Drawing on lessons and best practice from crises and emergencies across the world, the report emphasises that engaging young people in prevention, preparedness, response and recovery will bring better, more localised and more accountable responses. However, this report also displays how young people face particular vulnerabilities and marginalisation connected to their age and identities.
This paper, aimed at education policymakers, provides analysis and insights on how the right to education for refugees could be ensured from a policy perspective. It does so by reviewing the current status of access to education of refugees, using the scant data that is available in this area.
The Global Trends Report is published every year to analyze the changes in UNHCR’s populations of concern and deepen public understanding of ongoing crises. In 2018, the global population of forcibly displaced increased by 2.3 million people. As a result, the world’s forcibly displaced population remained yet again at a record high.
Tunakujenga (“We Build You Up” in Swahili) is a family learning program that gives caregivers the skills and agency to engage in play-based learning and nurturing activities with their young children from birth to 14 years old.
This webinar drew upon learning from Save the Children’s extensive consultations with Accelerated Education Program (AEP) students, their parents, teacher and headteachers, and other stakeholders to understand their experiences and views of AEP, in order to increase understanding of the factors that support or hinder transition between AEP cycles and post-AEP opportunities.
This special issue of Education and Conflict Review attempts to assemble theories and conceptual frameworks that are dispersed across a wide array of academic publications and often inaccessible to those who need them the most, particularly to the education and conflict researchers and practitioners in low-income contexts.
This module clarifies the evolution of countering violent extremism over the past decade, and engages participants with key documents and resolutions. It lays the foundation for understanding the countering violent extremism field of practice and offers insights into the opportunities as well as the common pitfalls in this space and suggestions on how to avoid them.
Evidence is emerging that family- and community-based ECD services are cost-effective and have the potential to contribute to social cohesion and peacebuilding in both the short and long term – from one generation to the next. Given this, we need to engage government officials and policy-makers around the globe, as partners to invest in ECD services, using a multi-sectorial approach.
Given the continued attacks on education committed worldwide, and the importance of education, the protection of education in insecurity and armed conflict continues to deserve global attention, including from the legal community. The second edition of the Handbook incorporates all of the relevant developments which have occurred since 2012.
This year's Global Childhood Report examines the major reasons why childhood comes to an early end, and finds significantly fewer children suffering ill-health, malnutrition, exclusion from education, child labor, child marriage, early pregnancy and violent death.
Baytna delivers psychosocial support and early years education to children age 0-6 and their caregivers. The overarching aim is to facilitate a safe environment to support the development of the youngest refugees and strengthen families by helping to build secure, positive relationships.
Schools have a position in society that could provide tools for students to move toward more positive intergroup relations and to shape their nation as desired. In this research, I present an analysis of how and whether schools in Nigeria, particularly unity schools (FUCs), achieve this.
Food security and nutrition interventions in camps aim to improve the immediate food security and nutritional well-being of refugees, mainly by tackling the immediate and underlying causes of malnutrition. This guideline provides instruction on nutrition provision in camps.
The following pages outline the DO’s and DON’Ts of our brand. If you nurture it and neither abuse nor neglect it, our partners and audiences will see the value of INEE.
At the Comparative and International Education Society (CIES) 2019 Annual Conference in San Francisco, representatives of the Accelerated Education Working Group (AEWG) and partners working in Accelerated Education (AE) presented evidence on the impact of Accelerated Education programmes (AEPs) and reflected on the use of the AEWG tools to support policymakers and practitioners globally.
This Guidance Note aims to help UNICEF education staff at all levels, who are working in humanitarian, transition, and development contexts, analyze risk and adapt education policies and programs to take risk into account, so that education populations and systems are more resilient and all children and youth are in school and learning.
This document provides guidance for staff from UNICEF Supply Division and Programme Division (WASH, Education, and Protection sections) on the selection and procurement of appropriate materials and supplies for menstrual hygiene management, particularly during humanitarian response.
This study examines diaspora’s engagement in education development work in their fragile and conflict-affected countries of origin. Through analysis of 28 in-depth interviews with diaspora from four countries, we discuss diasporas’ motivations to engage, activities of engagement, and factors that enable or constrain it.
We are pleased to share with you, in this 2018 Annual Report, a summary of the network’s many activities and accomplishments, which are organized by the network’s strategic priorities outlined in the INEE Strategic Framework 2018-2023.
