This paper reflects on challenges and lessons learned from the contextualization of the INEE Minimum Standards, the only global tool that articulates the minimum level of educational access and quality in emergencies through to recovery and development.
Training Tools for Curriculum Development: A Resource Pack is intended to support specialists and practitioners involved in curriculum change and reform. The Resource Pack offers a broad comparative international perspective with a view towards deepening a comprehensive understanding of the theory and practice of curriculum change and development.
This Guidance Note offers tools and methods which UNICEF Country Offices can use to ensure the safe and meaningful participation of adolescents when doing a conflict analysis.
This report seeks to answer the following question: what knowledge, skills and attitudes do children and adolescents need to cope with conflict, resolve conflict, promote peace, and contribute to peace processes? A secondary question considered in this report is: how can we effectively teach peace knowledge, skills and attitudes in conflict-affected situations?
This document contains the three key messages, which resulted from the INEE-RET Round Table - Youth Education 2015 and Beyond, which took place on the 15 October 2013.
This operational guidance is developed by the Public Health section of UNHCR with extensive input from the Division of International Protection. It covers 'mental health & psychosocial support' (MHPSS) in the broad sense of the term, and is thus meant for a range of actors, such as health, nutrition, education, SGBV, community-based protection, and child protection.
This position paper outlines how the post-2015 goals are being shaped, it identifies the progress already made in relation to youth education in fragility and crisis and highlights the remaining gaps. Its purpose was to lay the foundations for the discussions held during the INEE-RET Round Table held on 15 October 2013.
This report looks at what happens to adolescent girls in disasters, and why. Using original research, reviews of secondary material, and the voices of girls themselves, we show how adolescent girls’ rights are being ignored before, during and after disasters, both in the urgency of a disaster response, and in the gaps between humanitarian and development work.
This report to provide a synthesis of key concepts, current practice and actors in the area of education and fragility and an analysis of Norway’s contribution to the field, with the aim of informing future practices and positioning.
This presentation outlines the Kenyan Ministry of Education's efforts in integrating conflict sensitivity into education given at the INEE Working Group on Education and Fragility meeting in September-October 2013.
We hope it serves as a comprehensive introduction to the topic for those coming to this issue for the first time as well as provides new insights for those already actively engaged in the subject. The arguments we make here are based on evidence developed
In September 2012, over 20 government and global humanitarian, development and education leaders representing Ministries of Education, UN agencies, key funding partners, the private sector and NGOs came together to validate the Education Cannot Wait: Call to Action
This brief explores the key funding objective of the Education Cannot Wait Call to Action and focuses on analysis of global humanitarian funding for education in 2012, highlighting the key areas where funding fell short, its real impact in many crisis affected countries and what can and should be done to address this.
This paper provides brief background and country-specific information relating to education in conflict and crises in Afghanistan, Pakistan, Chad, Somalia, Myanmar and Timor-Leste for the purposes of the Learning for All Ministerial Meetings in September 2013.
Education Development Post 2015: Reflecting, Reviewing, and Revisioning (UKFIET Conference Report). This paper explores how the ministries of education in Haiti, Palestine and South Sudan have planned for the crises affecting their countries, and examines how agencies such as IIEP, INEE and UNICEF have developed different methodologies in support.
The objective of this Roundtable Discussion was to identify the gaps in collaboration and possible types of collaboration between the health and education sectors around shared issues in conflict-affected and fragile contexts in the post-2015 world.
The main purpose of the UNESCO IBE Glossary of curriculum-related terminology is not to establish standard universally applicable definitions. Rather, it is intended to be a working reference tool that can be used in a range of activities and help to stimulate reflection among all those involved in curriculum development initiatives
In this symposium, senior policy makers from ministries of education will first explore good practices and remaining challenges to integrating crisis-sensitivity and disaster risk reduction into their education systems.
2012 brought disruptions in education around the world: a major earthquake in Iran, Typhoon Bopha in the Philippines, the ongoing conflict and displacement in and around Syria, a war in Mali, famine in the wider Sahel and Hurricane Sandy bringing destruction to the Caribbean and the northeast United States, are only a few examples.
These current guidelines draw on those experiences and provide tools and resources needed to develop a Child Rights Situation Analysis (CRSA). The
document describes the components and sequencing that will result in a good CRSA, and includes tips on how to manage the process in particularly complex or challenging situations.
