Learning for Peace Narratives from the Field touches upon all these objectives while it explores the nature of conflict as a barrier to development and the potential of education as a bridge to peace.
The purpose of this paper is two-fold, 1) to contribute to the discussion on how to better use technology to close the signifcant gaps for a generation of displaced youth, in particular Syrian refugees living in Jordan, Turkey, and Lebanon, and 2) to amplify the call for all stakeholders, especially the technology sector and international donors, to help refugee youth in the Middle East secure a better future.
The experiences documented in this publication show that the practice of effectively integrating ICTs into the teaching and learning of literacy and numeracy is not a simple one-step process.
This list of indicators is not definitive. It is a work in progress. Our aim is to ensure that we have the most comprehensive and practical list of indicators to monitor the right to education.
A video about teachers taking control of bringing gender equality to their classrooms in Uganda. Using education as a platform, UNICEF and the Government of Uganda have sought to create more equitable communities, reduce conflict and promote gender equality.
The Child Rights Programming e-learning course is an online training on how to carry out child rights programming and how to be a rights-based organisation.
An online e-learning course that provides a basic understanding of Inclusive Education in order to be able to promote it. It is especially relevant for education technical experts.
This Guidance reflects agreements within the IASC and is grounded in the experience of practitioners concerning the most effective ways of implementing Early Recovery across all sectors of emergency response.
The programme seeks to improve teaching and learning practices in UNRWA classrooms through developing interactive pedagogies (ways of teaching) that will engage students of grades (7-12) more effectively in their learning.
This Menu of Actions is intended as a resource to empower personnel of ministries responsible for education to better prevent attacks on education or protect schools from military use, mitigate the impact of attacks when they do occur, and respond to attacks.
The purpose of this systematic research review was to evaluate the efficacy of Early Childhood Development (ECD) parenting programmes and examine the elements of programming that maximize its benefits to young children and their families.
The UIS produces a wide range of state-of-the-art databases to fuel the policies and investments needed to transform lives and propel the world towards its development goals.
This document explores how education might advance peacebuilding, social cohesion and community resilience in vulnerable contexts prone to conflict through a set of UNICEF-supported in-school and extra-curricular programs.
Key accomplishments of the INEE Working Group on Minimum Standards which was established in 2003 to oversee the development of the the network’s foundational tool, the INEE Minimum Standards and was re-name the Standards and Practice Working Group in 2016.
This document is an independent study demonstrating young people’s positive role in sustaining peace. It proposes concrete recommendations for the peace and security community to work with young people in new ways.
This study uses a resilience framework to ask how various education systems in the arid lands are helping or hindering young people and their societies to absorb shocks, adapt to and minimize stresses, and transform in positive ways when confronted with internal change and external pressures.
Since Oslo, a plan to establish a Common Platform for Education in Emergencies and Protracted Crises has emerged. The purpose of a new platform will be to generate political and financial commitment to meeting the educational needs of millions of children and young people affected by crisis.
This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme, known as “Learning for Peace”, which was funded by the Government of the Netherlands. The extent to which social services (i.e. education) can be used for peacebuilding is an under-defined area of work that has not previously been tested at scale in UNICEF.
