Terre des hommes developed a pilot-project called "Movement, Games and Sport for the psychosocial development of children", based on methodologies developed and tested in Switzerland, then implemented in Iran, Colombia and Sri Lanka. This manual is the result of a MGS field experience on strengthening the skills of adults (animators, social workers and teachers) in charge of children
The toolkit is made up of 4 modules: Training children on disaster risk reduction through the hazard, vulnerability and capacity assessment; Planning, monitoring and evaluating child-centred disaster risk reduction programmes; Action planning with children on disaster risk reduction; and Advocacy with children on disaster risk reduction.
The INEE Minimum Standards Reference Tool accompanies and complements the INEE Minimum Standards Handbook. It is a useful training tool and can provide easy references to the INEE Minimum Standards for people working on application, institutionalisation and contextualisation of the Standards.
The INEE Minimum Standards for Education: Preparedness, Response, Recovery is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery.
This paper explores the extent to which post-primary education options are being financed, what approaches are being taken and the opportunities and challenges for supporting post-primary education in the future.
Through six case studies from across a range of sectors, this paper explores innovative programmatic approaches, with a particular emphasis on the role of youth participation.
This handbook is not an evaluation of the education in emergencies programme or the partners’ achievements but rather a compilation of good and less good lessons learned from three projects supported by UNICEF in North and South Kivu since October 2007.
UNICEF has an exceptional history of advocating to protect and promote children’s and women’s rights. The Advocacy Toolkit stems from this, systematizing and coordinating both internal and external advocacy expertise, as well developing a few innovative approaches. The Toolkit provides a set of practical tools to help UNICEF staff and partners in the development and management of their advocacy work.
This 111-page report details how ethnic Malay Muslim insurgents, who view the government educational system as a symbol of Thai state oppression, have threatened and killed teachers, burned and bombed government schools, and spread terror among students and their parents.
One year after the war in the Gaza Strip between December 27th 2008 and January 18th 2009, UNESCO sought to understand how the education system has been affected by the current situation in Gaza from a psychosocial perspective. In particular, how are learners, teachers, students and professors across the system coping?
The Sudanese refugee children in Nairobi, Kenya, face xenophobia and discriminative urban refugee policies, which preclude their admission into public elementary schools in the city. To enhance educational access for their children, a Sudanese refugee community in Nairobi established a school for their children, despite their economic deprivation.
Starting from Scratch: The Challenges of Including Youth in Rebuilding Southern Sudan is based on an assessment in Southern Sudan in June 2010 to identify young women and men's skills-building needs, challenges and opportunities; extract lessons learned from existing training programs; and document current and emerging demand for skills in the Southern Sudanese labor market.
In the current global context, it is crucial to revitalize the problem of basic education on political agendas, by emphasizing the strong linkages between primary education – and other components of basic education – and the other MDGs
This report provides an evaluation of UN educational services for Palestinian refugees in Amman, Jordan by examining 5 schools run by the UN Relief and Works Agency (UNRWA). The evaluation is based on the INEE Minimum Standards for Education in Emergencies and it draws on interviews conducted in June 2010 with teachers, parents, principals, students and UNRWA staff. T
The Ministry of Education, through the Division of Special Education of the Ghana Education Service has established “Unit Schools” that make very significant inroads towards integrating students with disabilities with students in general education.
The massive earthquake on January 2010 devastated almost every aspect of Haitian society, but it also presented an excellent opportunity to address the problems of the largely dysfunctional education sector.
This report, requested by the United States Institute of Peace (USIP) as part of its response to the focus on education and training provided for in the legislation that created it, examines the match between graduate academic programs in international peace and conflict, and the needs of organizations and agencies that hire individuals for conflict focused work in the field.
The INEE Pocket Guide to Supporting Learners with Disabilities is specifically aimed at providing practical advice to teachers/educators, as one of the biggest challenges in the development of inclusive education is helping practitioners to turn theory into practice.
The INEE Pocket Guide to Gender is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery, and complements the INEE Minimum Standards for Education.
