The guiding research focus of this study is to gain a better understanding of how organizations are using the Minimum Standards, with a focus on the crosscutting themes of gender and HIV/AIDS, in a chronic crisis setting.
TWB has been involved with science inquiry education efforts in Sichuan Province since 2006, but the context of TWB’s focus on earthquake education is shaped by the circumstances of the Sichuan Earthquake of May, 2008. TWB has worked to train teachers to prepare for earthquakes that may occur during school hours using curricula adapted to the particular geohazards of the region.
In 2002 the Norwegian Refugee Council (NRC) in DR Congo developed an awareness raising workshop (=sensitisation) for stakeholders in order to inform the communities about NRC’s mandate and emphasise the importance of education.
This synthesis report provides an overview of a one-year research project which explored the contribution played by service delivery to state-building and peace-building processes.
These guidelines aim to stimulate action and promote a multisectoral and multi-stakeholder approach to mainstreaming PSS so that government and organisational programmes incorporate psychosocial care and support for children and youth.
This Guidance Note recommends strategies and steps that can be taken. While the Guidance Note is consistent with the INEE Framework for Education in Emergencies, it has been set out in a simplified format for ease of reference. Cluster coordinators and technical staff are encouraged to use relevant ideas from here, based on the context and their priorities.
Aimed for use in diverse country contexts, this package of tools guides local adaptation, design, planning and implementation of community based IYCF counselling and support services at scale
This article examines the challenges that affect sustainability of educational support provided by international organizations during the relief-development transition in post-conflict countries.
This 46-page report details the occupation of schools by government security forces, militias, and opposition armed groups, risking the lives and education of tens of thousands of students.
The aim of this research project is to gain an idea of the types of training programs available to and specifically geared towards teachers and education workers. This can be used as a point of departure to identify best practices in teachers training in the field of peace-building and conflict-transformation.
The UN General Assembly resolution on ‘the right to education in emergency situations’ emphasizes the obligation to secure education for all children regardless of context. The UN Secretary General’s Education Initiative, Education First, also upholds the right to education in conflict and humanitarian emergencies, reinforcing the GA resolution.
This curriculum guide provides support for a 6-step parenting education programme for low income families that can be adapted to the local culture and that reflects parents’ goals for their children’s development.
As a companion to the Child Friendly Schools Manual, this module provides an in-depth guide to promoting WASH in Schools through curriculum and classroom practices. It is intended as general guidance adaptable to particular context and settings.
This book shows that transformative education for local, national and global citizenship and peace CAN be implemented even under difficult conditions if there is a policy commitment to do so.
This paper offers technical planning advice for high-level policy makers in ministries of education and donors in situations of conflict, recovering from conflict, or at risk of it.
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.
The note aims to support a more systematic approach in UNICEF to conflict sensitivity and peacebuilding.The note explains key concepts, offers tools and approaches, identifies entry points in UNICEF strategies, frameworks and programmes, and provides examples of UNICEF programmatic contributions in this area.
The paper describes a range of conflict prevention initiatives and examines the role of policy-makers, youth, women, and the media in maintaining and restoring peace as part of a holistic vision of education.
This paper shows that progress in reducing the number of children out of school has stalled. This not only denies millions of children their right to education, but also jeopardizes wider development efforts. The paper sets out five reasons why reversing this trend is urgent.
