Resources

This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations.

This mixed-methods cluster-randomized controlled trial examines the impact of a teacher-training program that aimed to promote positive gender socialization in the conflict-affected region of Karamoja, Uganda. The theory of change suggests that the education system and teachers can play critical roles in promoting positive gender roles and gender equality.

Because improving equality in and through education is vital to social cohesion, this case study examines whether the no-fee school policy has equalized—or is perceived to have equalized—school resources and educational opportunities in basic education. 

Every theme that appears in the Journal on Education in Emergencies is by definition timely and important. In this special issue of JEiE, we focus on education and peacebuilding.

This seminar contributes towards knowledge sharing for Working Group members as well as for the wider audience, promoting reflection, teaching and research, helping to develop partnerships and to contribute to affirm this strategic area for internationalization within the framework of development cooperation. 

d-portal.org helps you explore International Aid Transparency Initiative (IATI) data by providing a search function and information by country or by publisher on development activities and budgets published to the platform.

This paper provides an update on developments that have occurred in education for refugee and other displaced children and youth since the report to the sixtieth meeting of the Standing Committee in 2014. It focuses on UNHCR’s support to improve accessibility to, and the quality of, educational opportunities for populations of concern.

Although the number of displaced children is growing, they are not being recognized as a population with specific needs. As a result, their right to education and to learn is being violated.

This briefing explores the challenges and opportunities related to primary-school education for migrants – especially in host countries – and the implications for the 2030 Agenda for Sustainable Development. It focuses mainly on international migrants, but also includes a brief discussion of education for refugees.

This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya.

Looking at Iraq Centre and the Kurdistan Region of Iraq (KRI), this report aims to update the education situation, quantify the economic benefits of education, and identify sources of inefficiencies as well as key priority themes in the education sector with clear links to the National Education Strategy 2011-2020.

The ACU’s Information Management Unit launched the third version of its Syrian Public School Assessment Report, to highlight the impact of the Syrian conflict on education and the needs of students and school supplies. The questionnaire for this report was developed from questionnaires used in previous reports in order to reach several indicators.

This project is part of UNICEF’s Learning for Peace programme. UNICEF has worked with young people across Côte d’Ivore to set up the “Action Justice and Peace” Network to engage in national reconciliation processes and train youth leaders to document young people’s experiences of the recent conflict.

This topic guide focuses specifically on the systematic approaches and tools for conflict analysis developed for policy and practice. It draws on reflective sections in conflict analysis toolkits, and where available on policy, practitioner and academic texts that critique the toolkits.

A whiteboard video to illustrate education’s role in preventing violent extremism (PVE) and looks at some definitions of PVE and education’s role in fostering inclusive and equitable environments, encouraging critical thinking, promoting tolerance and respect for diversity, and thereby contributing to wider social cohesion and the reduction of violence in all forms

The purpose of this brief is to: (1) demonstrate the societal risks that result when early childhood development (ECD) services are lacking and (2) show how ECD services contribute to sustaining peace through increasing social cohesion, equality and economic productivity.

This webinar exploresd situations in which GPE has been able to provide support to its partner countries during crises, and some of the lessons learned in those contexts. The panel also looked into the application of the INEE Minimum Standards and the process of contextualization, specifically in GPE partner countries.

This recorded webinar presents how the recently launched Teachers in Crisis Contexts Training Pack is being used in Iraq, South Sudan, Kenya, and Tanzania. 

In this paper I assess the relative value of higher education for displaced students within the global refugee education movement.

The Livestock Emergency Guidelines and Standards (LEGS) provide a set of international guidelines and standards for the design, implementation and assessment of livestock interventions to assist people affected by humanitarian crises.