Resources

The Minimum Economic Recovery Standards are the internationally recognized consensus on best practices for building economic resilience for crisis-affected communities.

In 2016, the AEWG developed 10 Principles for Effective Practice for Accelerated Education and an accompanying Guide to Accelerated Education Principles. Field testing of these two tools was conducted between mid-2016 and March 2017.

This study, informed by various sociological neo-institutional approaches, investigates whether a global mechanism such as the cluster approach represents an adequate framework to structuring humanitarian response.

This is a summary of a country report on education and social cohesion in Pakistan and is a research output from the Research Consortium on Education and Peacebuilding, a co-funded partnership between UNICEF, the University of Amsterdam, University of Sussex and Ulster University and a range of national research partners in participating countries.

This research looks at the effects of the Ebola crisis on peacebuilding efforts through education, asking questions about how it has interacted with the Liberian education system’s longer-term post-conflict recovery. In so doing it seeks to reflect on the relationship between different types of crisis and shocks, including conflict and disease outbreaks, and their various impacts on education.

This is a small introduction to Safe School Construction. Students need access to education. However access to any classroom is not enough. Schools must withstand potential hazards and be safe for all.

This Toolkit is based upon the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict and comprises a number of practical tools intended as teaching aids, guidance and aides-memoire for national Ministries of Defense, military trainers, officers and soldiers, and their equivalent for non-state armed groups, involved in the planning and conduct of military operations.

Over 2016, more than 600,000 people were newly displaced in Afghanistan; half of whom were boys and girls and a large number of them are out-of-school. Education must now be acknowledged as a humanitarian priority in Afghanistan that warrants a coordinated and well- resourced response.

This edited volume examines the relationship between transitional justice and education in peacebuilding contexts: how transitional justice can shape the reform of education systems by ensuring programs are sensitive to the legacies of the past; how it can facilitate the reintegration of children into society; and how education can engage younger generations in the work of transitional justice.

This dissertation argues that this growing global focus indicates a dramatic shift in how the world responds to humanitarian crises and how it envisions the role of education.

Based on interviews in November 2016 and January 2017 with over 40 people this report documents the occupation of schools for military purposes, such as for barracks or bases. Further, the report outlines how abuses by fighters in and around schools are threatening the safety of students and teachers, as well as children’s ability to learn.

Given the current global refugee crisis, the aim of this report is to contribute to the discussion around the distinct educational needs of urban refugees.

This paper highlights some promising practices in using technology to bridge the gaps, and asks if technology is the solution to providing refugees with quality education?

These guidelines on developing gender-responsive education sector plans provide readers with the information and tools needed to take a fresh look at gender equality and why it matters in education.

This manual provides guidance on how to assess need, design, and implement Early Childhood Development in Emergencies (ECDiE), supporting each of the four core components of a response: early learning and stimulating environments, positive child-caregiver interaction, protective environments, and holistic child wellbeing.

Delivering humanitarian response that meets the needs of women, girls, boys and men remains a priority for all UN Agencies and their partners. This guidance provides a checklist of essential actions for ensuring equitable participation and fair distribution of humanitarian action at each stage of the Humanitarian Program Cycle (HPC).

An education programme for South Sudanese refugees in Ethiopia illustrates the use of two complementary sets of standards: the Inter-Agency Network for Education in Emergencies (INEE)’s Minimum Standards for Education and Sphere Humanitarian Charter and Minimum Standards

This study aims to understand the role of digital technologies in realizing women’s rights, gender equality and women’s economic empowerment, particularly in developing and emerging countries. The focus is on complexities and contradictions but also motivators and enablers that shape women’s experiences in the field of ICT.

In September 2016, the Norwegian Refugee Council (NRC) and Mercy Corps conducted a joint assessment of the needs, vulnerabilities, protection risks and capacities of female and male adolescent and youth refugees and migrants transiting through Greece. The goal was to reflect their voices in order to better inform relevant policy and programme design.

The guidance paper highlights a framework to think through the measurement and evaluation of education to peacebuilding.