This article details a pilot Minimum Standards assessment in Afghan refugee schools supported by the International Rescue Committee’s Female Education Program in the North West Frontier Province of Pakistan.
This evaluation focused on demonstrating how WFPs school feeding can address the needs of people in emergency contexts, with a view to learning from current practice and improving future implementation. Three field studies, desk research and a survey questionnaire constituted the basis of the evaluation.
The purpose of these guidelines is to support UNHCR staff, nongovernmental organizations (NGOs) and other partners in education take practical steps to prevent and respond to violence in schools
This evaluation sought to identify how WFPs school feeding might effectively address the needs of people in emergency contexts, with a view to learning from current practices and improving future implementation.
This paper examines an important component of the developing field of education in emergencies: curriculum decision-making processes. The paper argues that in order to fully meet the commitment articulated by the INEE Minimum Standards to provide quality education for all, curricula decisions cannot be ignored or postponed until after a crisis has occurred.
Save the Children in Thailand was active in the emergency response phase right after the Tsunami struck the Indian Ocean in December 2004. Since the beginning of 2005, our programme areas included psychosocial support, livelihood, inclusive education, HIV/AIDS as well as promoting children’s participation.
It lays out practical recommendations for governments to integrate teaching on local risk and hazards into the curriculum and increase the physical safety and resilience of school buildings.The brief cites good practices and simple targets for governments to address.
This handbook guides action that recognizes children's right to participate in the things that affect their lives, the leadership roles that they can play, and the increased resilience and greater sense of control and security that can be achieved through child-led DRR. Straightforward guidance includes practical tools and methods for implementing a child-led programme.
This Guide is intended for personnel responsible for the development and maintenance of a community's emergency operations plan (EOP) in local emergency management agencies.
This tool, which targets governments, international and national agencies, parents, teachers, communities, and civil society organisations, focuses on current thinking and practice on human rights-based approaches in the education sector.
This was a two-day training workshop on the INEE Minimum Standards on behalf of the International Rescue Committee (IRC), the Womens Commission for Refugee Women and Children, and the Inter-Agency Network for Education in Emergencies (INEE) on 26 27 March, 2007.
This three-day training workshop on the INEE Minimum Standards was conducted on behalf of Save the Childrens Rewrite the Future initiative, Catholic Relief Services and the Inter-Agency Network for Education in Emergencies (INEE) on 22-23-24 January 2007 in Port-au-Prince.
In order to strengthen its efforts to promote psychosocial support within educational programming in emergencies, UNICEF has developed these teacher-training materials to promote greater understanding of the impact of and effective responses to the psychosocial impact of emergencies on learners.
This article analyzes a 1944 publication entitled International Relief in Action 1914-1943: Selected Records with Notes alongside the 2004 standards for education in emergencies that were developed by INEE.
This youth report, jointly prepared by the Women's Commission, Global Youth Action Network, UNICEF and UNFPA, will accompany the official UN Graca Machel +10 report that will be submitted to the General Assembly on October 17th. It compiles the views and recommendations from more than 1700 young people from 93 questions through focus groups and an online questionnaire.
The Inter-Agency Standing Committee (IASC) issued these Guidelines to enable humanitarian actors to plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve peoples mental health and psychosocial well-being in the midst of an emergency.
A Case Study on the implementation of the INEE Minimum Standards in oPt. Case Study Themes: Initial assessment and framing a response to educational crises; Coorindation of educational activities between key stakeholders; Ensuring equal access for and protection and wellbeing of learners.
Mental health and psychosocial support programmes designed to prevent and treat psychological and social disturbances among children exposed to disasters are a rapidly increasing part of international humanitarian aid.
