This document discusses a case study of a school-based response to the ever-increasing numbers of orphans and vulnerable children. Schools as Centres of Care and Support (SCCS) is an innovative model built on the principles of a multisectoral partnership approach to tackling poverty, and HIV and AIDS and other infections.
In the aftermath of international emergencies caused by natural disasters or armed conflicts, strong needs exist for psychosocial support on a large scale.
Upon returning to their communities, children formerly associated with armed forces and armed groups–commonly referred to as child soldiers–often confront significant community stigma.
This paper aims to provide an easily accessible introduction to the various types of funding modalities used in situations of fragility to resource education services.
The essential goal of education is to transform children into citizens who can function beyond the circle of the family. Within education, history may be the discipline that is most inherently conservative, as it has traditionally been the venue in which group cohesion and patriotism have been inculcated.
The six grave violations against children during times of conflict, enumerated by the Security Council in its resolutions, form the basis of the Council's architecture in protecting children during war. This Working Paper attempts to analyse the six grave violations more deeply, exploring their basis in international law.
By drawing on the cases of Liberian refugees in Côte d’Ivoire over the period 1992-2007 and the recent experience of primary and secondary students displaced by the Ivorian civil war, this contribution explores the challenges linked to the continuity of education.
Colombia's Classroom Wars: Political violence against education sector trade unions, reveals the rights violations including murders, disappearances, torture, death threats, forced displacement, arbitrary detention of teachers and education workers in Colombia.
This study was conducted in a desire to better understand the nature of threats and attacks on education and offer recommendations for improving the ability of stakeholders to mitigate, and whenever possible, prevent, future attacks, with particular regard to the participation of communities in that process.
Soon after achieving independence, Timor-Leste, alongside development partners, prioritised a radical reform of the education sector. A critical component within this was to transform the primary curriculum to ensure that the content and pedagogy of what was taught in Timorese classrooms worked to support, rather than hinder, efforts at social and civic reconstruction
As part of a global, multi-year research and advocacy project focused on strengthening educational and job training programs for displaced, conflict-affected young people, the Women’s Refugee Commission undertook a field mission to the Republic of Liberia to look at young people’s education and skills-building needs and opportunities.
The signature of a companionship agreement between the Sphere Project and INEE in October 2008 is a key achievement for humanitarian action as it formally recognises the importance of education as a humanitarian response and the quality of the INEE Minimum Standards as the reference tool for the provision of these services.
These guidance notes have been developed for policymakers and planners of local, regional and national government bodies and all other organizations interested or engaged in enhancing the safety of school populations and the resiliency of the buildings they occupy.
The INEE Minimum Standards Update Online Consultation was held from 25 April to 30 June 2009. The online consultation aimed to check whether participants agreed with recommendations received since 2004 on updating the INEE Minimum Standards Handbook, and to solicit further feedback and recommendations on how best to update it.
This document relates to interactive radio instruction (IRI) programmes for Somali-speaking students in the Horn of Africa. It presents outline education objectives for Life Skills (LS) programmes, based on internationally accepted good practice, and takes account to some extent of Somali culture and the life situation of the students.
The outcome report presented here captures the key findings that emerged during the consultation. Summaries for all plenary, learning and working sessions are presented along with specific recommendations for moving the work and the field forward.
The overall objective is to provide guidance on how to develop and implement effective school feeding programs, in the context of both a productive safety net, as part of the response to the social shocks of the current global crises, as well as a fiscally sustainable investment in human capital as part of long-term global efforts to achieve Education for All and provide social protection for the poor.
The present report focuses on the challenges that post-conflict countries and the international community face in the immediate aftermath of conflict, defined as the first two years after the main conflict in a country has ended.
The Participation Handbook for humanitarian field workers contains detailed practical advice on the participation of affected people in humanitarian action.
