This evaluation and the associated videos hope therefore to address this and to look more closely at this programme which works with youth, who were socialized in violence, to help them play a positive role in society and become promoters of peace.
The Training for Primary School Teachers in Crisis Contexts package was developed for unqualified or under-qualified teachers often recruited to teach in refugee camps and in a range of other emergency settings.
The Coordination Handbook is providing CPiE actors with guidance on how to coordinate child protection responses in humanitarian contexts in order to ensure more predictable, accountable and effective child protection responses in emergencies around the world.
The aim of the activity was to carry out a qualitative end-of-programme participatory evaluation led by youth who participated in the PBEA programme at the same time as building capacity in the trainees and delivery agencies.
This Framework aims to guide Counselors and educators to apply the inclusive approach to holistic, comprehensive, rights-based, child-centered, child-friendly and enabling psychosocial support, within UNRWA's education system which is aligned with the Agency's Mental Health and Psychosocial Support Framework.
This report highlights areas of consensus, concern, and recommendation pertaining to questions posed on the conceptual framework, priority functions, and scale of the proposed “Common Platform” for education in emergencies and protracted crises.
The note explains why nutrition programmes need to include ECD activities to maximize the child’s development. It provides practical suggestions as to what simple steps are necessary to create integrated programmes in situations of famine or food insecurity and it gives examples of how such integrated programmes have been established in other situations.
The ‘Learning & Wellbeing in Emergencies’ toolkit (LWiE) focuses on building and measuring early foundational literacy skills, alongside social emotional learning, in emergency contexts with a particular focus on community engagement as a key support for children.
The purpose of this synthesis report is twofold. First, it examines how education is included in peacebuilding and development frameworks in four distinct conflict-affected environments (Myanmar, Pakistan, South Africa and Uganda). Second, it compares, summarises and critically reflects how education policies and governance contribute to the peacebuilding process
This report summarizes what, according to Workshop participants, are promising practices in protecting education from attack and highlights emergent considerations and challenges in implementing different protective measures.
The purpose of this synthesis report is to explore the role of teachers in peacebuilding and social cohesion in four distinct conflict affected environments (Myanmar, Pakistan, South Africa and Uganda), and to compare, summarise and critically reflect on key issues, policies and governance aspects that relate to how teachers might contribute to peacebuilding and social cohesion processes.
The aim of this landscape review is to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.
In the interest of consolidating diverse experiences and developing a reasonably standardized approach to assessing children’s early reading acquisition, this “toolkit,” or user manual, serves as a guide for countries beginning to work with EGRA in such areas as local adaptation of the instrument, fieldwork, and analysis of results.
This report is a result of a collaboration between BMZ, GIZ, better place lab and Kiron, institutions which share the view that the current phenomenon of “ICT for refugees” is novel and has great potential that should be investigated.
This Synthesis Report aims to understand the ways in which the agency of youth – or their ‘space for manoeuvre’ – is impacted (or not) through a range of formal and non- formal education interventions, and how this enables or restricts young peoples ability to contribute to processes of peacebuilding and social cohesion, either in political, socio-cultural or economic ways
This two-year partnership with UNICEF (mid 2014 - mid 2016) seeks to build knowledge on the relationship between education and peacebuilding in conflict-affected contexts. Our data collection and analysis has focused on two specific geographical regions: the wider Yangon area and Mon state.
This research draws on a conceptual framework that captures the economic, cultural, political, and social dimensions of education governance and inequality and their relation to conflict and peace.
This report documents attacks on schools on both sides of the line of contact and the use of schools by both sides for military purposes, which has turned schools into legitimate military targets.
This document provides guidance to administrators and program directors on how to decide whether adaptations should be made, and if so, how best to make them.
The organisations working either inside Syria or across the region with Syrian refugees are calling on the participants in the London conference to commit to ensure all children and young people affected by the conflict have access to safe, quality, and relevant educational opportunities before the end of the 2016/2017 academic year and on an ongoing basis.
