Resources

The study uses the variation in the timing of conflict between countries using a difference-indifferences matching strategy to identify the impacts of armed conflict on years of schooling and educational inequality.

This review takes stock of the quantitative literature surveying whether conflict exacerbates, or improves, educational inequality experienced prior to conflict

The purpose of the Social and Behavior Change Communication for Emergency Preparedness Implementation Kit is to provide a set of key considerations for SBCC activities in emergency situations. It is our hope that by completing the exercises presented in this I-Kit, national governments will be better prepared to manage serious public health events.

This short guide demonstrates some of the ways LGBT equality can be achieved through the SDGs and showcases some of the work that is already being done worldwide to make sure LGBT people are fully included and have their needs met.

In this paper we explore why first language–based multilingual education (L1-based MLE) would work in multi-language contexts where learners with different home languages come together in a single classroom or school, summarize the MLE theories that would apply, suggest some strategies for dealing with the situation, and offer some directions for future research.

A five-language dictionary, glossary and usage guide to assist humanitarian professionals communicate effectively and respectfully with and about people of diverse sexual orientations and gender identities. Available in English, French, Turkish, Farsi and Arabic.

This report presents the findings of a global review of homophobic and transphobic violence in schools and education sector responses.

On 4 November 2015 in Paris, the international education community adopted the Education 2030 Framework for Action, the foundation that will anchor global efforts to achieve Sustainable Development Goal 4 (SDG4).

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.

This report summarizes the lessons learned and promising practices shared at the PanAfrican Symposium on Education, Resilience and Social Cohesion, held on 1 – 3 June 2016 at the United Nations Conference Centre in Addis Ababa, Ethiopia.

This topic guide is designed to support DFID advisors, education specialists, and other partners working on providing education for refugees and Internally Displaced Persons (IDPs).

This brief and associated case studies are intended to inform policy discussions among education and peacebuilding actors on relevant gender considerations across both fields.

The Georgetown Institute for Women, Peace and Security examines and highlights the roles and experiences of women in peace and security worldwide through cutting edge research, timely global convenings, and strategic partnerships.

The Gender Socialization in Schools programme pilot in Karamoja, Uganda, has demonstrated the value of a gender-transformative approach to addressing prevailing gender norms that have contributed to conflict –and which have the potential to be harnessed for peace –in the Karamoja region.

The “Global guidance” provides key information to governments, policy-makers, teachers, practitioners, and civil society who wish to take concrete action against school-related gender-based violence. It introduces approaches, methodologies, tools, and resources that have shown positive results in preventing and responding to school-related gender-based violence.

The Adolescent Kit for Expression and Innovation is a package of guidance, tools, activities, and supplies to support adolescents ages 10-18, especially those who are affected by humanitarian crises.

This Right to Education Monitoring Guide (‘Guide’) is an easy to use, step-by-step guide to monitoring problems in education, using a human rights-based approach. This Guide aims to demystify and simplify the monitoring process and ensure that the right to education remains the focus of your advocacy efforts.

Violent extremism and the underlying forces of radicalization are among the most pervasive challenges of our time. With this concern in mind, this Guide was designed for teachers in upper primary, lower secondary and upper secondary education. It was also developed with the hope that it can support the efforts of teachers working in both formal and non-formal educational settings.

Historically viewed as welfare recipients, persons with disabilities are now recognized under international law as rights holders with a claim to the right to education without discrimination and on the basis of equal opportunities.

In response to a growing crisis of attacks on higher education communities worldwide, GCPEA conducted a wide-ranging consultation with representatives of higher education networks and associations from Europe, Africa, the Middle East, Asia and the Americas to understand the causes and consequences of such attacks and to identify measures to increase protection.