Resource Pack: Key Thematic Issues
Conflict Mitigation
Africa Peace Forum, Center for Conflict Resolution, Consortium of Humanitarian Agencies, Forum on Early Warning and Early Response, International Alert, Saferworld, (2004). Applying Conflict Sensitivity at Project and Programme Level. In Conflict Sensitive Approaches to Development, Humanitarian Assistance and Peacebuilding. London, UK: Africa Peace Forum, Center for Conflict Resolution, Consortium of Humanitarian Agencies, Forum on Early Warning and Early Response, International Alert, Saferworld.
Greely, M. and Rose, P. (2006). Education in Fragile States: Capturing Lessons and Identifying Good Practice. Institute of Development Studies, DAC Fragile States Group.
Chigas, D. and Woodrow, P. (2009). A Distinction with a Difference: Conflict Sensitivity and Peacebuilding. CDA Collaborative Learning Projects.
Wedge, J. (2008). Where Peace Begins: Education’s Role in Conflict Prevention and Peacebuilding. London: International Save the Children Alliance.
Disaster Risk Reduction
International Strategy for Disaster Reduction and UNICEF (TACRO), (2004). Let’s Learn to Prevent Disaster! Five Ways for Kids to Join in Risk Reduction. Ancón: UNICEF Panama and the Swedish International Development Agency (SIDA).
Regional Consultative Committee on Disaster Management (RCC). (2007). Integrating Disaster Risk Reduction into School Curriculum. Pathumthani, Thailand: Asian Disaster Preparedness Center (ADPC).
ISDR and UNICEF. (2008). Safe Schools in Safe Territories.New York: UNICEF.
Risk RED. (2008). Disaster Prevention: A Safe Foundation for Full Inclusion. Prepared for the UNISDR Thematic Platform on Knowledge and Education, the International Conference on Education for the UNESCO organized International Conference on Education on the theme of Full Inclusion. 2008.
UNESCO. (2006). Landmine Awareness. In Guidebook for Planning Education in Emergencies & Reconstruction. Paris: UNESCO IIEP.
Risk RED. (2008). Adaption & Localization: Guidelines for Development of DRR Public Educational Materials.
Early Childhood Development
Young, M.E. (ed.). (2002). From Early Child Development to Human Development - Investing in our children’s future. Washington DC: World Bank.
Gender
IASC (2006). Women, Girls, Boys and Men: Different Needs - Equal Opportunities. IASC Gender Handbook in Humanitarian Action.
UNICEF. (2004). Strategies for Girls Education. New York: UNICEF.
Lewis, J. (2003). Gendering Prevention Practices: A practical guide to working with gender in sexual safety and HIV/AIDS awareness education. Oslo: NIKK (Nordic Institute for Women’s Studies and Gender Research).
INEE Gender Task Team. Preventing and Responding to Gender Based Violence in & Through Education.
INEE Gender Task Team. (2008). Working for Gender Equality: Recruiting and Retaining Male Educators. INEE.
INEE Gender Task Team. (2008). Working for Gender Equality: Recruiting and Supporting Female Educators. INEE.
Haddad, C. (ed.). (2009). Toolkit for Promoting Gender Equality in Education. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education.
USAID Office of Women in Development. (2009). Doorways I: Student Training Manual On School-Related Gender-Based Violence Prevention and Response. Washington DC: USAID.
HIV/AIDS
UNICEF and UNAIDS. (2010). Guidance on HIV in Education in Emergencies.
African Youth Alliance. (2005). Reaching Out-of-School Youth in Uganda with Sexual and Reproductive Health Information and Services. Uganda: PATH.
IASC. (2009). Guidelines for Addressing HIV in Humanitarian Settings. IASC.
UNESCO. (2006). HIV/AIDS Prevention Education. In Guidebook for Planning Education in Emergencies & Reconstruction. Paris: UNESCO IIEP.
UNESCO. (2004). Characteristics of Successful Health Education Programmes to Prevent HIV/AIDS.
Human Rights
Save the Children. (2005). Child Rights Programming: How to apply Rights-Based Approaches to Programming. Sweden and UK: Save the Children.
INEE. ARC Module – Teaching and Learning. INEE.
Kapell, A. (2003). Monitoring Children’s Rights: A Toolkit for Community-Based Organizations. Ottowa: Canadian Coalition for the Rights of Children.
Save the Children. (2007). Getting it Right: Child Rights Programming Guide. UK: Save the Children.
Save the Children. (2006). Children’s Rights: A Teacher’s Guide. UK: Save the Children.
UNICEF & UNESCO (2007). A Human Rights Based Approach to Education for All. New York: UNICEF, Paris: UNESCO
Education Development Center and International Committee of the Red Cross (2003). Exploring Humanitarian Law: guidelines for inserting EHL in curriculum. Geneva: ICRC.
International Committee of the Red Cross. (2009). Exploring Humanitarian Law: IHL Guide - A Legal Manual for EHL Teachers. Geneva: ICRC.
International Committee of the Red Cross. (2009). Methodology Guide: A Preparation Manual for EHL Teachers. Geneva: ICRC.
Tibbitts, F. (ed). Human Rights Education Core Competencies.
Inclusive Education
Heijnen, E..Is your classroom inclusive and child-friendly? From parity to equality in girls’ education: how are we doing in South Asia. New York: UNICEF.
McConkey, R. (2001). Understanding and Responding to Children’s Needs in Inclusive Classrooms: A Guide for Teachers. Paris: UNESCO.
Save the Children. (2008). Making Schools Inclusive: How Change Can Happen. UK: Save the Children.
INEE. (2008). Pocket Guide to Inclusive Education. Geneva: INEE.
INEE. Pocket Guide to Supporting Learners with Disabilities.
Protection
Keeping Children Safe Coalition. Keeping Children Safe: A Toolkit for Child Protection. Web: last accessed 11 June 2010.
Psychological Support
UNESCO. (2006). Psychosocial Support to Learners. In Guidebook for Planning Education in Emergencies & Reconstruction. Paris: UNESCO IIEP.
Inter-Parliamentary Union. (2007). Eliminating Violence Against Children. Bragin, M. (2004). Education for all in the conflict zones of Uganda: Opportunities, Challenges and a Way Forward. Prepared for BEPS Ministry of Education and Sports, Republic of Uganda.
Youth
UNFPA and Save the Children. (2009). Adolescent Sexual and Reproductive Healthkit for Humanitarian Settings: A Companion to the Inter-Agency Field Manual on Reproductive Health in Humanitarian Settings. Save the Children and UNFPA.
UNESCO, UNEVOC, and CERG. (2007). Education for Livelihoods and Civic Participation in Post-Conflict Societies: Conceptualizing a Holistic Apporach to TVET Planning and Programming in Sub-Saharan Africa. Bonn: UNESCO-UNEVOC.
Atchoarena, D. (2000). The Transition of Youth From School to Work: Policies and Practices. Paris: UNESCO IIEP.
Plan International. (2009). Youth in Action Against Violence in Schools. Hamburg: Plan International Deutschland.
