Resources

The UN Special Envoy for Education has called for a new dedicated funding mechanism for education in emergencies. This document provides a set of principles, identified by Save the Children, that can and should be advanced by the new mechanism

There is a need to support, enable, and empower students aged 12 to 17 in order to equip them with the necessary skills, attitudes, values, and knowledge regarding disaster resilience, preparedness, and management. This manual is especially created with them in mind.

The Participatory School Disaster Management Toolkit contains a set of tools and resources for use in the implementation of school disaster management. It is broken down into three parts: participatory school disaster management handbook, our school disaster management plan and student and community participatory activities. It contains a number of tools and templates for use and adaptation to different contexts.

The PDNA Guide was developed as a common platform for partnership and coordinated action in post-disaster assessment and recovery planning.

The Sexual and Gender Minority Refugees Safe Space Checklist can be used to ensure that your agency is open and safe for sexual and gender minority (SGM) refugees and asylum seekers. 

The purpose of these guidelines is to assist countries in preparing credible education sector plans. They present an overview of sector analysis, consultative processes, policy reform, strategy development, plan implementation, and monitoring.

The toolkit is designed to support you in planning and carrying out evaluation using Participatory Video (PV) with the Most Significant Change (MSC) technique, or PVMSC for short. This is a participatory approach to monitoring, evaluation and learning that amplifies the voices of participants and helps organisations to better understand and improve their programmes.

One of the key objectives of UNHCR’s Education Strategy (2012-2016) is to “Improve access to higher education opportunities for refugee young people” by increasing opportunities for refugee youth to benefit from higher education programmes at colleges, universities and postsecondary technical, vocational or para-professional institutions, leading to certificates and diplomas.

This report documents how schools have come under attack from armed groups engaged in eastern Congo’s armed conflicts. Warring parties have also unlawfully recruited children, including by force, from schools or while on the way to school, to use either in combat operations or in support roles.

Watchlist on Children and Armed Conflict (Watchlist) conducted a five-week research mission to CAR to investigate and shed light on the high number of attacks and military use of schools and to formulate recommendations to realize children’s right to education.

The CPWG commissioned this research in order to address the consistent deprioritization of child protection in humanitarian action, reported year on year by child protection coordination groups and evidenced by statistics on funding and the findings of other research efforts in the humanitarian sector.

When children living in crisis are asked what they need most, time and time again they tell us they want to continue their education. This is a collection of statements of what children want regarding their education.

Fixing the Broken Promise of Education for All, a report produced by the UNESCO Institute for Statistics and UNICEF, could not be more timely. As the international community renews its commitment to advance every child’s right to education, it explores why global progress has stalled since the early 2000s, when millions of additional children poured into the world’s classrooms, and provides the data and analysis needed to move forward and reach every child excluded from education.

This review aimed at going beyond the general hype around tablets and smart mobile devices to investigate the evidence supporting their use in educational contexts. To achieve this purpose, a systematic review of quantitative and qualitative research studies published since 2010 was completed.

This report reviews Syrian refugee education for children in the three neighboring countries with the largest population of refugees — Turkey, Lebanon, and Jordan — and analyzes four areas: access, management, society, and quality.

This guide is based on rich information that emerged from the INEE-hosted online forum on Teacher Professional Development in Crisis.

This Good Practice Review identifies and discusses the principles and practice of disaster risk reduction (DRR), drawing on experiences from around the world. The book is intended primarily for practitioners, principally project planners and managers already working in the DRR field or planning to undertake DRR initiatives, mainly at subnational and local levels.

The Worldwide Initiative for Safe Schools will focus efforts on motivating and supporting Governments in high risk and low capacity countries to implement school safety according to the three pillars highlighted as part of the Global School Safety Framework.

The focus of this manual is on the process of community- based school construction. This manual  also shows how community-based approaches to safer school construction can do more than just provide safer school buildings in hazard-prone places.

This paper began life as a commissioned scoping study to inform and advise PEIC about new and emerging developments in information and communication technology relevant to the collection, sorting, analysis, storage and dissemination of data about attacks on education