This tool provides guidance for Parents, Teachers, NGO/CBOs/UN/Teacher Training Institutes, MOE.

Esta herramienta ofrece orientación a los padres, los docentes, las ONG, las agencias de Naciones Unidas, los institutos de formación docente y los Ministerios de Educación. Es un informe muy práctico sobre cómo los niños y niñas responden al trauma/crisis y lo que los cuidadores y docentes pueden hacer para apoyarlos. Los capítulos 4 y 5 son de especial interés.

For this study, UNICEF Education Program Officers (EPOs) from nearly 60 countries answered questions about Life Skills, peace education, gender, reading and writing skills, and learning outcomes in national curricula.

This Thematic Study examines some of the new directions in education policy for emergency and post- emergency situations.

This study looks at coordination dynamics through two situations: coordination for a country (Sierra Leone in the 1990s) and coordination for refugee camps (Rwandan refugees in Ngara District, Tanzania). This Occasional Paper # 140 is one of the final publications by the Humanitarianism and War Project at the Watson Institute at Brown University.

This version of the TEP offers a one year programme with the assistance of locally recruited teachers, who, in some cases, are non-qualified before training. The intention is to provide children with basic learning skills so that they can enter or be reintegrated into normal school activity.

This information makes a strong case that an effective school health programme responds to a new need, increases the efficacy of other investments in child development, ensures better educational outcomes, achieves greater social equity, is a highly cost effective strategy.

Education is both a human right in itself and an indispensable means of realizing other human rights. As an empowerment right, education is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities.

This review documents the critical relationship between nutritional status and psychological development, and demonstrates the potential of combining interventions that enhance early childhood development and those that improve child health and nutrition into an integrated model of care.

The paper outlines a set of broad strategies for UNICEF’s work in education in emergencies, and provides a summary of the organization’s approach, some practical information on implementation, and an identification of areas where more work is needed.