One of the Education Resilience Approaches (ERA) programs first major tools, the Resilience in Education System (RES) 360 degree rapid assessment helps both national education institutions (e.g. Ministries of Education) and schools to identify the risks confronting education communities, especially students.
The purpose of the policy seminar was to put the Education in Emergency (EIE) issues is some larger perspectives, to generate strategies of how to advocate for a suitable place for education and training in conflict emergency settings within post-2015 MDG and EFA policy frameworks, identifying the most appropriate advocacy messages, entry points and activities.
This 2013 analysis by the Global Education Cluster shows that an estimated 5.4 million beneficiaries missed out on education support due to under-funding of education in humanitarian appeals.
The aim of this training and resource package is to equip teachers and counsellors with basic skills for supporting the psychosocial well-being of children affected by conflict and emergencies.
The aim of this training and resource package is to equip teachers and counsellors with basic skills for supporting the psychosocial well-being of children affected by conflict and emergencies.
To support and encourage youth participation in emergency response efforts, this document provides concrete guidelines for engaging with youth and youth movements in crisis contexts by identifying approaches that have effectively included young people as actors in programming.
INEE Minimum Standards for Education: Preparedness, Response, Recovery. Contextualized for Somalia. This document is the product of the work of the INEE Secretariat and the Somalia Education Cluster, carried out in 2011 and 2012.
This concept note summarises the aims and expected outcomes of the High Level Symposium on Conflict Sensitive Education, held on 8 April 2013 at UNESCO, Paris, France.
Programme for The International Symposium on Education, Fragility and Conflict. The symposium brings together academic research and practice in the area of education, fragility, and conflict, and will provide a platform for reciprocal learning, the exchange of ideas and knowledge-building in this crucial subfield of educational development.
On 8 April 2013, INEE and UNESCO’s International Institute for Educational Planning (IIEP) organized a High-Level Symposium in Paris in order to bring together around 200 education stakeholders to discuss the challenges of providing quality education in conflict-affected contexts, and to offer concrete recommendations to promote the implementation of conflict-sensitive education.
On 8 April 2013, INEE and UNESCO’s International Institute for Educational Planning (IIEP) organized a High-Level Symposium in Paris in order to bring together around 200 education stakeholders to discuss the challenges of providing quality education in conflict-affected contexts, and to offer concrete recommendations to promote the implementation of conflict-sensitive education.
Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power.
This report highlights effective approaches to empower parents and communities to demand change in the face of poor quality schooling and poor learning outcomes.
This report reflects the findings from the INEE Pocket Guide to Gender Assessment, which took place from October 2012 to January 2013. It offers insights and recommendations from education and humanitarian stakeholders on the use of the flagship INEE tool on gender.
"UNICEF Back-to-School Guide: Evidence-Based Strategies to Resume Education in Emergencies and Post-Crisis Transition" was created from data and analysis gathered about Back-to-School programmes from 55 countries in all seven regions in which UNICEF operates, summarized in the companion piece, Analysis Report of Back-to-School Initiatives (1994–2012).
In order to support the integration of conflict sensitivity in education policies and programs in conflict-affected and fragile contexts, INEE has developed a series of tools and guidance documents that make up the INEE Conflict Sensitive Education Pack (CSE Pack).
In 2011, the INEE Working Group on Minimum Standards and Network Tools commissioned a study to understand the awareness of the INEE Minimum Standards (INEE MS), how they are being used, and how they are institutionalized in plans and policies. This report analyzes the responses of this subgroup and how they compare to respondents in other settings.
