This case study provides a look at the process of adapting and piloting Vroom for Syrian refugee parents and families. Vroom empowers parents and caregivers of young children to turn everyday moments into brain-building moments.

This diagnostic report summarizes the methodology and results of the systems analysis in Colombia, and provides a series of recommendations to strengthen the coherence of the Peruvian educational monitoring and evaluation systems for holistic learning outcomes.

The reasons behind the drop out of girls and boys with disability or the fact that they have never attended school have been assessed in this study. The present research has analyzed policy, institutional, financial and cultural barriers at play for girls and boys with disability and without disability.

In this booklet, John Ozenham focuses on literacy and numeracy skills that enable people to capitalize better on knowledge of other subjects, to participate more in the social and political aspects of life, and thus to contribute in a valuable way to society and its development.

This toolkit has been produced to support people and agencies working in crisis situations so they are better able to understand and support children’s everyday play. The toolkit aims to support everyday, community-based play opportunities for children in crisis situations.

This study builds on PEIC’s goal of protecting and promoting education in situations of insecurity and conflict, including through its concrete support for the preparation and publication of Education under Attack 2010 (UNESCO) and Education under Attack 2014 (GCPEA).

وأنيطت بالتقرير العالمي لرصد التعليم، الذي يستند إلى تجربة وخبرة التقارير العالمية السابقة لرصد التعليم للجميع، مهمة جديدة هي تقييم التقدم الذي يحرزه التعليم في إطار جدول أعمال 2030.

This document reports the findings of a UNICEF/UNESCO Mapping of Global DRR Integration into Education Curricula consultancy. The researchers were tasked with capturing key national experiences in the integration of disaster risk reduction in the curriculum, identifying good practice, noting issues addressed and ones still lacking and reviewing learning outcomes.

Between April and September 2016, a participatory video project in Mindanao, the Philippines brought together young representatives from four different religious/cultural backgrounds to explore and document how conflict related issues affect youth in the region and to articulate their visions for a more peaceful future.

This report reviews child-focused and child-led disaster risk reduction approaches and techniques. It documents a number of case studies across a range of interventions, dividing these into three main areas: Knowledge, Voice and Action. It makes some observations regarding current practice and recommendations that imply a shift in emphasis going forward.