This report aims to capture a range of perspectives on the Education Cluster’s role at the global and national levels, and to map the current Education Cluster practices in monitoring, reporting and response to attacks on education, including the main challenges and lessons learned.

This toolkit is intended to provide UNICEF country offices, and the national governments they support and their partners, with the necessary guidance and tools for combining WASH inventions with nutrition programmes to maximize nutrition outcomes in the EAP region.

This book moves from the awareness that peace is a deep need of all human beings and education to peaceful co-existence a priority.

The Livestock Emergency Guidelines and Standards (LEGS) provide a set of international guidelines and standards for the design, implementation and assessment of livestock interventions to assist people affected by humanitarian crises.

In the interest of consolidating diverse experiences and developing a reasonably standardized approach to assessing children’s early reading acquisition, this “toolkit,” or user manual, serves as a guide for countries beginning to work with EGRA in such areas as local adaptation of the instrument, fieldwork, and analysis of results.

The strategies and approaches included in the framework will help in accelerating actions for children’s, adolescents’ and caregivers’ mental health and psychosocial wellbeing in national and regional development strategies.

تحتوي مجموعة موارد التخطيط هذه على سلسلة من ستة كتيبات تحتوي على إرشادات للتخطيط التربوي حول تعزيز السلامة والقدرة على التكيف والتماسك الاجتماعي في التعليم ومن خلاله.

The report is the result of many conversations with key stakeholders and influencers involved in Education in Displacement (EID). Collectively, we saw a need to assess the sector and its ecosystem, focusing on several key dimensions: quality education; evidence; collaboration and coordination; localisation; learning and adaptation.

This book examines the emergence, development and management of the education system in the Occupied Palestinian Territory (OPT) between 1994 and 2005. The study draws lessons from the Palestinian context of occupation and chronic conflict, both for the benefit of educational planners in the OPT and in order to support others working in similar contexts. It focuses on the issues to be tackled in emergency and reconstruction situations, as well as in chronic conflict.

This report identifies deep and persistent disparities based on income, gender, location, ethnicity and other markers for disadvantage as a major barrier to progress in education. Inequity in education is linked to wider disparities in the distribution of power, wealth and opportunity.