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

Key EiE Publications


The following is a chronological list of publications -- books, articles, reports, and papers -- that have played an influential role in the development of the field of education in emergencies.

This list excludes most materials published by the Inter-agency Network for Education in Emergencies (INEE); these can be found elsewhere on this website and in the INEE Toolkit. A full chronological listing of publications relevant to the field of education in emergencies can also be found on the EiE Timeline website.

 

2017

 

Urban Refugee Education: Strengthening Policies and Practices for Access, Quality and Inclusion
Mary Mendenhall, Susan Garnett Russell, Elizabeth Buckner
Teachers College, Columbia University

Insights and recommendations from a 16-country global survey and case studies in Beirut, Nairobi, and Quito. 

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Urban Refugee Education: Guidelines and Practical Strategies for Strengthening Support to Improve Educational Quality for All
Mary Mendenhall, Susan Garnett Russell, Elizabeth Buckner
Teachers College, Columbia University

Guidance and practical strategies for actors working to both provide and support education for urban refugees around the world.  

Download this resource.

 

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2016

 
The Integration of Education and Peacebuilding

Simone Datzberger, Alan Smith, Alan McCully
Research Consortium on Education and Peacebuilding

The purpose of this synthesis report is twofold. First, it examines how education is included in peacebuilding and development frameworks in four distinct conflict-affected environments (Myanmar, Pakistan, South Africa and Uganda). Second, it compares, summarises and critically reflects how education policies and governance contribute to the peacebuilding process.  

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Youth Agency and Peacebuilding: An Analysis of the Role of Formal and Non-Formal Education

Sean Higgins, Mieke T.A. Lopes Cardozo, Marielle L.J. Le Mat Research Consortium on Education and Peacebuilding

This Report aims to understand the ways in which the agency of youth is impacted (or not) through a range of formal and non- formal education interventions, and how this enables or restricts young peoples ability to contribute to processes of peacebuilding and social cohesion, either in political, socio-cultural or economic ways.

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The Role of Teachers in Peacebuilding and Social Cohesion: A Synthesis Report 
Mario Novelli & Yusuf Sayed  
Research Consortium on Education and Peacebuilding​

This report explores the role of teachers in peacebuilding and social cohesion in four distinct conflict affected environments (Myanmar, Pakistan, South Africa and Uganda). It compares, summarises and critically reflects on key issues that relate to how teachers might contribute to peacebuilding and social cohesion processes.

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Education Cannot Wait: Proposing a Fund for Education in Emergencies
Overseas Development Institute 

This paper outlines the potential operation of Education Cannot Wait, a fund designed to transform the global education sector for children affected by crises. It is about taking decisive action on behalf of children and young people in emergencies and protracted crises. 

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2015

 

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis
Dana Burde, Ozen Guven, Jo Kelcey, Heddy Lahmann, Khaled Al-Abbadi

This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended. 

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The Contested Role of Education in Conflict and Fragility
Lynn Davies & Zehavit Gross

The intention of this book is to bring together new thinking and research on education’s complex and evolving role in conflict and fragility. In different contexts around the world, at different levels of education, and from different theoretical lenses, education occupies a contested space.  

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More and Better: Global Action to Improve Funding, Support and Collaboration for Education in Emergencies
Joseph Nhan-O’Reilly, J. & Claire Mason

Every child has the right to an education and that right should not be adversely affected by the fact that children fall victim to humanitarian crises. In fact in every emergency, whether caused by conflict or natural disaster children tell us that what they want most – alongside medicine, food and shelter – is the opportunity to go to school.

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Education in Emergencies and Protracted Crises: Toward a Strengthened Response
Susan Nicolai, Sébastien Hine, Joseph Wales

This paper, a contribution to the Oslo Summit on Education Development 6-7 July 2015, aims to detail the challenge and show how, with political commitment and resourcing, much more could be done. 

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Walk the Talk: Review of Donors’ Humanitarian Policies on Education
Elizabeth Wilson, Brian Majewski, Kerstin Tebbe

This review was commissioned by the Norwegian Refugee Council (NRC) and Save the Children to better understand the landscape of donors’ humanitarian policies on education and the role such policies play in influencing education in emergencies practice.

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2014 

 

Hear it from the Children: Why Education in Emergencies is Critical
Catherine Gladwell & Lydia Tanner

A study on the role of education for conflict-affected communities in the Democratic Republic of Congo and Ethiopia.

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Towards a Learning Culture of Safety and Resilience: Technical Guidance for Integrating Disaster Risk Reduction in the School Curriculum
UNICEF & UNESCO 

The document provides a thorough rationale for including DRR in school curricula within an Education for Sustainable Development framework. It also guides those with responsibility for curricula on appropriate teaching and learning methods for disaster preparedness.

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2013

 

Education in Conflict Emergencies in Light of the post-2015 MDGs and EFA Agendas
Christopher Talbot 

The focus of this paper is provision of education in conflict emergencies. It examines (i) the importance of educational provision; (ii) the unusual institutional environments in which education is conducted during conflict emergencies; (iii) several policy dilemmas; and (iv) policy commitments to the provision of education in emergencies.

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2012

 

Breaking the Cycle of Crisis: Learning from Save the Children’s Delivery of Education in Conflict-affected Fragile States
Lynn Davies & Ruth Naylor

This report was written by Professor Lynn Davies, drawing on a series of evaluation reports of Save the Children’s Rewrite the Future education work in conflict-affected fragile states between 2008 and 2011. The initial evaluation findings and analysis were produced by Dr Ruth naylor, who led the global evaluation. 

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Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
David Selby & Fumiyo Kagawa

This publication provides support to all countries in the process of integrating disaster risk reduction into their curricula with examples of best practices and innovative solutions. 

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2011

 

Refugee Education: A Global Review
Sarah Dryden-Peterson

Education is one of the highest priorities of refugee communities. Yet there is little evidence of tangible organisational commitment by UNHCR to guaranteeing the right to education for refugee children and young people. 

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Educating Children in Conflict Zones: Research, Policy and Practice for Systemic Change – A Tribute to Jackie Kirk 
Karen Mundy & Sarah Dryden-Peterson, eds. 

Inspired by the work of the late Dr. Jacqueline Kirk, this book takes a penetrating look at the challenges of delivering quality education to the approximately 39 million out-of-school children around the world who live in situations affected by violent conflict. 

This book is only available in print. Purchase it here

The Role of Education in Peacebuilding: A Synthesis Report of Findings from Lebanon, Nepal and Sierra Leone
Mario Novelli & Alan Smith 

This report presents findings from a review undertaken as part of the knowledge generation component of the Education and Emergencies and Post-Crisis Transition (EEPCT) programme.

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Education, Conflict and Development
Julia Paulson 

This volume seeks to broaden enquiry into education and conflict by exploring, through conceptual and empirical work, its linkages to broader theories and practices of development and peacebuilding.

This book is only available in print. Purchase it here. 

The Hidden Crisis: Armed Conflict and Education
EFA Global Monitoring Report 

2011’s EFA Global Monitoring Report provides a timely reminder of the history, the ideas and the values on which the United Nations is built. Those values are enshrined in the Universal Declaration of Human Rights of 1948. They are also reflected in the Education for All goals adopted by the international community in 2000. 

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2010

 

Even in Chaos: Education in Times of Emergency
Kevin Cahill, ed.

This book is grounded in the personal experiences of children, aid workers, and national leaders involved in post-conflict resolution. Experts from many troubled parts of the world consider the scope of the problem, as well as the tools needed to address the crisis.

This book is available for puchase and download. 

Education Cluster Coordinator Handbook The Short Guide to Rapid Joint Education Needs Assessments
Global Education Cluster 

The Education Cluster Coordinator Handbook is drawn from a broad range of materials. The Short Guide provides a stand-alone guide for planning and conducting a rapid, multi-sectoral or joint education needs assessment. 

Download the Handbook and Guide

Minimum Standards for Education: Preparedness, Response, Recovery
INEE

The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals—children, youth and adults—have a right to education.

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Guidebook for Planning Education in Emergencies and Reconstruction
UNESCO IIEP

The Guidebook contributes to IIEP's endeavors to coordinate existing knowledge and to promote further research into new concepts and methods of educational planning. 

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Protecting Education from Attack: A State-of-the-Art Review
UNESCO 

In view of the gaps in knowledge and information about attacks on education and about how education can be protected from attack, UNESCO has commissioned a series of publications to research and analyse these issues. 

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2006

 

Standards put to the test: Implementing the INEE Minimum Standards for Education in Emergencies, Chronic Crisis and Early Reconstruction 
Allison Anderson, et al. 
HPN Network paper 57

This paper presents the case for education as an essential humanitarian intervention, and the INEE Minimum Standards as a tool for quality and accountability within those interventions. 

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Education in Fragile States: Capturing Lessons and Identifying Good Practice
Pauline Rose & Martin Greeley

This paper examines how development assistance in these four environments can enhance access to quality basic education for the poor and vulnerable, at the same time improving governance and thereby mitigating the risks of fragility, and increasing the effectiveness of future aid. 

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2005

 

Education in Crisis Settings: Mapping the Field 
Dana Burde

This paper recommends that education in emergencies be seen, and planned from day one, as part of the development process and not solely as a ‘relief’ effort.

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Reshaping the Future: Education and Post-Conflict Reconstruction
The World Bank 

The paper offers an overview of the key findings of a study of edu- cation and postconflict reconstruction and draws on a literature re- view, a database of key indicators for 52 conflict-affected countries, and a review of 12 country studies. 

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2004

 

Global Survey on Education in Emergencies
Lynne Bethke & Scott Braunschweig

This is an attempt to gather information on how many refugee, displaced and returnee children and youth have access to education and the nature of the education they receive. 

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Conflict and Education: Complexity and Chaos
Lynn Davies 

This is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. 

This book is only available in print. Purchase it here. 

Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction
INEE

Originally developed in 2004 and updated in 2010, the INEE Minimum Standards Handbook has been used in over 110 countries to strengthen education preparedness, response and recovery.

Download this resource. 

Learning to Live Together: Building Skills, Values and Attitudes for the Twenty-First Century
Margaret Sinclair 

This book is geared toward national policy-makers, curriculum specialists, and educators alike. It synthesizes many goals, such as education for peace, human rights, citizenship and health-preserving behaviours, for the ultimate aim of “learning to live together”. 

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Education, Conflict and Social Cohesion 
Sobhi Tawil & Alexandra Harley, eds. 

Is schooling a potential catalyst for the outbreak of identity-based conflict? How can education contribute to social and civic reconstruction, particularly in societies emerging from violent internal conflict? Education, Conflict and Social Cohesion explores these questions and more.

This book is only available in print. Purchase it here

 

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2003

 

Education in Emergencies: A Tool Kit for Starting and Managing Education in Emergencies
Susan Nicolai

This pack was developed in response to a growing need for clear, practical tools that would guide staff in understanding and implementing education work in emergencies. Through engagement with Country Programmes, an effort was also made to identify common principles and viable approaches to be used as the basis for future response. 

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The Role of Education in Protecting Children in Conflict 
Susan Nicolai and Carl Triplehorn
​HPN Network paper 42

This paper argues for a reappraisal of the position of education in emergency programming. It explores the links between education and the wider protection needs of the children it assists.

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Education, Conflict and International Development
Alan Smith & Tony Vaux

This paper was commissioned by DFID in order to review significant issues related to education and conflict reduction. The report is divided into four main sections. 

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2002

 

Planning Education in and after Emergencies
Margaret Sinclair

In this booklet, the author emphasizes the important role of education in instilling social and ethical values in the minds of youth, and in teaching appropriate behaviour when reacting to natural disasters. 

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2001

 

Education in Situations of Emergency and Crisis: Challenges for the New Century
Kacem Bensalah, et al

This study is one of a series of thematic studies prepared as part of the Education for All (EFA) Assessment for the Year 2000, co- ordinated by the EFA Forum. 

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Education for a Future: Refugee Education in Developing Countries
Jeff Crisp, Christopher Talbot, Daiana Cipollone, eds.

The research papers presented here represent a step forward in the task of developing deeper professional insights into the field of refugee education and education in emergency situations in general. 

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2000

 

The Two Faces of Education in Ethnic Conflict: Towards a Peacebuilding Education for Children
Kenneth Bush & Diana Saltarelli 

This report challenges the assumption that education is inevitably a force for good. It examines possible steps towards the creation of a peacebuilding education.

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The Dakar Framework for Action – Education for All: Meeting our Commitments
World Education Forum

The Dakar Framework is a collective commitment to action. National governments have an obligation to ensure that Education for All goals and targets are reached and sustained.

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1999

 

Peace Education in UNICEF
Susan Fountain 

This working paper is produced to describe Peace Education programmes in UNICEF. Peace education programmes have been developed in a number of UNICEF country offices and National Committees for UNICEF over the past decade. 

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Education in Emergencies and for Reconstruction: A Developmental Approach
Mary Joy Pigozzi

The paper outlines a set of broad strategies for UNICEF’s work in education in emergencies, and provides a summary of the organization’s approach, some practical information on implementation, and an identification of areas where more work is needed. 

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1998

 

Rapid Educational Response in Complex Emergencies: A Discussion Document
Pilar Aguilar and Gonzalo Retamal

This document is an attempt to open a dialogue among educators working in the area of complex emergencies. It recognizes that most of the newly tested educational interventions lack a long-term perspective. Education, whether for peace and reconciliation or in the reconstruction of human resources, is hardly addressed at present. 

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Education for Reconstruction: The Regeneration of Educational Capacity Following National Upheaval
Nina Arnhold, et al. 

This book examines the factors that need to be taken into account when planning for ‘educational reconstruction’ in post-crisis situations. ‘Crisis’ is taken to cover war, natural disaster or extreme political upheaval. 

This book is only available in print. Purchase it here

Education as a Humanitarian Response
Gonzalo Retamal, Ruth Aedo-Richmond, eds.

Humanitarian emergencies, such as those in Rwanda, Somalia and Bosnia, are becoming increasingly drawn-out. The contributors to this book, all of whom have been involved in humanitarian crises, offer an outline of how best to set up and carry out practical education under extreme mental and financial pressures.

This book is only available in print. Purchase it here

 

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1997

 

Educational Destruction and Reconstruction in Disrupted Societies
Sobhi Tawil

Since the World Conference on Education for All (Jomtien, 1990), education in conflict and crisis situations has emerged as a new challenge to be addressed by the international community. 

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1996

 

Implementing the Right to Education in Areas of Armed Conflict
Jo Boyden & Paul Ryder

This report discusses the new vision of world development that is beginning to emerge in the 1990s, knowledge, human ingenuity, imagination and goodwill are the only resources that finally matter. No lasting progress, it is realized, can be made towards peace and respect for human rights and fundamental freedoms without them. 

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Impact of Armed Conflict on Children 
Graca Machel 

In the study, the expert proposes the elements of a comprehensive agenda for action by Member States and the international community to improve the protection and care of children in conflict situations, and to prevent these conflicts from occurring.  

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1994

 

Refugee Children: Guidelines on Protection and Care
UNHCR

This book was written with several groups in mind. It is primarily for UNHCR’s staff, but it is also for the staff of its operational partners, whether they be voluntary organizations, UN agencies or Governments. 

This book is available for purchase and download

 

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1990

 

World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs
UNESCO

This volume contains the text of the two documents adopted by the World Conference on Education for All (Jomtien, Thailand, 5-9 March 1990), convened jointly by the executive heads of UNICEF, UNDP, UNESCO, and the World Bank.

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1947-1949

 

The Book of Needs (Vol. I) of Fifteen War-Devastated Countries in Education, Science and Culture
UNESCO

The Book of Needs Volume I (1947) is UNESCO’s first account of post-war educational and cultural losses and needs in 15 countries affected by World War II.

​Download this resource.

The Book of Needs (Vol. II) in Education, Science and Culture of War-Devastated Countries
UNESCO

The Book of Needs Volume II is UNESCO’s second account of postwar educational losses and needs in countries which have suffered war. In the first Book of Needs (1947) an account was given of the situation in fifteen countries. 

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