The objective of this report is to raise awareness and understanding of the extent to which those involved in education, whether students, teaching staff, trade unionists, administrators or officials, are facing violent attacks, and what can and should be done about the problem.
This paper examines the relationship between education sector and decentralization, with a view to understanding the lessons attendant on policy and practice in developing countries.
This book examines the emergence, development and management of the education system in the Occupied Palestinian Territory (OPT) between 1994 and 2005. The study draws lessons from the Palestinian context of occupation and chronic conflict, both for the benefit of educational planners in the OPT and in order to support others working in similar contexts. It focuses on the issues to be tackled in emergency and reconstruction situations, as well as in chronic conflict.
The Tool Kit has been developed for UNICEF officers, and presents information and tools to enable them to prepare for and respond to emergencies to comply with UNICEF’s Core Commitments for Emergencies in the education sector. The Tool Kit is based on the premise that in order to respond effectively to the delivery of education in emergencies, UNICEF offices must take the requisite preparedness actions.
An update on Training of Trainers (TOT) workshops on the INEE Minimum Standards. . Eight of ten planned TOT workshops were completed in 2006, training over 200 education and humanitarian trainers.
School links provide pupils with new horizons and new opportunities. But many children do not have even the opportunity to go to school. The UK Government is committed to ensuring that all children, everywhere, have that chance in life.
This paper presents the case for education as an essential humanitarian activity, and the INEE Minimum Standards as a tool for quality and accountability within those interventions.
Based on the initiatives described in these documents, this paper summarises the main elements affecting the design and implementation of accelerated learning programmes in post-conflict settings and identifies best practices and pitfalls.
This Guide has been created to provide advice on useful strategies for implementing the Hyogo Framework for Action. It represents a distillation of the wealth of experience that exists throughout the world on how to manage and reduce disaster risks.
This report, covering the period of August 2005 to September 2006, calls on the Burundian Government to grant unfettered access, for child protection purposes, to all military, security and police detention centres and to cooperate with the United Nations country team and child protection partners, and on donor countries to make long-term commitments and adopt more systematic approaches.
The Education for All Monitoring Report 2007 looks at the benefits of programmes for the very young and why countries have been slow to implement policies that integrate care, health, nutrition and education.
After the 2001 war, Afghanistan’s Ministry of Education, with the support of international agencies including UNESCO and UNICEF, initiated a comprehensive revision of the primary and secondary curriculum as to promote learner-centredness and quality learning outcomes.
On October 11, 2006, the International Rescue Committee, Save the Children and the Women's Commission for Refugee Women and Children, on behalf of the Inter-Agency Network for Education in Emergencies (INEE), sponsored a roundtable discussion on teacher compensation in fragile states, situations of displacement and post-conflict return at the World Bank.
This report card, the fifth in a UNICEF series that monitors progress for children towards the MDGs, measures the world’s performance in water and sanitation.
This legal framework outlines that all heads of government institutions at the national and sub-national levels are responsible for applying the gender mainstreaming strategy within the scope of their respective tasks, functions, levels of authority and monitoring and evaluation of the results of their activities.
This report argues for significant changes in humanitarian aid and protection services in northern Uganda. New survey and interview evidence make the case for important shifts in program design.
Education is power and language is the key to accessing that power. A child who thrives at school and develops self-esteem and pride will have better employment opportunities and is more likely to realize his or her potential. Ethnicity, language and culture are deeply intertwined. They are also intertwined with inequity, discrimination and conflict.
This Education and Fragility Assessment Tool was designed to help USAID missions and bureaus identify and analyze the links between education and fragility in failing, failed or recovering countries.
