Resources

This document reports the findings of a UNICEF/UNESCO Mapping of Global DRR Integration into Education Curricula consultancy. The researchers were tasked with capturing key national experiences in the integration of disaster risk reduction in the curriculum, identifying good practice, noting issues addressed and ones still lacking and reviewing learning outcomes.

This document should help you to collect the necessary information to assist people affected by humanitarian crises more effectively.

The purpose of this compendium is to collate knowledge on emergency interventions that deliver WASH-related health benefits while minimizing disruption to education opportunities. The compendium describes preparedness activities and responses to past emergencies. The compendium also describes the planning process for a potential intervention and different WASH in emergency scenarios. 

Glossary of social research methods from the 4th edition of the Social Research Methods textbook.

Care for Child Development (CCD) is an evidence-based approach designed to promote early learning and responsive caregiving through integration into existing services in a variety of sectors such as health, nutrition, education, and child protection. 

Rights from the Start is intended to highlight a truth that should be uncontroversial: that every person is entitled to the right to care and education from birth. However, the shocking fact remains that 200 million children do not receive these rights at all: the report examines government planning and budgets (including donor assistance) to show that many do not prioritise or even include early childhood in the education or national strategies.

Through this series, REPSSI strives to publish high-quality, user-friendly, evidence-based manuals and guidelines, all characterised by subject matter that can be said to address the issue of psychosocial wellbeing. Within the series, different publications are aimed at different levels of audience or user.

This multi-partner United Nations study seeks to determine whether the PBF should increase its support to administrative and social services, and if so, to what types of programming.

This training will teach the participants how to use the Skills for Life Toolkit. The Skills for Life Toolkit helps teachers give children and youth the information and skills they need before, during and after emergencies.

This document is for humanitarian actors within the Camp Coordination and Camp Management (CCCM) cluster, at national and subnational levels, in countries facing emergencies and crises. It is addressed to managers and field staff, and is also relevant to camp management agencies working in situations where the CCCM Cluster has not been activated

The approach taken over the past decade to introduce minimum primary school standards in Vietnam is reviewed, with annual school audits that measured both input (quality) and output indicators.

This Tool sets out some specific considerations to be taken into account when working with girls and boys. It suggests a new approach to participatory assessments for children and adolescents. It describes the need for an ethical approach to participatory assessment and sets out the elements of such an approach.

The Caring for Child Survivors (CCS) of Sexual Abuse Guidelines were developed to respond to the gap in global guidance for health and psychosocial staff providing care and treatment to child survivors of sexual abuse in humanitarian setting.

Education is a strategic key for development. We intend to mainstream education as a key area of German development policy. This will encompass early childhood education, primary and secondary education, vocational education and training, higher education and adult education.

This document represents a summary of the framing paper on potential donor use of INEEs Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (INEE Minimum Standards), together with the additional recommendations and suggestions made during the working group discussions at the policy roundtable.

This case study outlines Plan Haiti’s use of the INEE Minimum Standards to create non-formal education programs for Internally Displaced Persons after the January 2010 earthquake in Haiti.

This report provides practitioners – including governments, donors, United Nations agencies, and civil society organisations – with a clear framework for assessing teacher salary systems in FCAS.

While ICT is certainly not a panacea or a de-facto solution to the challenges facing education in emergencies, it can, if implemented correctly, greatly enhance and improve education stakeholders’ activities in these contexts.

UNHCR's Education Strategy outlines the objectives and main activities that will support their priority on access to quality education for refugees.

This document promotes good practices and intends to reduce harmful practices by community-based psychosocial programmes that address sexual violence in conflict settings.