Strong political leadership is decisive in turning a country's education system around. Anna Obura's study traces the remarkable efforts in Rwanda to reconstruct the national education system after the 1994 genocide, and to right the wrongs of long decades of discrimination, exclusion and divisiveness practised in schools.
This training manual and the accompanying field guide have been designed as a reference for education program officers and humanitarian staff working in conflict/post-conflict settings. It provides a comprehensive introduction to education programming in emergencies, including programmatic goals and educational activities to support these goals.
The present paper is an attempt to understand the complex issues involved in rebuilding educational systems in post-conflict settings and to draw a framework for intervention programmes aimed at supporting educational reconstruction efforts.
This paper seeks to summarise thinking on a number of the challenges that have been encountered by conflict resolution evaluators in the hopes of enhancing evaluation practice and therefore its potential contribution to this field.
The purpose of the 2001 evaluation of the UNHCR Peace Education programme (PEP) was to determine if the programme had had any positive impact on peace building and conflict prevention during the four years of its existence in the Dadaab and Kakuma refugee camps.
1 January 2002
Report
Organization for Economic Co-operation and Development (OECD), United Nations Educational, Scientific and Cultural Organziation (UNESCO)
The objective of the UIS/OECD/EUROSTAT data collection on education statistics is to provide internationally comparable data on key aspects of education systems, specifically on the participation and completion of education programmes, as well as the cost and type of resources dedicated to education.
This guideline has been prepared with major key points to be considered in developing the emergency response or preparedness of EFA plans of action. This guideline provides orientations and recommendations and strategic planning for achieving EFA in situations of emergency, crisis and reconstruction.
This guideline has been prepared with major key points to be considered in developing the emergency response or preparedness of EFA plans of action. This guideline provides orientations and recommendations and strategic planning for achieving EFA in situations of emergency, crisis and reconstruction.
As economic, social and technological change gathers pace, people everywhere need to develop their knowledge and skills, on a continuous basis, so that they can live and work meaningfully in the knowledge society.
The purpose of the 2001 evaluation of the UNHCR Peace Education programme (PEP) was to determine if the programme had had any positive impact on peace building and conflict prevention during the four years of its existence in the Dadaab and Kakuma refugee camps. (From 1998 to 2001.)
INEE felt it would be useful to collect existing materials and to share some of them in the form of a technical kit or mini-library. Some materials in the kit are specific to a given time and place and cannot be used directly elsewhere. However, they can serve as useful resources for teacher training or for curriculum writers in another location.
The research papers presented here represent a step forward in the task of developing deeper professional insights into the field of refugee education and education in emergency situations in general.
These issues are addressed in Primer No. 5; this text is discussing governmental obligations at the domestic level. The right to education is routinely classified as an economic, social and cultural right; these are often deemed to be lacking remedies and are accordingly treated as quasi-rights or not-quite rights.
This Guide can be used in addition to the UNESCO Teacher Education Resource Pack: Special Needs in the Classroom. It repeats some of the messages contained in the Resource Pack. But it also guides teachers on practical ways of coping with children who have particular difficulties in learning.
Education can develop positive attitudes and reflexes, which are important to confront such situations as war or natural disaster. It is vital also to develop an education system or a curriculum that best caters to the needs of crisis-stricken populations, and to ensure that no social groups are excluded or denied the right to education.
First-ever Inter-Agency Consultation on Education in Situations of Emergency and Crisis. The founding of INEE as a network. 8-10 November 2000, Geneva.
This study seeks to develop a clearer understanding of one particular dimension of contemporary ethnic conflict: the constructive and destructive impacts of education – the two faces of education.
This volume provides an international review of issues and programmes concerning the transition from school to work. It combines country-specific papers (Kenya, Korea, South Africa) and regional contributions (selected Latin American countries - Argentina, Brazil, Chile - and OECD countries).
