This accompanying publication to the 2010 edition of Education under Attack presents key discussion points and 13 papers written by researchers and practitioners active in the field of protecting education from attack.
This paper draws data from an innovative research project tracing former refugee teachers who received teacher training from the International Rescue Committee (IRC) over a seventeen year long education program in refugee camps in Guinea (1991-2008).
“Stopping Violence in Schools: A Guide for Teachers” examines various forms of violence that take place in schools, and offers practical suggestions as to what teachers can do to prevent them.
This scoping study reviews a wide range of academic articles and grey literature in the education in emergencies field to map current and past research methodologies used by academics and practitioners.
Primary education is a powerful driver for realizing all of the MDGs and for sustainable development more generally. MDG2 – providing a full course of primary schooling for everyone in every country – will not be attained everywhere by the target date of 2015. However, significant achievements in expanding access to schooling have been made in many countries during the past decade.
This note seeks to set out the key issues relating to the challenge of policy coherence in fragile states; to summarize some mechanisms emerging from broader donor government practice to address this challenge; and to identify some of the questions and challenges that remain unaddressed.
Drawing on the experience of the INEE Minimum Standards, this paper examines the tensions and relations between standards as a global quality and accountability reference framework and standards as a concrete tool for practitioners and policymakers.
This case study presents the implementation of the INEE Minimum Standards by the Norwegian Refugee Council (NRC) in Mogadishu, Somalia. It also identifies challenges and lessons learned, for consideration and application by other agencies.
This paper provides a short and concise review of the education and fragility discourse in order to establish a common understanding from which multiple actors can engage in further debate.
Throughout 2011, the Haiti Education Cluster continued to leverage resources to enhance cholera prevention and the recovery of the education system from the impact of the earthquake, while supporting the Government of Haiti to strengthen the capacity of the education system, including developing mechanisms to prevent, prepare for and respond to future emergencies.
This paper introduces a series of case studies looking at education for IDPs. It examines the international human rights legal framework for guaranteeing their education, focusing on issues such as non-discrimination.
Half of the world’s out-of-school population – 39 million children – live in conflict-affected fragile states (CAFS), even though these countries make up just 13 per cent of the world’s population.
The purpose of this Note is to outline seven elements for a strategic approach to combat racism, racial discrimination, xenophobia and related intolerance.
The purpose of this report is to bring together some of the key findings, lessons learned and conclusions from the eight country study reports in order to contribute to future thinking regarding education aid planning, programming, implementation and monitoring in fragile situations.
This report reviews child-focused and child-led disaster risk reduction approaches and techniques. It documents a number of case studies across a range of interventions, dividing these into three main areas: Knowledge, Voice and Action. It makes some observations regarding current practice and recommendations that imply a shift in emphasis going forward.
