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Conflict Sensitive Education

Education Sensitive to Conflict: One Reason to be Hopeful

16 August 2017

by Gustavo Payan  

“Oh yes! The director and the teachers know,” responded Lilia to my question about whether school authorities knew that many of the students were involved in gangs and conducted illicit activities in school premises. “I think they just turn a blind eye because they don’t know what

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Jordan: Further Expand Education Access for Syrian Refugees

18 August 2016

This article was originally published on August 16, 2016 on Humans Right Watch.

 

(Amman) – Jordan should address policies that restrict Syrian refugee children’s access to school to meet ambitious goals of increased enrollment when the 2016-2017 school year begins in September, Human Rights Watch said in a report

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INFOGRAPHIC: Education cannot wait for conflict and crises to end

7 April 2016

Originally published by GPE Secretariat 

1 in 6 school-aged children is directly affected by conflict and crisis

Conflict and protracted crises, such as war, natural disasters, and public health emergencies are a serious threat to the education of millions of children worldwide. 1 in 3 of the 124 million children out-of-school live in fragile or conflict-affected situations.

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Survey: INEE Conflict Sensitive Education Pack Usage

5 April 2016

Have you used or are you using the INEE Conflict Sensitive Education (CSE) Pack or CSE training materials? INEE wants to hear from you!   INEE wants to learn from your experience using the INEE CSE Tools so that we can share good practices with other members and learn from your experience what works well and what needs to

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Hearts and classrooms big enough for Syria and Canada

11 January 2016

This blog post was originally published by the Canadian Education in Emergencies Working Group on 8 January 2016.

Close to a month has gone by since footage went viral of Prime Minister Trudeau welcoming the first planeload of Syrian refugees at Toronto’s Pearson Airport. Since that time, more than 6000 Canadian newcomers have arrived. Sponsorship groups and

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The War on Education

17 June 2015

by Silje S. Skeie, Special Advisor on Education at the Norwegian Refugee Council This Op-Ed was originally published in the June 2015 issue of NRC's Perspective Magazine. Read the sections on education in emergencies here.

2015 marks the year when all children should have been in school, according to the Millennium Development Goals. However, 58 million children

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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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Practical Lessons from the Field: Part I

26 February 2014

An Interview with Gabriel El Khili, UNESCO 

In Part I of this interview, Mr. El Khili speaks with Katie Zanoni, INEE Minimum Standards Team member, to reflect on how UNESCO has been able to utilize the INEE Minimum Standards in the field and what lessons he has learned in using this framework to ensure access to quality education

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Call for Volunteers: Piloting of the INEE CSE Training Materials

15 January 2014

INEE invites you to participate in the piloting of training materials for education practitioners and policy makers on Conflict Sensitive Education (CSE). These materials draw from the INEE CSE Pack developed in 2013 and aim to strengthen institutional and individual capacity of stakeholders in developing and implementing conflict sensitive education programmes, policies and strategies. For more information on CSE and

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Interview with Sarah Dryden-Peterson and Rebecca Winthrop

24 October 2013

Sarah Dryden-Peterson is co-chair of the INEE Working Group on Education and Fragility and Assistant Professor at the Harvard Graduate School of Education. Her work focuses on issues such as the role of social institutions in immigrant/refugee integration, the connections between education and family livelihoods, and transnational institution-building. Her work is situated in conflict and post-conflict settings in

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