This brief provides guidance and recommendations for states and other international actors in the follow up to Resolution 64/290, in terms of actions that can be taken immediately and policy development over the longer term.

This Handbook is intended to provide Education Cluster Coordinators with information that guides them in facilitating a coordinated and effective response to education needs in emergencies.

Ce manuel vise à fournir aux Coordinateurs du Cluster Éducation des informations qui les guideront et les aideront à faciliter une réponse prévisible, coordonnée et efficace aux besoins d’éducation dans les situations d’urgence.

The goals of this toolkit are: to present a comprehensive understanding of what gender mainstreaming is; and to provide detailed guidance on how gender mainstreaming can be put into practice.

The Guidance Notes provide a list of key questions to ask when reviewing government policies and practices related to education and non-discrimination in order to ensure that all children and youth have equal access to quality education, especially during emergencies and early reconstruction.

The experiences in this book are told from the perspective of the teacher as the primary social actor. However, teachers as a group do not become social actors spontaneously or in isolation. “Working through Teachers” implies the involvement of change agents, within and outside of the teaching profession, who move teachers to action.

Persons With Disabilities and the Humanitarian Response in Haiti: Key Messages and Guidance for Action, outlines general action for all humanitarian actors to take as well as for those active in the sectors of protection, shelter, water and sanitation, food and nutrition, non-food items, health services, education and livelihoods, when assisting and working with persons with disabilities.

This report identifies a number of barriers to progress for education in areas of conflict.

Although in Lebanon the government and its Ministry of Education ensure that the obligation to attend the schools is met by all children, the needs of children are mostly neglected in schools and the curricula.

This dissertation attempts to determine the extent of educational opportunities available to refugees living in Kakuma and Dadaab refugee camps in Kenya. It examines challenges in educational provision faced by the Government of Kenya, United Nations organisations and local organisations working on the ground.