Resources

This report draws from the experiences of UN agencies, international, national, and local NGOs, and donors in responding to the earthquake to present an analysis of the cluster experience in Pakistan, along with recommendations for the future.

The report identifies various constraints and challenges that USAID and its partners face in enforcing sound M&E standards and practices in postconflict societies, particularly in those where the United States has major strategic interests.

This report focuses on the experiences of three key donors: the United States (US), the United Kingdom (UK) and Germany. It also provides case studies showing the operationalisation of the agenda in three fragile states, namely, Afghanistan, Cambodia and Nepal. Because the FS agenda is relatively new, the policies, tools, and institutions to implement it are still being developed.

The promotion and protection of children's rights has been a fundamental aspect of the international human rights system. This manual centers on how to protect children from sexual violence and sexual exploitation, specifically in disaster and emergency situations.

This Review of the Education For All (EFA) programme in Nepal was commissioned by the Finnish Embassy on behalf of the group of supporting donors and undertaken by a team of consultants contracted by International Alert. The intention is to examine the EFA programme in relation to conflict and the current political crisis.

The second edition includes case studies that look at both the politics and policies of education for refugees and IDPs as well as education as protective and preventative measures. Within these two overarching topics, the case studies in this volume focus on the following geographical areas: Pakistan, Turkey, New York City, Colombia, Sri Lanka, Uganda, Zimbabwe, and Sudan.

States affected by conflict are among the farthest from achieving Education for All (EFA) goals, and many lack human and financial capacity. ‘Capacity development’ (CD) is frequently proposed as the solution to their problems. What challenges does a country like Afghanistan face in rebuilding an education sector after 30 years of conflict?

Gives guidance on responding to disaster or terrorism events using the Psychological First Aid intervention. This evidence-informed approach helps to assist children, adolescents, adults, and families in the aftermath of disaster and terrorism. The manual includes in-depth information about each of the eight core actions and accompanying handouts for adults, adolescents, parents and caregivers, and providers.

This handbook targets field practitioners responding to humanitarian emergencies that result from conflict or natural hazards. In particular, sector/cluster actors are offered practical guidance on identifying and addressing the differing needs and situations of women, girls, boys, and men.

This document is an example of how the Refugee Education Trust used the INEE Minimum Standards to evaluate project implementation in Pakistan. The table provides a useful framework for analysis, dialogue, planning and recommendations for the future, and can be adapted for other programmes.

This report examines the impact of insecurity on education in Afghanistan, especially on girls' education.

How can the lives of children who have experienced significant loses be responded to in ways that are not re-traumatising and that bring to light children's own skills and knowledge? This paper describes a creative adaptation of the 'Tree of Life' exercise informed by narrative therapy principles and practices

This report examines the discrimination and disempowerment women face throughout their lives and outlines what must be done to eliminate gender discrimination and empower women and girls.

This resource guide identifies the right to education and actions that individuals and organisations can take to fulfill these rights, with a focus on refugees, returnees and independently placed persons.

The right to go to school belongs to every child. However, 115 million children are still out of primary school thats 18 per cent of the worlds primary school-aged population. Save the Children has set itself the challenge to get three million out-of-school children, living in conflict-affected countries, into school by 2010.

This guide, created by Eldis in collaboration with DFID, explores some of the evidence that has been gathered on social protection and education and considers what lessons have been learned.

This report outlines findings on education from missions taken by the Women’s Commission for Refugee Women and Children in November 2005 and June 2006, and recommends actions the international community can take to ensure that the children and young people of Darfur have a chance to learn while displaced from their homes and communities.

Refugees often see education of their children as the principal way of ensuring a better future for their family. In this way, pursuing education is a forward-looking livelihood strategy for both children and their parents. Just as importantly, education often plays a role in creating stability in the daily lives of displaced children.

Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments, Specialized Booklet 2 Practical Tips for Teaching Large Classes: A Teachers Guide The UNESCO publication Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments (ILFE) offers a holistic, practical means to make schools and classrooms more inclusive, learning friendly and gender-sensitive

This paper will seek to review progress made to date in meeting the rights of children 3-6 years old in emergency situations. It will examine whether the world has met its commitments to ensuring the rights of children to early care and education when their lives have been disrupted by devastation and displacement as a result of natural or man-made calamities.