This case study illustrates the role of schools and teachers in post-conflict reconciliation and transitional justice. It uses the case of Northern Ireland to illustrate the point and discusses the work of Facing History and Ourselves.

This thesis provides an understanding of how by incorporating early childhood education in its formal settings and implementing peace education within this stage, Sri Lanka’s endeavours to foster peace are more likely to have lasting positive effects in the society.

The following is a chronological list of important step-by-step actions schools should take before, during and after a pandemic flu outbreak. Pandemic flu can have several cycles or waves so this list may need to be repeated.

A disproportionate number of girls remain out of schools in many developing countries. Overall, there is a need for more rigorous impact evaluations to find what is the most effective and cost-effective way of reducing gender inequalities in access to education.

This policy brief presents recommendations for policy and practice for those working to design and deliver education programmes in areas of conflict and emergencies.

In 2008 INEE continued to grow at a remarkable pace. The network now brings together and serves over 3,200 members, an increase of 40% over the past year, who are working in more than 114 countries for government ministries, non-governmental organizations, UN agencies, bi- and multilateral donors, research institutions and schools.

The report makes the case for investment in education, outlines obstacles to financing education, looks at new instruments being developed, and asks how aid can contribute to the solution.

Ce rapport plaide en faveur d'investissements dans l'éducation, présente les obstacles au financement de l'éducation, observe de nouveaux instruments en cours d'élaboration et demande comment l'assistance peut contribuer à la solution.