Resources

In the introduction to her book, Education and Empowered Citizenship in Mali, Jaimie Bleck draws on Western political science theories and a rich bibliography as she describes the evolution of education in Mali.

We are pleased to announce the second issue of the Journal on Education in Emergencies (JEiE). This issue features articles that analyze educational programs for marginalized and vulnerable populations living in a wide range of circumstances of crisis or conflict, and that examine resilience as a response to these emergency settings.

This issue features articles that analyze educational programs for marginalized and vulnerable populations living in a wide range of circumstances of crisis or conflict, and that examine resilience as a response to these emergency settings.

This LESC Synthesis Report was motivated by the need to find a response to the risks that children face in educational and non-educational settings associated with language and ethnicity issues. 

This rigorous literature review was commissioned by UNICEF, with the aim of examining research evidence on approaches to addressing school-related gender-based violence (SRGBV). While the scope of the review was global, an emphasis was placed on research in low- and middle-income countries.

The purpose of the landscape review is to provide a comprehensive mapping of programmes providing higher education for refugees. This report presents the findings from a year-long research study which analyses different approaches to providing higher education for refugees

In this paper, we explore the role of online social networks in the cultivation of pathways to higher education for refugees, particularly for women. We compare supports garnered in local and offline settings to those accrued through online social networks and examine the differences between women and men.

This toolkit has been produced by the Global Campaign for Education (GCE) in collaboration with ActionAid International (AAI) and Education International (EI), and with funding from the Global Partnership for Education (GPE).

The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another.

Teacher Focused Social and Emotional Learning Training Sessions 1-5

Guide to training facilitator's of IRC's Social-emotional learning programs.

With more than 65 million people currently fleeing from war, violence and natural disasters, the most severe refugee crisis since World War II is creating a lost generation of children and youth with no access to adequate educational opportunities. 

Consultations with experts and researchers in the field made it clear that the paucity of evidence and documentation around AEP, particularly in crisis and conflict-affected environments, requires a step back to establish a deeper understanding of how AEPs are currently implemented and whether and how programs measure success. T

This case study describes how Help and Protection Desks set up by Plan International after the 2015 Nepal earthquake provided critical information and emergency assistance to children, adolescent girls and boys and their families.

The Guide explains the purpose and practice of conflict analysis using a model of five key elements: stakeholders, conflict dynamics, root and proximate causes, triggers and peace capacities.

The Conflict Sensitivity and Peacebuilding Programming Guide is a tool for UNICEF field staff and leadership to understand, situate and operationalize conflict sensitivity and peacebuilding through UNICEF’s existing work or new initiatives in different contexts and in partnership with other stakeholders.

This e-Forum was designed to provide a space to discuss challenges and strategies for planning education for displaced populations.It revolved around 3 overarching themes: access, quality and management. These linked themes each play an important role in planning education for displaced populations. 

Crises, conflict and displacement lead to heightened insecurities – physical, psychological, social and financial -- for affected populations including refugees. The breakdown of family and community support systems and high levels of stress and trauma magnify pre-existing levels of violence and conflict within families and in schools.

This case study however did not just aim to capture if and to what degree the CFS project influenced significant changes in the lives of the children at the school in Sawula and the surrounding communities. It also aimed to provide insights into how those changes have taken place and if there were any significant links between peace, conflict and children’s education.

Between April and September 2016, a participatory video project in Mindanao, the Philippines brought together young representatives from four different religious/cultural backgrounds to explore and document how conflict related issues affect youth in the region and to articulate their visions for a more peaceful future.