Resources

This review of 43 impact studies sought to methodically capture the known impacts of economic strengthening (ES) programs (microcredit, skills training, agricultural interventions, etc.) on the well-being of children (0-18 years) in crisis contexts in low-income countries.

The ethnographic research presented in this report is part of an inter-agency, grounded learning initiative undertaken in response to the desk review. It aims to strengthen child protection practice in the global child protection sector through research in three countries in West Africa (Sierra Leone), East and Southern Africa (Kenya), and Southeast Asia, respectively.

This guidebook provides background information on ECD and DRR, and sets out processes for assessing the capacity and needs at community levels to further identify future steps to improve ECD in DRR. It addresses the vulnerability faced by children and the efforts to mitigate underlying causes of these vulnerabilities.

Once girls get into school they face numerous challenges and are far less likely than boys to Clean attending, achieve learning outcomes, and make progress to secondary education. Using a rights-based framework, the report first examines the efforts of 80 low income countries in making a full cycle of education available to girls.

Drawing on empirical research conducted in Northern Uganda, this paper explores the relationship between conflict and the intergenerational transmission of poverty, focusing on education as an intervening variable.

Children and youth all around the world are facing a serious learning crisis. Beyond the 67 million children who are not attending primary school in low-income countries, there are countless children who are going through five years of education without learning basic reading, writing and math skills.

In December 2005, Refugee Education Trust (RET) started a post-primary education program aimed at protecting and empowering young Sudanese refugees (basic education for over-aged youth, formal and distance secondary education and language courses) and young people in the Chadian host communities (basic education for over-aged youth)

This case study illustrates the ways in which the IRC and University of Nairobi staff have used the INEE Minimum Standards in developing a new Masters of Education degree in Education in Emergencies

This case study looks at the how the International Rescue Committee applied the Foundational Standard of Community Participation to increase access to education at the pre-school, primary and secondary levels in the Shimelba refugee camp in Ethiopia.

The Journey of Life (JOL) series helps communities to support both caregivers and children in need. With individual and community resources often stretched to the breaking point by HIV and AIDS, war, violence and natural disasters, people need the information and skills to be able to plan a course of action.

This research sought to understand the role of education in peacebuilding in post-conflict states.

This literature review is the first output of a one-year DFID-funded research programme exploring the links between service delivery in education, health, sanitation and water, and wider processes of state-building and peace-building in fragile and conflict-affected states.

This brief report presents key points resulting from a half-day Workshop on Cross-sectoral Approaches to Mitigating Conflict and Fragility Using the Case of South Sudan, that was held in conjunction with the Working Group on Education and Fragility biannual meeting in Washington, DC on 21 March 2011.

This document discusses how, given the potential increase in conflicts and tensions as a result of climate change and rapidly declining resources, there is a growing sense of urgency among the international community to engage in strategies that mitigate conflict and promote peace.

This chapter explains what is meant by conflict sensitivity, who needs to have it, and when, how to place conflict sensitivity within development, humanitarian assistance and peacebuilding, and current debates within these fields.

The report attempts to consider the impact of education on fragility; this will be accomplished through a review of the drivers and dynamics of fragility in Cambodia and the interaction of education in Cambodia with these drivers and dynamics.

There is a widespread recognition that the nature of humanitarian emergencies is changing. Although catastrophic, sudden-onset events like tropical storms, earthquakes and tsunamis will continue to happen, and will require rapid and well coordinated humanitarian interventions, many more humanitarian crises emerge over time based on a combination of complex and interrelated circumstances.

This essay provides a brief summary of three ways in which we can think about the role of education in conflict-affected societies. In broad terms they represent areas that have gained greater attention over the past decade in international development discourses, although their roots go back to at least the Second World War.

Summary of INEE Report from the Consultative Workshop on Education and Fragility in Sarajevo, March 2011.

INEE and UNESCO-IIEP, commissioned four country case studies, or analyses of situations of education and fragility - in Afghanistan (conducted by IIEP/UNESCO), Bosnia-Herzegovina (conducted by the University of Ulster), Cambodia, and Liberia - with the the intent to provide key data needed to better understand the relationship between education and fragility in a variety of contexts.