Resource The implications of ensuring equal access and inclusion of persons with intellectual disabilities and mental health issues in disaster risk reduction and humanitarian action Guidelines and policies for disability inclusion in disaster risk reduction (DRR) and humanitarian action have been, and continue to be, developed by governments, international organisations and humanitarian agents. Despite these disability inclusion efforts, people with intellectual disabilities and mental health issues are reported to continue to face disadvantage.
Resource Education in Emergencies Evidence Briefs - Guidance Note This guidance note aims to begin bridging the gap between evidence and programming by pulling together in one place the most robust evidence available to date, and combining this with DFID adviser experience of programming in three different emergency contexts.
Resource Youth, Peacebuilding, and the Role of Education Thematic Paper for the Youth, Peace and Security Progress Study. This paper outlines key debates and insights on the role of education in relation to UNSCR 2250 and the youth, peace, and security (YPS) agenda. UNSCR 2250 requires the UN Secretary-General to “carry out a Progress Study on youth’s positive contribution to the peace processes and conflict resolution” and to present the results to the UN Member States.
Blog Looking back, moving forward: the importance of history for our work today A peculiar discord exists in the field of Education in Emergencies (EiE). We recognize the importance of history—we reference historical events in our needs assessments and strategies, and substantial attention has been paid to the importance of teaching and learning history—yet we tend to know little about the history of the EiE sector itself.
Resource Neuroscience and Learning through Play In this white paper, our discussion of the neuroscience and biological literature on learning focuses on five characteristics used to define playful learning experiences, joyful, meaningful, actively engaging, iterative and socially interactive. From a neurobiological perspective, these characteristics can contribute to children’s ability to attend to, interpret, and learn from experiences.
Resource La neurociencia y el aprendizaje a través del juego: un resumen de la evidencia En este reporte técnico, nuestro análisis de la información biológica y de neurociencia respecto del aprendizaje se centra en cinco características que se utilizan para definir las experiencias educativas de juego: es alegre, significativo, con involucramiento activo, iterativo y socialmente interactivo (véase Zosh et al., 2017).
Resource Localisation in Coordination Following the World Humanitarian Summit, the Protection and Education Cluster Lead Agencies, and Co-Leads made commitments to promote localisation. In essence, this means that coordination groups and their respective response strategies should be guided by the principle – “as local as possible, as international as necessary.”
Resource Planning for inclusion: How education budgets and plans target the most marginalized This report summarises findings from a review of available budget and planning documents from 12 low-income countries.
Resource Research on Food Assistance For Nutritional Impact Synthesis Report In a comprehensive literature review published in March 2015, the REFANI consortium partners identified what was currently known about the nutritional impact of cash transfer programmes (CTPs) in food assistance and nutrition programming, as well as the gaps that remain in the existing evidence base.
Resource Limiting and planning for schools as temporary evacuation centres in emergencies This guidance is intended to support education authorities and disaster management officers to make decisions and allocate resources to meet shelter needs of the population, to protect children’s rights to safety and wellbeing, educational continuity, and to protect education sector investments.
