Resources

These Guidance Notes put forward strategies on how to mainstream conflict and disaster risk reduction measures in the education sector planning process.

This case study details the Training of Trainers on the INEE Minimum Standards conducted by the UNESCO oPt office and the subsequent steps to ensure that this learning was transposed into action on the ground.

This case study looks at the implementation of a three month education in emergencies intervention in Somalia and illustrates the utilization of the INEE Minimum Standards in the project’s execution.

This case study looks at an education response implemented by the Participatory Rural Development Society for Afghan refugees in the Khyber Pakhtun Khwa region of Pakistan.

Included are a collection of guides and tools that were created and piloted through the International Rescue Committee's (IRC) Healing Classrooms Initiative. 

This revised version is intended as a practical guide to design, implement, monitor and evaluate selective feeding programmes in emergency situations.

Recognizing the gap in sexual and reproductive health services (SRH) in international assistance, the WHO, the UNFPA and other humanitarian partners from the Health Cluster convened in Spain, producing the "Granada Consensus." This statement highlights four priority areas to be addressed in order to facilitate the sustainable provision of SRH services in protracted crises. 

This case study details the use of the INEE Minimum Standards for the establishment of Child Friendly Spaces (CFS) in North Yemen.

Members, stakeholders, agencies, partners, the INEE Steering Group and Secretariat have all come together to map out the strategies and priorities for the network in the coming three years. This Plan is underpinned by INEE’s long-standing vision, mission, guiding principles and values, while it also was designed around one strategic goal and three outcomes.

This report presents a new series of data highlighting the tremendous financial commitment of African governments and the international community to achieve EFA

This booklet has emerged as a result of the efforts of UNESCO-IICBA to monitor the evolution and changes in government policies in Africa and their effect upon teacher education development requirements and to highlight current issues in teacher education development and management

In recent years the provision of education in emergencies has gained a marked rise in international support. This brief highlights reasons for the shift, advances in best practices in the field, and one of the key partnerships advancing this field: Between the Sphere Project and the Inter-Agency Network for Education in Emergencies.

These guidelines intend to provide UNHCR and partner staff with basic tools on how to plan, implement and monitor urban education programmes with the objective to ensure quality services and a coordinated humanitarian response to meet the educational rights and needs of people affected by crisis and disaster, including refugees. They are aligned with INEE priorities for education in emergencies.

This case study seeks to share information on how Gaza INEE members have built on their initial capacity development activity to support the provision of quality education response during the ongoing protracted crisis.

The central message of the Report is that strengthening legitimate institutions and governance to provide citizen security, justice, and jobs is crucial to break cycles of violence.

The following is a sample of contextualised INEE Minimum Standards from Afghanistan in 2011.

Throughout its tenth year, INEE has continued to push for increasing recognition of the critical role that education in emergencies plays for social, political and economic stabilisation and development.

UNICEF together with partners has developed this Inter-Agency Guide to the Evaluation of Psychosocial Programming in Humanitarian Crises to assist organizations working in the field of psychosocial support to think through key issues in planning and implementing an evaluation.

The case study of DRC is part of a larger Save the Children Alliance research project on barriers to accessing primary education in conflict-affected fragile states.

In this paper the lessons learned have been categorised as lessons of curriculum, (the content of a subject); methodology, (how the subject is taught) implementation (what has to be done so that the subject or programme actually takes place) and evaluation (how we measure the success of the programme).