Resources

This methodology avoids competition and exclusion, promotes more cooperation and integration in sports and games, reinforces the resilience of vulnerable children and improves their psychosocial well-being in general; all this, thanks to the development of their life skills (adaptability, cooperation, empathy, managing emotions, communication, responsibility, etc

Contextualisation of the INEE Minimum Standards global tool for South Sudan.

This guide analyses the broad spectrum of factors that influence whether a child successfully transitions in to primary school.

At the end of this session, participants will identify challenges and vulnerabilities specific to youth and adolescents in crisis situations; review good practices and specific recommendations for effective, quality programming for adolescents and youth; learn practical ways to promote meaningful participation for adolescents and youth.

At the end of this session, participants will be able to understand the basic principles underpinning inclusive education and understand about barriers to inclusion, and how we can identify them and begin to address them.

The 2012 EFA Global Monitoring Report is divided into two parts. Part I provides a snapshot of progress towards the six EFA goals, and towards spending on education to finance the goals. Part II turns to the third EFA goal, paying particular attention to the skills needs of young people.

The Minimum Standards for Child Protection in Humanitarian Action have been developed to support child protection work in humanitarian settings.

Refugee youth in Dadaab refugee camp in Kenya consider lack of opportunities to be one of the biggest challenges to living in the camp. Education proves to be a key factor in expanding opportunities within the limitations camp life sets. Yet little humanitarian assistance addresses the specific learning needs of youth.

​​​​​​At the end of this session participants will be able to explain what is meant by gender-responsive education; reflect on needs and challenges and identify best practices of gender-responsive education; practice the ADAPT and ACT Collectively Framework to mainstream gender into education in emergencies; develop gender-responsive strategies that support the INEE Minimum Standards.

The IASC Reference group on Mental Health and Psychosocial Support has developed a 4Ws tool to map MHPSS activities in humanitarian settings across sectors. It is envisioned that this tool will be used by groups with MHPSS coordination responsibilities in emergencies with numerous MHPSS actors.

This report was written by Professor Lynn Davies, drawing on a series of evaluation reports of Save the Children’s Rewrite the Future education work in conflict-affected fragile states between 2008 and 2011.

This INEE Report provides select examples of instances where the INEE Minimum Standards were promoted and used throughout the globe in 2011.

To address calls for the cross-sectoral identification of key strategic humanitarian priorities, the IASC NATF developed the Multi-Cluster/Sector Initial Rapid Assessment (MIRA) Approach. A MIRA is the assessment and analysis of needs carried out during the first two weeks of a sudden onset disaster.

This report summarises lessons learned and recommendations for a workshop methodology towards good practice for sector-level conflict analysis.

Today, UNESCO is committed to a holistic and humanistic vision of quality education worldwide, the realization of everyone’s right to education, and the belief that education plays a fundamental role in human, social and economic development.

In support of UNRWA's commitment to ensure the right to education even in emergencies, INEE and UNRWA decided upon an initial collaboration to be implemented through a practical capacity building workshop for those currently managing education provision in a situation of unrest in Syria. This workshop was held in Amman, Jordan 17-19 October 2011.

This guide covers psychological first aid which involves humane, supportive and practical help to fellow human beings suffering serious crisis events. It is written for people in a position to help others who have experienced an extremely distressing event. It gives a framework for supporting people in ways that respect their dignity, culture and abilities.

UIL and ADEA present the results of a comprehensive stocktaking research project that assesses the experiences of mother tongue and bilingual formal and non-formal education in 25 sub-Saharan African countries as well as the creation of multilingual literate environments.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are most effective when they are contextualized to each individual setting. The following is the contextualized INEE Minimum Standards from Vietnam.

The present report is submitted pursuant to Human Rights Council resolutions 8/4 and 17/3. It is devoted to the issue of domestic financing of basic education. It details human rights obligations for financing education and provides practical examples of national legal frameworks that ensure domestic financing.