Resources

War and conflict have a considerable negative impact on the education sector. However, even as education systems are damaged or destroyed by violence, multiple opportunities emerge for positive innovation and reform.

“The Path of Most Resilience” describes an integrated, holistic approach for assisting children affected by emergencies. This Working Paper serves as a starting point, an opportunity to outline foundational principles of the field of early childhood care and development (ECCD) in emergencies.

In 2008, UNICEF, together with the Sierra Leone Ministry of Education and the national Teacher Training institutions, developed a behaviour change programme for teachers entitled “Emerging Issues.”

This handbook prepared by the International Federation Reference Centre for Psychosocial Support (the PS Centre) reflects the increasingly active role that the Red Cross Red Crescent Movement plays in psychosocial responses.

This report reviews the literature on school-related gender-based violence (SRGBV) in order to improve understanding about its causes, prevalence and consequences.

The objectives of these Guidelines are to assist countries in strengthening the focus on inclusion in their strategies and plans for education, to introduce the broadened concept of inclusive education and to highlight the areas that need particular attention to promote inclusive education and strengthen policy development.

Oportunidades is a social program run by the Mexican government that seeks to improve education, health, nutrition, and living conditions of those living in extreme poverty. People supported by the program attend monthly health talks, which include information on contraceptive methods. Reduction in fertility, especially among youths, is deemed crucial to accomplish the program’s goals.

The event was organized by the INEE Working Group on Education and Fragility, which was established in early 2008 as an interagency mechanism to coordinate diverse initiatives and catalyze collaborative action on education and fragility.

This report identifies deep and persistent disparities based on income, gender, location, ethnicity and other markers for disadvantage as a major barrier to progress in education. Inequity in education is linked to wider disparities in the distribution of power, wealth and opportunity.

This critique of the 2009 Global Monitoring Report finds that the issue of gender does not come through the report as a salient or dominant one. The favorable conditions that must be developed to encourage girls to enter and stay in school are not flagged as policy priorities, although sporadic mention is made of incentives and scholarships for girls.

This paper reviews what is currently known from research about the effectiveness of interventions to address mental health problems in children and adolescents affected by armed conflict. The focus will be on interventions delivered in conflict affected countries either during active humanitarian emergencies or during the post conflict period.

This framing paper for the 2008 INEE Policy Roundtable provides analysis, lessons learnt and recommendations on the financing of education in states affected by fragility.

This handbook will guide Save the Children emergency response personnel and implementing partners in the rapid implementation of effective Child Friendly Spaces for children during and immediately after an emergency such as a natural disaster or situation of armed conflict. 

The three-part Market Assessment Toolkit for VT Providers and Youth is a combination of resources, questionnaires and activities to assist VT programs and youth to gather information on market demand and translate it into programming that responds to a dynamic business environment and youth needs.

People with disabilities have the same right to educational services as other people. Often people with disabilities are perceived to be a burden by their parents, teachers and other members of their communities, who do not think they are capable of being educated or contributing to society.

The complexity of providing education to former child soldiers in Sierra Leone and the potential challenges that may be associated with their return to school remain unexplored in the research. 

This paper explores the impact and effectiveness of Safe Spaces interventions for children within two Save the Children emergency responses in 2007: the Republic of Haiti and the Solomon Islands.

This guide provides a practical set of suggestions and reference materials to improve youth livelihood development practices and to expand programming in this increasingly important area.

The INEE Minimum Standards contextualized to the situation of community-based education in Afghanistan. These standards are to be used by community-based education providers to guide their work in communities.

The present report contains the findings of a study undertaken in 2008, which examined the current levels of awareness, utilization, institutionalization, and impact of the INEE Minimum Standards in Uganda.