Resources

The Paris Declaration on Aid Effectiveness is an historic agreement to improve the quality of aid, signed in Paris in 2005 by more than 100 donors, developing countries and NGOs. The declaration commitments and targets reflect the lessons donors and partner countries have learnt about how to make aid more effective in reducing poverty.

This 60-page report is based on interviews with hundreds of children in all regions of the world. Human Rights Watch investigations in more than 20 countries found that school fees and related education costs, the global HIV/AIDS epidemic, discrimination, violence and other obstacles.

This paper examines how to develop more effective protection in practice by active participation of young people. The author insists that a strong basis for protection already exists among many young people themselves.

The failure to protect children from escalating threats not only results in personal tragedy but carries a long-term social cost as well, including the spread of HIV/AIDS, an elevated maternal and infant mortality rate, a loss of education and a generation of marginalized youth. Protecting children in crises must be a top priority in every stage of every emergency response.

This study brings together two concurrent focuses: the first is on ‘fragile states’ or ‘difficult partnerships’, emerging from both from the challenge of meeting the MDGs through tackling poverty in these environments and the renewed focus on improving governance and institutions in weak institutional environments. The second is the evolving agenda around donor behaviour and aid effectiveness.

This summary paper was prepared by Levin and Dollar for the DAC Learning and Advisory Process on Difficult Partnerships. The previous study was from 1992-2002 and this study paper was prepared in 2005. This paper summarizes the findings of data analysis conducted for the DAC LAP on aid allocations in difficult partnerships.

A comparative analysis of two long-term refugee education systems. SEAN CORRIGAN Department of Sociology and Equity Studies in Education Ontario Institute for Studies in Education of the University of Toronto 2005

This is an issue brief on the role of civil society in preventing violent conflict and in building peace. It also explores the negative role civil society can play in efforts to establish long-term stability.

Fragile states are the hardest countries in the world to help develop. Working with them is difficult and costly and carries significant risks. Aid programmes in fragile states pose difficult policy dilemmas.

INEE has developed a preliminary set of strategies to utilize during the promotion and dissemination of the Minimum Standards.

This study explored the psychosocial benefits of an emergency education intervention serving adolescents displaced by the war in Chechnya. It set out to describe key stressors and sources of social support available to youth served by the International Rescue Committee’s (IRC) emergency education program.

A Case Study on the implementation of the INEE Minimum Standards in Aceh, Indonesia.

This is an issues brief on the importance of reconciliation in the context of conflict prevention and development co-operation.

Since the inception of formal education in southern Sudan a century ago, schooling has largely consisted of island-like entities surrounded by oceans of educational emptiness. Islands of Education is the first book to comprehensively examine this harrowing educational reality.

Research on the effects of exposure to real-life violent events point to resulting difficulties in cognitive capacity. This creates difficulties for schoolchildren in thinking and learning.

The Peace Education Programme (PEP) teaches the skills and values associated with peaceful behaviours. The programme enables and encourages learners to think constructively about issues, both physical and social, and to develop constructive attitudes towards living together and solving problems that arise in their communities through peaceful means

The Guidelines for Gender-Based Violence (GBV) is a tool for field actors in the humanitarian community to establish a multi-sectoral coordinated approach to gender-based violence in emergency settings.

This study provides an excellent overview of the literatures on education in emergency situations, post-war educational reconstruction, and peace education. It continues the debate launched several years ago within the German development cooperation community on promoting basic education in the context of peace-building, crisis prevention and conflict transformation

Fighting Back looks at the experiences of children living in conflict situations, and focuses on strategies to prevent the recruitment of children into armed groups.

A Case Study on the implementation of the INEE Minimum Standards in Aceh, Indonesia.