UN Special Envoy for Sahel Romano Prodi is asked to emphasise the key role that education can play in building resilience of vulnerable children and communities in this region and address how to incorporate it into current national and regional strategies for the Sahel. In this letter signed by INEE Director Lori Heninger, it appeals for Mr. Prodi.
A report and a presentation on the Evaluation of Capacity Development in, and its Impact on Institutionalization of, Emergency Preparedness and Response (EPR) and Disaster Risk Reduction (DRR) in the Education Sector in the Eastern and Southern Africa Region (ESAR)
Building upon the INEE Minimum Standards, the INEE Guidance Note on Conflict Sensitive Education offers strategies for developing and implementing conflict sensitive education (CSE) programmes and policies.
Equitable access to a quality education is a fundamental human right. It is also the foundation upon which true sustainable development must be built. “Education for All” (EFA) as a priority in conflict and crisis has become an increasingly popular focus of donors, practitioners, and researchers along the relief-to-development continuum.
The overall purpose of the Policy Dialogue Forum was to identify national education policies and concrete strategies to be included in the Interim Education Sector Plan which are conflict-sensitive and which can contribute to peace-building processes in the country.
Finding research-based strategies that are proven to deliver quality education to students in emergency situations must be a priority for American educators, families, and advocates. The INEE Minimum Standards for Education are a critical resource for education advocates in the United States.
This meta-analysis examines the effects of children's exposure to international co-productions of Sesame Street, synthesizing the results of 24 studies, conducted with over 10,000 children in 15 countries.
These guidelines have been developed to support humanitarian managers and field staff in applying meaningful and safe children’s participation in different stages of the humanitarian programme response.
The 2013 CASEL Guide: Effective Social and Emotional Learning Programs—Preschool and Elementary School Edition provides a systematic framework for evaluating the quality of classroom-based SEL programs.
This training was developed to facilitate training in psychological first aid with a focus on children. It is aimed at developing skills and competences that will help child protection staff reduce the initial distress of children who have recently been exposed to a traumatic event.
These training modules are based on the INEE Conflict Sensitive Education Pack created to support the integration of conflict sensitivity in education policies and programs.
Noteworthy Practices: Early Childhood Development in Emergencies presents practices of note from the Philippines, Kyrgyzstan, and Swaziland with examples from practitioners who have worked with young children and are now well placed to share lessons learned, challenges, and success stories with others working in disaster risk reduction and emergency planning and response.
The Literacy for Life activities prepare children who have little or no reading, writing or numeracy skills to enter formal education in primary schools or accelerated learning classes after an emergency situation.
An introductory resource for staff of development and humanitarian organizations working with people whose lives and rights are threatened by disasters and climate change.
This publication identifies trends in the practice and contribution of UN human rights mechanisms to the protection of education in times of insecurity and armed conflict and offers recommendations on how such protection might be strengthened.
