7 December 2015
by Carey Utz
On November 20th, at an event coinciding with Universal Children’s Day, members of the science and technology communities came together with members of the education and humanitarian communities to discuss using new technologies and innovative approaches to address the urgent needs of learners affected by conflict and crisis.
4 December 2015
By Silvia Montoya, Director of the UNESCO Institute for Statistics
This post was originally published by the Education for All Global Monitoring Report on 4 December 2015.
No single organization can produce all of the data needed to monitor Sustainable Development Goal (SDG) 4 – which covers a wide range of issues from learning outcomes to global
6 November 2015
by Aaron Benavot and Manos Antoninis
This post was originally posted on the Education for All Global Monitoring Report's World Education Blog on 4 November 2015.
The Education 2030 Framework for Action was adopted today in a high level meeting alongside the 38th UNESCO General Conference. What is this document and what does it
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
12 December 2013
by Andrea Diaz Varela, The World Bank
For children and youth affected by crisis, conflict or violence, social and emotional skills are critical building blocks for resilience. They can make the difference between success in school and dropping out; between managing stress and turning to negative coping mechanisms; between building supportive relationships and social isolation.
25 September 2013
Yolande Miller-Grandvaux is co-chair of the INEE Working Group on Education and Fragility. Dr. Miller-Grandvaux has extensive field experience with 10 consecutive years spent working in Africa as an education planner, girls education specialist, education monitoring and evaluation advisor and chief of party for several USAID-funded education projects as well as other development agencies and NGOs. Dr. Miller-Grandvaux’s
19 August 2013
by Mark Kaye, Humanitarian Communications Emergency Response Personnel, and Jonathan Hyams, Humanitarian Film & Photo ERP
The horrifying truth is that 90% of victims of conflicts are civilians and half of these are children. Every year, thousands of children die, while many more are injured, orphaned or separated from their family purely because they are growing up in
5 June 2013
by Andrew B. Greene Jr, Founder and CEO of B-Gifted Foundation
The Digital Hope Project of the B-Gifted Foundation of Sierra Leone was selected and recognized as one of the best Digital Ideas and Digital Talent at ITU Telecom World 2011. The 'Digital Hope' initiative received an investment from the ITU. As a winning idea,
23 April 2013
Originally posted by UNICEF.
Earlier this month, UNICEF attended a UNESCO-INEE organized symposium on Conflict-Sensitive Education – Why and How? in Paris with Ministers of Education from around the world. Conflict-Sensitive Education is a key component of UNICEF’s new four-year programme on Peacebuilding, Education and Advocacy, supported by the Government of the Netherlands. The “
12 October 2012
Dear INEE members, The INEE Minimum Standards for Education: Preparedness, Response, Recovery articulate good practices in the delivery of education programmes and policies in emergencies through to recovery. The INEE Minimum Standards Handbook covers all domains of educational response - from access and safety of learners to the development of curricula and the role of teachers. Updated in 2010, the