Resources

Violent conflict is one of the greatest development challenges facing the international community. Beyond the immediate human suffering it causes, it is a source of poverty, inequality and economic stagnation.

The United Nations Children’s Fund (UNICEF) Education in Emergencies and Post-Crisis Transition (EEPCT) programme began in 2006 as a five-year, US$201 million-dollar partnership between UNICEF and the Government of the Netherlands, intended to support the Millennium Development Goals (MDGs) and Education For All (EFA) movement.

The Global Education Cluster commissioned a comprehensive lessons learned exercise in Pakistan, covering the period from the start of the floods in July until March. This report outlines the main findings from this review and highlights a number of recommendations for the current response in Pakistan as well as future emergency education responses. The key recommendations to come out of this lessons learned exercise are highlighted below.

The following is a list of emerging policy priorities based on an ongoing review of the latest research. Each priority area is followed by examples of suggested strategies.

A three-day application visit, including a training, contextualization and technical support on the application of the INEE Minimum Standards (MS) was the first of these capacity building initiatives for Somalia Education Cluster members.

This report tells the story of the INEE over its ten year life.This case study aims to document and analyse the substantial changes undergone by the network since its inception in 2000. It provides a historical narrative that documents the evolution of INEE as a network, and explores its changing role over time.

Based on extensive analysis, this review sets out an agenda for change, aimed at promoting high quality and protective education for refugees, in keeping with education as a durable solution and as a core element of UNHCR’s mandate.

This compendium aims to equip field practitioners with a selection of documented TLSs that have been implemented in past emergencies to capitalise and pass on the knowledge that has been gained from past emergency responses. The compendium reviews and provides practical insides on how to implement TLSs that are most appropriate for various types of emergency situations.

This report synthesizes findings and recommendations from a multi-year (2008–2011), multi-country research and advocacy project, the Displaced Youth Initiative.

The Operational Data Portal (ODP) enables UNHCR’s institutional responsibility to provide an information and data sharing platform to facilitate coordination of refugee emergencies.

These Operational Guidelines are addressed to intergovernmental and non-governmental humanitarian actors when they are called upon to become active just before or in the aftermath of a natural disaster.

Initially developed by UNESCO in the 1970s, and first revised in 1997, the ISCED classification serves as an instrument to compile and present education statistics both nationally and internationally.

The purpose of the present report is to examine the impact of education on fragility in Liberia through a review of the drivers and dynamics of fragility, and the interaction of education with these drivers and dynamics. While primarily a desk study based on a review of secondary sources, this report also relies on information collected during a field visit to the country in September 2009.

The IDELA is an easy-to-use, rigorous global tool that measures children’s early learning and development and provides ECCD programs, donors, and government partners with clear evidence on the status of children from 3.5 to 6 years.

The World Health Organization and the World Bank Group have jointly produced this World Report on Disability to provide the evidence for progressive policies and programmes that can improve the lives of people with disabilities, and facilitate implementation of the United Nations Convention on the Rights of Persons with Disabilities, which came into force in May 2008.

Taking into account the commitment of governments and civil society organisations at global level to support education programmes that aim at promoting the MDGs, the Provincial Directorate for Education of Cuanza Sul in partnership with IBIS, Save the Children and UNICEF began in 2008 to implement the Literacy and Accelerated Learning Programme (ALP).

The report includes the outcomes of the survey on risk assessment from seismic and other natural processes, and also fire safety in educational institutions (secondary schools and kindergartens) of Chong-Alai rayon, Osh oblast.

The purpose of these principles is to give practical guidance to the field teams that establish CFSs in different types of emergencies and contexts.

The booklets in this series are written primarily for two types of clientele: those engaged in educational planning and administration, in developing as well as developed countries; and others, less specialized, such as senior government officials and policy-makers who seek a more general understanding of educational planning and of how it is related to overall national development.

The paper looks at the issues of enforceability and applicability of the right to education in emergencies, highlighting challenges and mechanisms at national, regional and international levels.