This guide was developed to inform specific target audiences about the Inter Agency Standing Committee (IASC) Guidelines on Mental Health and Psychosocial Support in Emergency Settings. The design follows six parts: 1) Assessment 2) Goals 3) Seminar Step-by-step 4) Monitoring of learning during the seminar 5) Evaluation and 6) Reading and Handouts.
This chapter provides two tools useful for monitoring: a matrix analyzing different ways of defining/measuring education quality (p. 126) and two methods for estimating school age population (p. 132). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.
This Handbook is intended to provide Education Cluster Coordinators with information that guides them in facilitating a coordinated and effective response to education needs in emergencies.
This statement reflects the views of the Interagency Standing Committee (IASC) Mental Health and Psychosocial Support (MHPSS) Reference Group in response to the Haiti crisis. This guidance is based on the IASC Mental Health and Psychosocial Support Guidelines in Emergency Settings and highlights those aspects of the Guidelines that are particularly relevant for the current response in Haiti.
Fulfilling every child’s right to water, sanitation and hygiene education remains a major challenge for policymakers, school administrators and communities in many countries
This brief provides guidance and recommendations for states and other international actors in the follow up to Resolution 64/290, in terms of actions that can be taken immediately and policy development over the longer term.
The Guidebook for planning education in emergencies and reconstruction aims to support educational authorities in providing equal access to quality education for children affected by conflict or disaster - which can also provide a unique opportunity to reform an education system.
Persons With Disabilities and the Humanitarian Response in Haiti: Key Messages and Guidance for Action, outlines general action for all humanitarian actors to take as well as for those active in the sectors of protection, shelter, water and sanitation, food and nutrition, non-food items, health services, education and livelihoods, when assisting and working with persons with disabilities.
This qualitative case study examines how ActionAid International Sierra Leone (AAISL) engage in post-conflict settings to ensure children's rights to education are met.
Although in Lebanon the government and its Ministry of Education ensure that the obligation to attend the schools is met by all children, the needs of children are mostly neglected in schools and the curricula.
This dissertation attempts to determine the extent of educational opportunities available to refugees living in Kakuma and Dadaab refugee camps in Kenya. It examines challenges in educational provision faced by the Government of Kenya, United Nations organisations and local organisations working on the ground.
Considering the ongoing need for post-genocide reconciliation and the lack of information available on the current status of peace education in Rwanda, this dissertation aims to identify the main peace education frameworks currently existing in Rwandan primary schools, to analyze their effectiveness, and to assess teachers’ attitudes towards them.
The purpose of this country case study from Pakistan is to identify and illustrate the key challenges and opportunities of the current global context for national NGOs working in education. The case study highlights the NGO perspectives for UNESCO and UIS on the effects of the crisis on education provision and funding.
The purpose of this Observation Schedule or questionnaire is to gather data and document evidences of skill transfer by TEI teacher trainers who participated in at least two AED sponsored active learning training programs/workshops.
The experiences in this book are told from the perspective of the teacher as the primary social actor. However, teachers as a group do not become social actors spontaneously or in isolation. “Working through Teachers” implies the involvement of change agents, within and outside of the teaching profession, who move teachers to action.
The program addresses “Teaching and Learning Standard 2: Training” by providing recognized, progressive, and participatory in-service training to current primary school and ECD teachers, with adaptations to meet challenges of the Southern Sudan context.
Teachers, students, school volunteers, administrators, and parents in Poland and Turkey were surveyed about their views on intercultural education as part of a large study of states receiving considerable development funds. Though much information was eventually gathered across groups, there was remarkable difficulty in getting parents to acknowledge or comment on such types of learning.
Zimbabwean refugees and economic migrants at the Central Methodist Church (CMC) Refugee House, in central Johannesburg have successfully established a combined school-St Albert Street Refugee School.
