This report discusses the importance and the impact of school feeding programs on education and broader development, including the Millennium Development Goals.
Launched in Dakar, Senegal, in 2000 by then United Nations Secretary-General Kofi Annan, the United Nations Girls’ Education Initiative (UNGEI) promotes girls’ education and works for gender equality in education through a network of partners at the global, regional, national and sub-national levels.
The Raising Clean Hands Advocacy Pack is designed to equip WASH in Schools programmers with tools to secure commitments and mobilize action from governments and other stakeholders.
This publication considers how attacks on education during insecurity and armed conflict have been redressed in the past and may be redressed in the future.
This research study examines the relationship between institutional autonomy and the security of higher education institutions from violent and coercive attacks. It includes a review of the limited literature available, as well as a series of examples illustrating different forms of attacks, such as physical intimidation on campuses in Tunisia.
The paper examines the types of education programmes for former child soldiers. These may entail integration into existing school programmes, accelerated learning, or vocational studies.
In view of the gaps in knowledge and information about attacks on education and about how education can be protected from attack, UNESCO has commissioned a series of publications to research and analyse these issues. Its aim is to enhance global understanding of the nature, scope, motives and impact of attacks on education and of the work that is being done by communities, organizations and governments to prevent and respond to such violence.
This monograph draws together knowledge from both the educational and the development literature on accelerated learning for the benefit of development and education practitioners.
This Field Note outlines UNICEF’s role in providing education in conflict-affected contexts. It presents recent developments in this field and discusses lessons learned and good practice based on our experience through country case studies.
Sport for Development and Peace refers to the intentional use of sport, physical activity and play to attain specific development and peace objectives, including, most notably, the Millennium Development Goals (MDGs). Successful Sport for Development and Peace programs work to realize the rights of all members of society to participate in sport and leisure activities.
This document is a resource for school administrators and teachers to serve as a basis for policy development. An accompanying Activity Guide serves as a resource for classroom activities and awareness-raising for students and communities.
In 2008, Kosovo entered a new phase of implementing a ten year education strategy (“Strategy for Development of Pre-University Education in Kosovo 2007-2017”). In compliance with the aforementioned Kosovo Education Strategy, the revision and finalisation of the 2001 Curriculum Framework for pre-university education was deemed as a priority for 2008/2009.
In order to overcome ethnic divisions and set the basis for a common curriculum framework for Bosnia and Herzegovina, different programmes supported by UNESCO, UNESCO IBE, European Commission, OSCE and other partner agencies were carried out to develop the personal and institutional capacities required for such a process.
This Guidance Note sets out how effective government programmes can be designed and implemented with a view to providing well planned, good value primary school infrastructure that meets the needs of users and contributes to better teaching and learning facilities.
These materials are provided for informational purposes only, with the aim of assisting organizations in developing emergency preparedness plans. Permission is granted to adapt or reproduce these materials to assist you in this process.
Between 2007 and 2009 Relief International provided informal education for Iraqi refugees in community centers. The centers were also used by local Jordanian and Palestinian students for remedial classes. The teachers were volunteers who received a stipend and were mainly Iraqi refugees who not allowed to work in Jordan.
Emergency and conflict in countries such as Sri Lanka, Pakistan, Haiti and Afghanistan have made us more aware of the long-term serial disruption and psychosocial damage faced by people caught up in emergency and conflict areas. Open, distance and flexible learning (ODFL) has sometimes been employed in these regions to maintain a degree of continuity in education.
This report presents the findings of a study on child protection financing in emergencies, commissioned by the Child Protection Working Group (CPWG) of the Global Protection Cluster.
