In this report, the authors analyze technology uses, needs, and gaps, as well as opportunities for better using technology to help displaced people and improving the operations of responding agencies. The authors also examine inherent ethical, security, and privacy considerations; explore barriers to the successful deployment of technology; and outline some tools for building a more systematic approach to such deployment.
The purpose of Lessons Learned for Peace is to share UNICEF’s experience in conducting conflict analyses as a prerequisite for social services programming in fragile and conflict-affected contexts
The AEWG’s goal is to improve the quality of AEPs through developing guidance and tools to support a more harmonized, standardized approach to Accelerated Education. This Brief illustrates AEWG's role in Accelerated Education, and their three major working areas for 2019.
This report collects recent and historic examples of laws, court decisions, military orders, policies, and practice by governments, armed forces, non-state armed groups, and courts aimed at protecting schools and universities from use for military purposes.
The Toolkit promotes and provides guidance on how to create an inclusive, learning-friendly environment (ILFE), which welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, social economic, emotional, linguistic, or other characteristics.
The toolkit is designed to be used by Child Safeguarding Country Leads and Focal Points, deployable Safeguarding/PSEA staff, and humanitarian/operational managers with responsibility for safeguarding.
The world is a third of the way towards the deadline of the 2030 Agenda for Sustainable Development, which includes the fourth Sustainable Development Goal on education, SDG 4. But it is behind on its commitments. This joint publication captures concisely how far the world is from achieving its education targets.
Drawing on original data from a 14 country study and three in-depth country case studies, we identify three models of inclusion in refugee education: shared space, geographically separate space, and temporally separate space.
This handbook was developed to guide action on ensuring full compliance with the right to education. The handbook will also be an important reference for those working towards the achievement of SDG4, by offering guidance on how to leverage legal commitment to the right to education as a strategic way to achieve this goal.
This guidance developed by the European Commission's humanitarian affairs department (DG ECHO) is conceived as a tool to reach the goal of combatting discrimination based on disability.
This course has been designed to support you in understanding, planning for and using the Washington Group Questions (WGQs) to identify persons with disabilities in humanitarian action.
The purpose of this discussion paper is to investigate the youth challenge in the CVE field. It probes the role youth play in CVE and suggests recommendations for enhancing CVE’s effectiveness. The paper also examines youth with reference to violence, conflict, the state, and struggles to achieve adulthood.
This report is the outcome of the roundtable discussions centred on identifying obstacles and generating practical recommendations and concrete next steps for collaboration. The various sessions featured field-based success stories and rich group discussions around a shared, child-centric vision and way forward.
Conflict makes life harder for children with disabilities. It also creates new ones. That's why our humanitarian work supports all children, including those with disabilities.
This article explores the impact of global policy shifts toward ‘national integration’ on schooling for refugee youth in Kenya. This study responds to calls for deeper sociological attention to education and global migration, as states expand educational opportunities for refugee populations while negotiating educational rights amongst citizens.
This report covers the five-year period from January 2013 to December 2017. The previous edition included profiles of 30 countries that had experienced at least five incidents of attacks on education in which students or education personnel were harmed, including at least one direct attack or one person killed, between 2009 and mid-2013.
The following is a set of recommendations for states to consider when seeking to implement each commitment within the Safe Schools Declaration in a way that will better protect women and girls.
The 106-page report is based on interviews with 119 victims and eyewitnesses of attacks on schools and education, including survivors of the three largest school abductions in Nigeria: Chibok (April 2014), Damasak (November 2014), and Dapchi (February 2018)
This compendium explores the nature of conflict as a barrier to development and the potential of education as a bridge to peace. Designed for the benefit of education and peacebuilding practitioners, as well as other social service providers, it discusses a wide range of emerging conflict-sensitive (‘do no harm’) and peacebuilding (‘do more good’) strategies.
