This handbook takes stock of the present use of some selected terms and concepts. It is designed to be accessible to a general public which may not be familiar with the detailed discussions in the field of refugee and migration policy.
Strong Sport for Development and Peace programs combine sport and play with other non-sport components to enhance their effectiveness. They are delivered in an integrated manner with other local, regional and national development and peace initiatives so that they are mutually reinforcing.
The Global Campaign for Education believes that, halfway to the Education For All deadline of 2015, governments are failing their children and jeopardizing the lives and prospects of future generations. Their broken promises are cast into sharp relief by this, the first global version of the GCE 'School Report'.
ZOA Refugee Care (ZOA) is a Netherlands-based NGO established in1973. It provides support to refugees, displaced people and victims ofnatural disasters.
There are too many people who are impacted by poverty, poor housing, stigma and discrimination, unemployment, and ill health. Education and public services have not worked well for the marginalized and disadvantaged, who in turn do not always have the means to challenge the quality of education or provision they are offered.
Plan International has released a progress report for the Learn Without Fear Campaign. Learn Without Fear, a global campaign to protect tens of millions of children from violence and bullying in schools, has made impressive progress in its first year.
This book has been created for children and youth, parents, teachers and communities. It is meant to raise awareness of everyone's right to education and to encourage communities to work for educational services for all children and youth. The information in this book is based on international human rights, humanitarian and refugee law.
The Norwegian Refugee Council (NRC) strongly believes that the Cluster Approach holds promise for improving the international response to internal displacement. The approach represents a serious attempt by the UN, NGOs, international organisations and governments to address critical gaps in the humanitarian system.
This report details the methodology, population characteristics, and results of a recently conducted survey on gender-based physical, psychological and sexual violence at schools including in the classroom and on the school grounds as well as going to and from school.
The 2005 Pakistan earthquake had devastating effects across all sectors, including education. Recent floods have presented additional challenges for the education cluster which has coordinated the response and recovery activities of most education-focused agencies
This 3-page brief highlights the linkages between the INEE Minimum Standards and disaster risk reduction work and can be used to introduce the INEE Minimum Standards to the disaster risk reduction community.
This is a short compilation of good practices with regard to safe learning environments. It has been developed jointly by UNHCR, JRS, CCF and IRC in preparation of UNHCRs Annual Consultations with NGOs and within the context of the inter-agency Initiative for Safe School Environments.
In most refugee situations the majority of separated and unaccompanied children are reunified with their families. However, a number of children always remain for whom tracing is unsuccessful despite extensive and comprehensive efforts. It is for these children that formal Best Interest Determination (BID) procedures are implemented to safeguard their rights.
In September 2006, with funding from the Norwegian Government, a team of researchers from InterWorks, Columbia University and The George Washington University was engaged to work closely with the Applications and Analysis SubGroup of the INEE Working Group on Minimum Standards.
The report singles out lack of quality, relevant education as a "major cause of child work, often as or more significant than family poverty". Relevant education is also singled out as a key solution.
The rapid pace of change in new communication technologies is impacting on economies and education systems alike. This overview looks at these factors and the implications for teachers in respect of: teacher supply and retention; teacher education reform; innovations in the pre-service and continuing professional development (cpd) of teachers.
