Resource Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery New analysis in this global report shows how COVID-19 may impact the funding of education, as well as the countries most at risk of falling behind. It also highlights the change we want to see for children and our recommendations for governments and the international community so we can keep learning alive, support every child to return to school and build back for better learning.
Resource Nurturing care for children living in humanitarian settings This thematic brief sheds light on the need to better ensure children in humanitarian settings receive nurturing care. The brief summarizes what programme planners and implementers can do to minimize the impact that emergencies have on the lives of young children and their families.
Resource Operational Guidance on Breastfeeding Counselling in Emergencies This Operational Guidance on Breastfeeding Counselling in Emergencies (OG-BFC/E) is a pragmatic guide which covers key considerations and potential adaptations when applying WHO’s 2018 guidelines in an emergency setting.
Resource Inclusive Education: What, Why, and How: A handbook for program implementers Although not all education projects have the word “inclusive” in the title or goals, every education project can and should be made more inclusive, and we encourage this resource to be used by all education staff, not only those working on targeted inclusive education projects.
Resource Toolkit for Designing a Comprehensive Distance Learning Strategy The purpose of this toolkit is to provide practical guidance (tools, examples, and resources) for designing a comprehensive distance learning strategy that covers an entire education sector or system.
Resource Always Included: Uninterrupted education for children with disabilities before, during, and after a crisis Building on a number of case-studies, testimonies, data, as well as considerations from key informant’s interviews, this report illustrates how education systems need to become more inclusive for children and youth with disabilities and, at the same time, more resilient to cope with crises and to ensure education in all settings and circumstances.
Resource Guidance Notes on reopening schools in the context of COVID-19 for school administrators and principals in Latin America and the Caribbean These guidance notes contain a series of indications to support school administrators/directors in taking the necessary steps before and during the process of reopening schools; likewise, when schools remain open, it must be ensured that children are not at risk of contracting or spreading the virus and that their parents feel confident in sending their children to school.
Resource School-based MHPSS interventions in humanitarian contexts: a realist review The aim of this review is to elucidate the characteristics of school-based mental health and psychosocial support (MHPSS) interventions in humanitarian contexts and the hypothesised mechanisms by which they influence well-being or learning outcomes.
Resource Evaluation of UNICEF’s Peacebuilding, Education and Advocacy Programme (PBEA) This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme, known as “Learning for Peace”, which was funded by the Government of the Netherlands. The extent to which social services (i.e. education) can be used for peacebuilding is an under-defined area of work that has not previously been tested at scale in UNICEF.
Resource Learning to Live Together: Education for Conflict Resolution, Responsible Citizenship, Human Rights and Humanitarian Norms Eighteen authoritative practitioners contributed their experience to this collection of briefs on education for learning to live together. This book shows that transformative education for conflict resolution and peace, for local, national and global citizenship, for human rights and humanitarian values CAN be implemented even under difficult conditions if there is a policy commitment to do so.