This brief provides a short introduction to SDG 4 and how it relates to education for refugees, as well as practical guidance on how to advocate for refugees in national education sector planning and management to achieve the education SDG 4.
This paper describes how the humanitarian aid systems neglect the education of children and adolescents in countries affected by or emerging from conflict, and more and better targeted aid is needed.
This paper, a contribution to the Oslo Summit on Education Development 6-7 July 2015, aims to detail the challenge and show how, with political commitment and resourcing, much more could be done.
The paper outlines the challenge of education in emergencies and protracted crises, explores the current architecture, identifies key gaps, and sets out consultation questions to inform a range of possible solutions that will be proposed as part of the final paper.
The following report summarizes presentations and discussions during the PEIC International Seminar ‘Attacks on Education: Addressing the Data Challenge’, held on 15-16 June 2015 in Doha, Qatar.
This paper highlights the vulnerability and exclusion of children with disability in the basic regular education system.However, there is a need to emphasize that inclusive education has to go beyond primary education to secondary, tertiary, vocational training and lifelong learning opportunities.
This paper, using the case study of Gaza Strip, suggests that while programmatic interventions focussed on supporting the resilience of children and the institutional networks of support on which these children rely may deliver short-term benefits, a restoration of the status quo or the effective adjustment of these individuals and institutions to a new state of normalcy may be ineffective and counter-productive in the medium to long-term.
In an effort to facilitate the continuation of education among Ethiopia's pastoral populations, UNICEF’s Peacebuilding Education and Advocacy Programme (PBEA) expanded the networking cards system.
This report examines the PBEA’s support of Life Skills and Peacebuilding Education, curriculum development, the extent to which the programme is promoting equity for traditionally marginalized pastoral communities and girls, as well as engaging youth in peacebuilding processes.
The launch of this Strategic Plan in 2015 represents a key milestone for INEE as this year marks not only 15 years since Dakar but also represents 15 years since the network was first established. This Strategic Plan was designed to further position INEE to pro-actively engage in these important processes and contribute significantly to the post-2015 agenda.
This guidance note is about he admission rules for students, teachers, supervisors, and workers; special hygiene measures and rules; key equipment for the prevention of transmission of EVD in school; procedures for the referral and management of suspected case of EVD in schools; and support for children and non-discrimination.
This case study seeks evidence on the ground for ECD and other developmental pathways— particularly those that lead through social structures and culture—to see what is being accomplished in terms of peacebuilding in the actual ‘here and now’ at community level.
This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as “Learning for Peace”, which was funded by the Government of the Netherlands.
This study explores the effects of post-apartheid education policies in addressing inequity and examines whether a link can be made from equity and social capital to social cohesion.
In preparation for the Oslo Summit on Education for Development (July 6-7, 2015), the Overseas Development Institute (ODI) has been commissioned by the Government of Norway to develop a background paper that sets out key issues in relation to the field of education in emergencies.
This discussion paper marks the beginning of a process leading to field research and a published report. The purpose of this process is, first of all, to identify crucial gaps in knowledge that hamper the expansion of equitable access to education in conflict-affected contexts.
The Safe Schools Declaration is an inter-governmental political commitment that provides countries the opportunity to express support for protecting education from attack during times of armed conflict; the importance of the continuation of education during war; and the implementation of concrete measures to deter the military use of schools.
This study is an update to one released by the Global Coalition to Protect Education from Attack (GCPEA) in 2012. Evidence was gathered on the nature, scope and consequences of the use of education institutions by armed forces during the period from January 2005 to March 2015.
The Columbia Group for Children in Adversity (CGCA) out of Columbia University’s Program on Forced Migration and Health (hereafter “Columbia University”) was contracted to conduct in-depth studies of attacks on education in South Kivu province, Democratic Republic of the Congo (DRC) and Mogadishu, Somalia in an attempt to fill some of these information gaps and contribute to the development of improved methodologies for monitoring and responding to such attacks.
