This review was commissioned by the Norwegian Refugee Council (NRC) and Save the Children to better understand the landscape of donors’ humanitarian policies on education and the role such policies play in influencing education in emergencies practice.
The study explored the extent to which education inequality across ethnic and religious groups affects the likelihood of violent internal conflict onset
2014 was a busy year for the education in emergencies community, and INEE continued to carry out its mission of bringing together humanitarian and development actors, policymakers, researchers, donors, and individuals to ensure the right to education for all learners affected by crisis.
At the request of the Government of Guinea, UNICEF is provided support to help ensure that the reopening of schools - and the rest of the school year - is as safe as possible following the Ebola outbreak.
This report analyses the delivery of Education For All from 2000-2015, drawing upon the wide variety of experiences of civil society education campaigns around the worldwide, and identifies five key lessons for the future.
The Sendai Framework for Disaster Risk Reduction 2015-2030 outlines seven clear targets and four priorities for action to prevent new and reduce existing disaster risks.
The study concludes that, overall, there is a significant space for local and international organizations to invest in peacebuilding programming through schools, particularly at the secondary level.
This 3-day psychosocial support (PSS) for teachers and other stakeholders aims to assist people working in Sierra Leone’s education sector to feel to support the psychosocial wellbeing of pupils in classrooms and the wider school environment.
This study presents selected education programmes available for Syrian children in Syria, Turkey, Lebanon, Jordan, Iraq, and Egypt, including curricula used and the certification and accreditation of education programmes in public schools and in non-formal programmes.
The purpose of this document is to provide guidance to LWOL staff and teachers in understanding and better organizing continued learning activities, specifically the small learning groups for pupils in classes 2-6.
This review examines existing literature on inequality and intrastate conflict, the role of educational inequality in conflict settings, and the linkages between theories of conflict and the role of schools in society, with a focus on inequalities between identity groups and subsequent intergroup violence.
This report finds that: Communities prioritise education over other needs in emergency contexts; Longer term costs of emergencies to education include estimates that reach hundreds of millions – and even billions – of dollars; and Humanitarian aid to education in emergencies is very low, with limited understanding of how this can catalyse other sources of funding.
The protocols suggests a set of concrete procedures and mechanisms that need to be put in place and practiced at school during the Ebola outbreak and beyond in order to ensure that school is a safe learning environment for children.
This document provides guidance for program and managers who may be interested in using IAI for early childhood development programming. it provides solid evidence for the viability of the IAI approach and outlines the process for designing and implementing an IAI program specifically for early childhood contexts.
This toolkit is written as a quick reference guide to all those working in child protection in emergencies in the Pacific. It aims to provide practical tips and operational guidance to those working in the social service sector, the security and justice sectors, as well as those working in humanitarian assistance including camp managers, relief workers, and others.
10 young people were trained by Insightshare to carry out an evaluation using Participatory Video combined with Most Significant Change (PV MSC) for UNICEF WCARO and UNICEF Côte d’Ivoire. The aim of the activity was to carry out an end of year participatory evaluation led by students and young people who participate in the PBEA programme that UNICEF and partners lead in Côte d’Ivoire.
