Additional vetted and organized resources can be found in the INEE Toolkit.
While a range of guidelines for engagement in Adolescent and Youth programming has been developed to date, there has not been any systematic consolidation or compilation of these resources nor
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.
Highlights - INEE CSE Capacity Building Initiative Update Calls to Action - Survey: Education and Forced Displacement - Call for Papers: JEiE - Call for Volunteers: MHPSS Experts - Call
This workshop, held in Paris, focused on determining the feasibility of developing a set of standards for education in emergencies (EiE). The key issues discussed were: —The commitment to ensure
When a new government came into power in Norway in October 2013, it made a commitment for Norway to take a leading role in global efforts to ensure quality education for
This Learning Agenda, developed by the Accelerated Education Working Group (AEWG), aims to organize and generate evidence to inform strategic planning, project design, project implementation, monitoring and evaluation and in-service
The School Code of Conduct (SCOC) training programme is designed to be used by Save the Children education staff to enable teachers and education personnel to implement governmental Teachers’ Codes
Save the Children has developed a School Code of Conduct training manual with a 5 days training program in order to contribute to a good quality learning environment.
UNHCR’s Guidelines on Determining the Best Interests of the Child (the “Guidelines”) were published in 2008, and have since been the key text for UNHCR staff and partners in implementing
Education is one of the highest priorities of refugee communities. Yet there is little evidence of tangi- ble organisational commitment by UNHCR to guaranteeing the right to education for refugee