Resources

This toolkit is intended to provide UNICEF country offices, and the national governments they support and their partners, with the necessary guidance and tools for combining WASH inventions with nutrition programmes to maximize nutrition outcomes in the EAP region.

This report aims to capture a range of perspectives on the Education Cluster’s role at the global and national levels, and to map the current Education Cluster practices in monitoring, reporting and response to attacks on education, including the main challenges and lessons learned.

The aim of this webinar is to bring together stakeholders from different backgrounds, including practitioners, researchers, and policy makers from the fields of education and ICT in conflict and crisis settings.

The United Nations Children’s Fund (UNICEF) commissioned American Institutes for Research (AIR) to conduct an evaluation of the Karamoja, Uganda, pilot of the programme Gender Socialization in Schools: Enhancing the transformative power of education for peacebuilding.

When conflict or crisis erupts, the educational needs of children and youth are often the last consideration – an afterthought following food, water, shelter and protection.

This paper outlines the potential operation of Education Cannot Wait, a fund designed to transform the global education sector for children affected by crises.

In response to the call for greater effort and investment in crisis-affected and challenging situations, these guidelines were designed to assist countries in preparing a transitional education plan (TEP).

This policy paper shows why it is crucial that three key education issues are tackled.

The purpose of this paper is to identify, analyze, and make recommendations based on the processes of contextualization of the INEE Minimum Standards within the two countries of Sri Lanka and Bangladesh.

As part of global efforts to strengthen the response to education in crises, this paper provides background evidence to inform the proposed creation of a common platform for education in emergencies and protracted crises. Its analysis is based on extensive review of key source material, nearly 50 expert interviews and feedback on an earlier inception paper.

The Washington Group/UNICEF Module on Child Functioning covers children between 2 and 17 years of age and assesses functional difficulties in different domains including hearing, vision, communication/comprehension, learning, mobility and emotions.

This reading pack focuses on ECD in emergencies, which can be caused by natural hazards and conflicts.This pack starts with the evidence for why ECD is important in emergencies and its impact. Key readings are then provided to allow the reader to delve more deeply into some key concepts. Lastly, a set of key questions are presented to provoke further reflection and discussion.

At the margins of the United Nations General Assembly High-level Thematic Debate on Achieving the Sustainable Development Goals, the Permanent Missions of Portugal, State of Qatar, and Norway to the United Nations in New York and the Ford Foundation held a meeting entitled “Girls Right to Education in Emergencies”.

This booklet is one of a series of booklets prepared as part of the Protecting Education in Conflict-Affected Countries Programme, undertaken by Save the Children on behalf of the Global Education Cluster, in partnership with Education Above All, a Qatar-based non-governmental organisation.

This case study accompanies the report The quantitative impact of armed conflict on education: counting the human and financial costs commissioned by Protecting Education in Insecurity and Conflict (PEIC), part of the Education Above All Foundation.

This study builds on PEIC’s goal of protecting and promoting education in situations of insecurity and conflict, including through its concrete support for the preparation and publication of Education under Attack 2010 (UNESCO) and Education under Attack 2014 (GCPEA).

Although not all education projects have the word “inclusive” in the title or goals, every education project can and should be made more inclusive, and we encourage this resource to be used by all education staff, not only those working on targeted inclusive education projects.

The analytical framework was created to support the identification of informational and analytical needs for the wider humanitarian community, including the development of secondary data reviews (SDRs).

The objective of this initiative was to develop an analytical methodology to provide quantitative and qualitative information on the institutional framework and performance of the education sector in disaster risk management in countries in the region.

This study’s quantitative analysis draws on statistical datasets to examine the dimensions of inequality (in terms of educational access, resources and outcomes). The analysis highlights the importance of considering both income inequality within regions and relative deprivation among regions, since some of the most impoverished counties in Kenya are among the most equal counties.