Promoting access to quality, safe, and relevant education for all persons affected by crisis


Conflict and War

My experience at the INEE PSS-SEL Round Table

3 December 2017

by Shiphrah A. Mutungi, Program Director, Morning Star  

{image-1}In October 2017, I was invited to participate in the INEE Round Table on Psychosocial Support and Social and Emotional Learning in Florence, Italy, in order to share my work with Morning Star, a trauma awareness program being implemented in South Sudan. The round table event

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Supporting Education in Fragile and Conflicted-Affected Situations

2 June 2017

by Teresa Wolverton, INEE  

Echoing the Education Cluster’s recent report “Education Cannot Wait for the War to End”, the Global Partnership for Education (GPE) and the Inter-Agency Network for Education in Emergencies (INEE) convened a webinar on 27 April 2017 to share learnings and advance discussion about how policymakers and practitioners can best support

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[SG Blog Series] Gang violence in El Salvador’s schools: An education emergency

31 May 2016

This post is part of the INEE Steering Group Blog Series, in which INEE Steering Group member organizations share their current work and ideas on education in emergencies.  

by Brenda Haiplik, Senior Education Advisor- Emergencies, UNICEF

I have been a member of INEE (Inter-Agency Network for Education in Emergencies) since 2004 when I started

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Conflict Sensitive Education

15 September 2014

by Cynthia Koons, Conflict Sensitive Education Capacity Development Coordinator

It’s a fact: education is a right. This right is documented in the Millennium Development Goals, the Education for All Goals, and other international agreements, including the Universal Declaration of Human Rights.

However, in conflict-affected and fragile states, we know that this right to

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Working Towards Global Standards for Education in Emergencies

26 March 2014

An interview with Jonathan Penson, War Child Holland Amsterdam

Jonathan Penson, Senior Education Advisor with War Child Holland in Amsterdam, offers insight into how the organization is providing educational programs that offer positive learning environments, ensure quality teaching, and promote community involvement within conflict-affected areas.  In this interview with Katie Zanoni, INEE Minimum Standards Team Member, Jonathan further

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Syrian Teachers in Turkey, a Perspective From Zeynep Turkman Sanduvac

14 August 2013

In this interview, Zeynep Turkman Sanduvac speaks with Jaci Wamberg, INEE Minimum Standards Intern, about her most recent work with a UNICEF Turkey project, “Provision of Periodic, Relevant and Structured Training for 1,500 School Teachers and other Education Personnel According to Needs and Circumstances” training Syrian refugee teachers from Turkey’s refugee camps, she shares the goals

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Malala Day: Teachers demand action to secure an education for conflict-affected children

12 July 2013

By Elin Martinez, Save the Children and Sara Tesorieri, Norwegian Refugee Council

On her 16th birthday today, Malala Yousafzai is addressing the United Nations, urging world leaders to recommit to ensuring that all children can exercise their fundamental right to education. Hundreds of young people have arrived in New York to join her in a youth ‘

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Conflict-Sensitive Education - Why and How?

28 March 2013

by Maria Lucia Uribe, Coordinator of the INEE Working Group on Education and Fragility

INEE and the UNESCO International Institute for Educational Planning (IIEP) are co-organizing a High Level Symposium on Conflict Sensitive Education – Why and How that aims to mobilize education stakeholders in the prioritization of quality education in

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Online Training Course on Conflict Sensitive Approaches

30 January 2013

by Nirina Kiplagat

Nirina Kiplagat is a Programme Specialist in the United Nations Interagency Framework Team for Preventive Action, a framework of UN agencies, programmes, funds and departments to catalyze integrated initiatives for early preventive action. The UN Interagency Framework Team for Preventive Action is a member of the INEE Working Group on Education and Fragility.


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