement affirms the commitment of the IASC Principals to ensuring the centrality of protection in humanitarian action and the role of Humanitarian Coordinators, Humanitarian Country Teams and Clusters to implement this commitment in all aspects of humanitarian action. It is part of a number of measures that are meant to ensure more effective protection of people in humanitarian crises.

In contexts of violence and conflict where children and youth are disproportionately and uniquely affected, their resilience and social emotional well-being are essential to any post-conflict long-term reconstruction, development process or long-standing peace.

Presentation on education in emergencies and INEE for the Regional Conference on Education in Emergencies and Disaster Preparedness "Ensuring Continuum in Emergencies", 10-12 Dec 2013 in Manila, Philippines.

This webinar taught attendees: 1) How to apply the INEE Minimum Standards in the field to strengthen programs, 2) Key lessons learned from the design and implementation of education programming in emergencies, and 3) How the INEE Minimum Standards can be used to advocate for greater attention to educational services at both the country and global levels.

The 2013/4 Education for All Global Monitoring Report shows why education is pivotal for development in a rapidly changing world. It explains how investing wisely in teachers, and other reforms aimed at strengthening equitable learning, transform the long-term prospects of people and societies.

The goal of this paper is two-fold: (1) to compile and review illuminating case studies of technology supported interventions to deliver education services that promote equitable access to children and youth in environments affected by crisis and/or conflict; and (2) to provide recommendations for the design and implementation of technology-supported education interventions.

This report describes the development, implementation and evaluation of a 12-session, community-wide, parenting programme implemented in Uganda to promote child health, growth and cognitive development and to improve maternal well-being.