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The INEE Resource Database contains hundreds of tools and resources, case studies, articles and advocacy materials in a fully searchable format. Search the collection below by selecting the type of document, issue area, language or conduct a key word search. To submit an item to be included in the INEE Resource Database, please email .(JavaScript must be enabled to view this email address).
Guidance Notes on Safer School Construction - Hindi Translation
Author: INEE, Translation by UNISDR Year: 2010
INEE Minimum Standards Training Update March 2010
Author: INEE Year: 2010
Sent to the INEE Main Listserv 4 March 2010 Educational consequences of loss and trauma
Author: Atle Dyregrov Year: 2004
Many children are deeply affected by loss and trauma. Although some studies mention the educational consequences of such situations, this is an aspect often overlooked. Results from different studies show that survivors of disasters, violence and death tend to be more absent from school and some drop out of school prematurely. Lack of perceived support from parents, classmates and teachers have shown an association with more post-traumatic stress and lower school performance. In addition to having clear procedures for helping children and adolescents with the psychosocial consequences following trauma and loss, it is recommended that more attention is given to the educational challenges that such an event represents. Educational strategies and programmes that can assist children and adolescents must be developed. The Peace Education Programme (PEP) Evaluation
Author: Lydia Allen, Chantal LaParl-Green, Mana Miyawaki, Nelson Monroe, Siri Siripanlch, and Brandon Thompson Year: 2009
This is a study conducted by a team of students at the School of International and Public Affairs (SIPA) at Columbia University. The results of the evaluation are based on case studies in Kenya, Ghana, Timor-Leste and Sudan. Through literature review and interviews with practitioners of the PEP, the SIPA team has developed recommendations for good practices and opportunities for future use. Evaluation of JRS Peace Education Program in Uganda and South Sudan
Author: Vick Ikobwa, Sr. Roxanne Schares, and Fr. Elias Omondi Year: 2005
The Peace Education Program (PEP) evaluation for JRS Uganda/South Sudan took place from October 17th to 28th, 2005 in the field with other interviews held before and after in Nairobi. The exercise focused on the PEP projects in Adjumani, Moyo, Arua Districts in Uganda and Nimule and Kajokeji, South Sudan. The primary objectives of the evaluation was to assess the impact that the program has had in the communities and schools in northern Uganda (specifically in Adjumani, Moyo and Arua districts) and southern Sudan (Kajokeji and Nimule) since the program was initiated in late 1999, and to propose possible ways forward. Getting Ready for a Future Without War
Author: Friederike Feuchte and Andreas Beelmann Year: 2008
Getting Ready for a Future Without War: Implementation of a Peace Education Programme with Liberian Refugees. This paper examines how the community workshops of the Inter-Agency Peace Education Programme (INEE, 2005) were implemented in a refugee camp in Ghana with refugees from Liberia. Data from observations and interviews showed that participants were very active, highly appreciated the workshops and often transferred what they learned into their daily life. Reality constraints, important target groups and the role of culture for peace education are discussed to outline challenges and chances of peace education in the process of reconciliation and peace building after a civil war. Inclusive Education and Disability Task Team Update
Author: INEE Year: 2009
Sent to the Inclusive Education and Disability Task Team Membership 3 November 2009 INEE Gender Task Team Updates March 2010
Author: INEE Year: 2010
Sent to the GTT Membership 1 March 2010
Gender Response for the Haiti Earthquake
Author: InterAction Year: February 2010
Newsletter Update and Relevant Resources from InterAction Protecting Education from Attack: A State-of-the-Art Review
Author: UNESCO Year: 2010
This accompanying publication to the 2010 edition of Education under Attack presents key discussion points and 13 papers written by researchers and practitioners active in the field of protecting education from attack. The volume takes critical stock of knowledge on prevention and response with respect to both international law and interventions on the ground. Essays go into depth on particular elements of this phenomenon, including attacks on higher education communities and attacks against humanitarian aid workers. Several papers also deal with the debates surrounding the issue of applying and potentially strengthening the international legal provisions relating to these criminal acts. Education under Attack 2010
Author: Brendan O'Malley Year: 2010
This document, the second global report on the subject, was released on February 2010. The first report from 2007 was seminal in drawing attention to this crime against international humanitarian and human rights law. The new report documents the trends of attacks since 2007, highlighting a tragic rise in violent attacks over the past few years. The global report defines the scope of the issue, discusses challenges of data collection and analyses the motives behind the attacks. The report also documents some of the known short- and long-term impacts of attacks on affected communities and education systems as well as some of the prevention and protection measures that have been undertaken. Finally, the report examines the response to these attacks in terms of national and international monitoring and reporting, including combating legal impunity, and makes a series of recommendations for future action. Youth Exclusion in Yemen: Tackling the Twin Deficits of Human Development and Natural Resources
Author: Ragui Assaad, Ghada Barsoum, Emily Cupito and Daniel Egel Year: 2009
In this paper, part of the Wolfensohn Center for Development and Dubai School of Government working papers, the authors identify processes through which many Yemeni youth are excluded from the opportunity to become productive adults and positive contributors to society. They set forth the idea that many youth face social exclusion, whereby they are cut off from the resources and institutions that could assist them in their transition to adulthood. They find that youth exclusion in Yemen is highly gendered and regionalized. Females and rural residents are much more likely to be excluded than males and urban residents. The Participation of Children and Young People in Emergencies
Author: UNICEF Year: 2007
The Participation of Children and Young People in Emergencies - A guide for relief agencies, based largely on experiences in the Asian tsunami response. This guide is part advocacy document to promote children’s participation and part programme guide. It is not a tool kit. Working with children and supporting their participation requires experience and adherence to certain principles and standards. Relief agencies planning to involve children in their work will require specialist support from other agencies and individuals who have practical experience working with children. Ensuring the Participation of Children and Young People in Recovery Efforts
Author: UNICEF Year: 2010
a brief developed by UNICEF which provides an overview of some statistics relating to adolescents and youth in Haiti prior to the earthquake, highlights of key opportunities to include children, adolescents and youth in programming the emergency response, and some contacts of youth organisations working in Haiti. Teacher and Learning Guidance Notes Brief
Author: INEE Year: 2010
This is a brief overview about the purpose and development of the Teaching and Learning Guidance Notes. Developed in a widely consultative manner by a network made up of more than 4,000 members working in 120 countries to ensure all people the right to quality and safe education in emergencies through to recovery, the INEE Teaching and Learning Guidance Notes provide a framework to identify and address critical teaching and learning issues within crisis affected communities. Teacher and Learning Case Study Template
Author: INEE Year: 2010
Case study template for the INEE Teacher and Learning Initiative
Suggested Topics for Teaching and Learning Guidance notes
Author: INEE Year: 2010
The INEE Teaching and Learning Initiative is calling for case studies to support the good practices. Please note that this is in no way an exhaustive list. And while the topics in bold are priorities, we welcome short – one page max – case study submissions on any topic related to Curricula, Teacher Training and Support, Instruction and Assessment of Learning Outcomes, particularly those that highlight a cross-cutting issue including: Child Protection and Psychosocial Support, Conflict Mitigation, DRR, ECD, Gender, HIV/AIDS, Human Rights, Inclusive Education, Inter-Sectoral Linkages, and Youth. Plan’s Global Campaign to End Violence in Schools
Author: Plan International Year: 2010
Plan International has released a progress report for the Learn Without Fear Campaign. Learn Without Fear, a global campaign to protect tens of millions of children from violence and bullying in schools, has made impressive progress in its first year. Plan’s Learn Without Fear campaign was set up to address the fact that cruel and humiliating forms of physical punishment, gender-based violence and bullying are a daily reality for millions of children. Each year, 150 million girls and 73 million boys across the world are subjected to sexual violence, and 20-65 per cent of schoolchildren report being verbally or physically bullied. At present, almost 90 countries have not yet prohibited corporal punishment in schools. Plan believes that every child has the right to a safe school environment and envisions a world where children can go to school in safety and learn without fear or threats of violence. Convention on the Rights of the Child - From Moral Imperatives to Legal Obligations
Author: Save the Children Year: 2010
The report conference report outlines summaries of key discussions with the objective to inspire creative legal strategies to realise children’s rights. Of particular interest to INEE members may be descriptions of a panel on Using Regional and International Human Rights Mechanisms to address violations of Child Rights which included a presentation on Bringing a case to a Regional Court - Case study of the Roma Children in Special Education Classes case in front of the European Court of Human Rights by Lilla Farkas, CFCF, Hungary. African Union Convention for the Protection and Assistance of Internally Displaced Persons
Author: African Union Year: 2010
The United Nations refugee agency is urging all African Union (AU) member countries to follow Uganda's example and ratify the first legally binding international treaty to provide legal protection and aid to millions of people displaced within their own countries by conflicts and natural calamities. The UN High Commissioner for Refugees warmly welcomed Uganda’s ratification of the AU Convention for the Protection and Assistance of Internally Displaced Persons (IDPs) in Africa, which was adopted in Kampala, the Ugandan capital, last October.
Protecting Education from Attack Listserv Message - February 2010
Sent to the main INEE list 25 February 2010.
Special Needs Education: Towards More Inclusive
Author: International Initiative for Impact Evaluation Year: March 2009
There is a lack of credible data on children with disabilities in developing nations, presenting an obstacle for rigorous research evaluation of policy interventions. Key questions to be addressed include how to create capacity among developing nations in building data on children with special needs? How to improve partnership between parents, schools, NGOs, community groups in assessing the impact of promoting inclusive educational practices? Are popular conditional cash transfers (CCT) programmes appropriate for aiding students with special needs? We All Need More Education: What Can be Done to Reduce Teachers’ Absenteeism?
Author: International Initiative for Impact Evaluation Year: March 2009
Monitoring and financial incentives have been shown to have a significant impact on absenteeism, whereas local monitoring of attendance has failed to have such an impact. However, more evidence is required to strengthen these conclusions. Getting Girls into School: A Development Benefit for All
Author: International Initiative for Impact Evaluation Year: May 2009
A disproportionate number of girls remain out of schools in many developing countries. Evidence shows there is a need for ‘gender-targeted’ programs. Such targeted programs may be financial incentives - which a number have studies have found to be effective - or female-friendly schools, for which the evidence base is weak. Handbook on In-house Style for Course Development
Author: Santosh Panda Year: 2008
The aims of this Handbook on In-house Style are to provide all those faculty engaged in developing self-learning materials for learners of open schools and distance learners at basic and school education with an understanding of how to develop new curriculum or adapt existing classroom curriculum for open schooling, as well as acquire the knowledge and skills involved in developing self-learning materials for school level distance learners. Examples from the context of open schooling have been provided which you can relate to your own contexts and discipline/subject area for developing and finalising modules and units. Food for Thought
Author: International Initiative for Impact Evaluation Year: March 2009
Food for thought: Are school feeding programmes effective in improving educational outcomes? Existing evidence: School feeding leads to better educational outcomes, though results are more positive for school enrolment and attendance than for cognitive performance. Haiti Update February 2010 - in French
Author: INEE Year: 2010
Sent to the French Language Community 19 February 2010 Guidebook for Planning Education in Emergencies And Reconstruction_ Curriculum and Learning Section
Author: UNESCO Year: 2006
Access to education is a fundamental tool for child protection. Education inherently provides physical, psychosocial and cognitive protection. In appropriate security conditions, physical protection may be enhanced by the provision of adult supervision and a safe place to play. Psychosocial protection is offered through opportunities for self-expression, the expansion of social networks and access to structure and regular routines. By placing children in the social role of learners, education gives children a sense of purpose and self-worth. Finally, education contributes to the cognitive protection of children affected by confl ict or crises by addressing specifi c living conditions that arise from confl ict (landmine awareness or health issues), strengthening children’s analytical abilities, and giving children the tools they need to develop skills for citizenship and life in peace. Education saves lives; education sustains life. Thus, education is an essential element of response efforts to confl icts or crises (Nicolai and Triplehorn, 2003). This Guidebook for planning education in emergencies and reconstruction aims to support educational authorities in providing equal access to education of quality for children affected by confl ict or disaster. UNESCO Guidebook for Planning Education in Emergencies and Reconstruction, Teachers and Learners
Author: UNESCO Year: 2006
Access to education is a fundamental tool for child protection. Education inherently provides physical, psychosocial and cognitive protection. In appropriate security conditions, physical protection may be enhanced by the provision of adult supervision and a safe place to play. Psychosocial protection is offered through opportunities for self-expression, the expansion of social networks and access to structure and regular routines. By placing children in the social role of learners, education gives children a sense of purpose and self-worth. Finally, education contributes to the cognitive protection of children affected by confl ict or crises by addressing specifi c living conditions that arise from confl ict (landmine awareness or health issues), strengthening children’s analytical abilities, and giving children the tools they need to develop skills for citizenship and life in peace. Education saves lives; education sustains life. Thus, education is an essential element of response efforts to confl icts or crises (Nicolai and Triplehorn, 2003). This Guidebook for planning education in emergencies and reconstruction aims to support educational authorities in providing equal access to education of quality for children affected by confl ict or disaster. Guidebook for Planning Education in Emergencies And Reconstruction
Author: UNESCO Year: 2006
Access to education is a fundamental tool for child protection. Education inherently provides physical, psychosocial and cognitive protection. In appropriate security conditions, physical protection may be enhanced by the provision of adult supervision and a safe place to play. Psychosocial protection is offered through opportunities for self-expression, the expansion of social networks and access to structure and regular routines. By placing children in the social role of learners, education gives children a sense of purpose and self-worth. Finally, education contributes to the cognitive protection of children affected by confl ict or crises by addressing specifi c living conditions that arise from confl ict (landmine awareness or health issues), strengthening children’s analytical abilities, and giving children the tools they need to develop skills for citizenship and life in peace. Education saves lives; education sustains life. Thus, education is an essential element of response efforts to confl icts or crises (Nicolai and Triplehorn, 2003). This Guidebook for planning education in emergencies and reconstruction aims to support educational authorities in providing equal access to education of quality for children affected by confl ict or disaster. 2005 Education For All Global Monitoring Report
Author: UNESCO Year: 2004
In the many countries that are striving to guarantee all children the right to education, the focus on access often overshadows the issue of quality. Yet quality stands at the heart of Education for All. It determines how much and how well students learn, and the extent to which their education achieves a range of personal, social and development goals. This Report sets the quality debate in its historical context and offers a map for understanding, monitoring and improving quality (Chapter 1). It synthesizes current knowledge about the factors that influence quality (Chapter 2) and describes policy options for improving it, focusing on resource-constrained countries (Chapter 4). The extent to which the international community is supporting education in these countries is then analyzed (Chapter 5). As in the two previous editions, the Report monitors progress towards the six EFA goals adopted at Dakar in 2000, with more in-depth attention to quality indicators (Chapter 3). The Education for All Development Index, introduced in the previous Report, provides a summary overview of progress towards four of the Dakar goals in 127 countries. Guide de poche de l’INEE sur l’éducation inclusive - Front Cover
Front Cover image of the Inclusive Education Pocket Guide French Translation.
Guide de poche de l’INEE sur l’éducation inclusive
Éducation dans les situations d’urgence : Inclure tout le monde. Guide de poche de l’INEE sur l’éducation inclusive Groupe de travail sur l’éducation inclusive et le handicap, Réseau inter-agences pour l’éducation dans les situations d’urgence Ce guide est destiné à tous ceux qui travaillent à fournir, gérer ou appuyer des services d’éducation dans des situations d’urgence et il complète les Normes minimales de l’INEE pour l’éducation dans les situations d’urgence, de crise chronique et de début de reconstruction. Il présente des principes utiles pour une approche de l’éducation inclusive dans les situations d’urgence et donne des conseils pour la planification, la mise en oeuvre et le suivi. Ce guide étudie aussi la question de la résistance à l’inclusion et montre des manières pour les organisations d’appuyer leurs employés dans les urgences pour qu’ils élaborent des interventions d’urgence plus inclusives. This Pocket Guide is also available in English here.
International Mother Language Day
Author: UNESCO Year: 2010
Selected readings for the International Mother Language Day 21 February 2010 Punching Below Its Weight: The U.S. Government Approach to Education in the Developing World
Author: Center for Universal Education Year: 2010
The Center for Universal Education at Brookings is pleased to announce the publication of Punching Below Its Weight: The U.S. Government Approach to Education in the Developing World. This report analyzes the effectiveness of U.S. government education work specifically in relation to conflict-affected and fragile states. Findings across five domains—global reach, resources, technical expertise, policy and multilateral partnerships—show that the impact of U.S. global education aid falls critically short of what it is capable of achieving. Despite its substantial strength in this arena, the U.S. government’s fragmented policy across agencies and its limited multilateral engagement prevent it from maximizing its strengths, leaving it punching below its weight on this important issue. In this sense, the U.S. government is an underachiever, failing to efficiently deploy its many capabilities and potential for maximum impact. INEE Minimum Standards in Turkish
Author: Mavi Kalem Association Year: 2009
The INEE Minimum Standards translated in the Turkish language. INEE Minimum Standards in Somali
Author: Education Cluster Year: 2010
The INEE Minimum Standards translated in Somali. APPROPRIATE AND EFFECTIVE FINANCING MODALITIES AND CHANNELS FOR EDUCATION IN FRAGILE SITUATIONS
Author: Anne Thomson
Brief INEE Minimum Standards Trainings 2009
Author: INEE Year: February 2010
In 2009, 31 trainings on the INEE Minimum Standards deepened the global understanding and use of the INEE Minimum Standards Handbook as the leading tool for Education in Emergencies (EiE). Please see brief for more information on some of the trainings that took place in 2009. INEE Minimum Standards Training Report 2009
Author: INEE Year: February 2010
In 2009, 31 trainings on the INEE Minimum Standards deepened the global understanding and use of the INEE Minimum Standards Handbook as the leading tool for Education in Emergencies (EiE). Please see the full report for more information on trainings that took place in 2009. Annotated Bibliography on Food-Assisted Education - CARE
Author: CARE Year: November 2004
Food Assisted Education (FAE) is a long-standing approach to improving both nutritional and education outcomes in developing countries. FAE is most often delivered in the form of breakfasts or lunches given to the most impoverished children in selected schools. It is seen as a way to improve nutritional and caloric intake while also boosting school enrollment, attendance, and cognitive performance rates. However, the effectiveness of FAE interventions has recently come into question. The research base on the impact of FAE is extensive and diverse. Some researchers contend that FAE has no impact on nutritional levels, while others disagree. Other researchers prove that FAE has positive effects on school attendance and cognitive performance, while others disagree about the long-term nature of those effects. This annotated bibliography lists key documents in the FAE research base. Where possible, brief summaries of the reports are provided. Haiti Update January 2010 - in French
Author: INEE Year: 2010
Sent to the French Language Community 22 January 2010 Manuel sur les Espaces amis des enfants
Author: Save the Children Year: 2008
Ce manuel met en exergue les principaux concepts et conseils pour développer et mettre en place les Espaces amis des enfants Il présente aussi une compilation d’une série de 40 annexes constituées d’outils de mise en œuvre et de ressources comprenant des exemples d’outils d’évaluation, des activités, des indicateurs, des descriptions de tâches, des listes de matériels/équipements, et autres. UNICEF-UNAIDS Guidance on HIV/AIDS and Education in Emergencies
Author: UNICEF/UNAIDS Year: 2010
NOTE: This document is pending final approval by the members of the UNAIDS IATT on education (already pre-approved) and then UNAIDS for final sign-off. Designed for education project officers and cluster staff assisting local education authorities, school directors, school management committees, teachers, etc., to mainstream issues related to HIV and sexual and reproductive health (SRH). The purpose of this guidance note is to suggest ways in which education in emergencies can contribute to: 1) reducing the number of new HIV infections; and 2) mitigating the impact of HIV and AIDS for those infected with and affected by the virus. Directives en vue d’interventions contre la violence basée sur le sexe
Author: IASC Year: 2005
Ce document met à la disposition des acteurs de l’humanitaire un ensemble d’interventions minimales dans tous les secteurs pour prévenir la violence sexiste et y apporter une réponse. Il souligne la nécessité d’une approche coordonnée. Guide pour l’intégration de l’égalité des sexes
Author: IASC Year: 2006
Le Guide vise à conseiller les acteurs sur le terrain en matière d’analyse comparative entre les sexes, de planification et de prise de décisions pour que les différences entre les sexes soient prises en compte dans tous les aspects de l’action humanitaire afin de tenir compte des besoins, des apports et des capacités des femmes, des filles, des garçons et des hommes. Il propose aussi des outils pour assurer un bon suivi de la planification axée sur l’approche sexospécifique. Directives concernant la santé mentale et le soutien psychosocial
Author: IASC Year: 2007
Ce document présente des conseils essentiels sur l’adoption d’une approche permettant d’aborder de façon intégrée les problèmes de santé mentale et les problèmes psychosociaux qui se posent de la façon la plus pressante dans les situations d’urgence. RESEARCH: Emergency Safe Spaces in Haiti and the Solomon Islands
By Josh Madfis, Daryl Martyris and Carl Triplehorn This paper explores the impact and effectiveness of Safe Spaces interventions for children within two Save the Children emergency responses in 2007: the Republic of Haiti and the Solomon Islands. Click here to download.
Right to Play: Sport for Development and Peace
Author: Right to Play
Sport for Development and Peace refers to the intentional use of sport, physical activity and play to attain specific development and peace objectives, including, most notably, the Millennium Development Goals (MDGs). Successful Sport for Development and Peace programs work to realize the rights of all members of society to participate in sport and leisure activities. Effective programs intentionally give priority to development objectives and are carefully designed to be inclusive. These programs embody the best values of sport while upholding the quality and integrity of the sport experience. Harnessing the Power of Sport for Development And Peace: Recommendations to Governments
Author: Sport for Development and Peace International Working Group (SDPIWG) Year: 2008
Sport for Development and Peace refers to the intentional use of sport, physical activity and play to attain specific development and peace objectives, including, most notably, the Millennium Development Goals (MDGs). Successful Sport for Development and Peace programs work to realize the right of all members of society to participate in sport and leisure activities. Effective programs intentionally give priority to development objectives and are carefully designed to be inclusive. These programs embody the best values of sport while upholding the quality and integrity of the sport experience. Strong Sport for Development and Peace programs combine sport and play with other non-sport components to enhance their effectiveness. They are delivered in an integrated manner with other local, regional and national development and peace initiatives so that they are mutually reinforcing. Programs seek to empower participants and communities by engaging them in the design and delivery of activities, building local capacity, adhering to generally accepted principles of transparency and accountability, and pursuing sustainability through collaboration, partnerships and coordinated action. Starting Up Child Centered Spaces in Emergencies: A Field Manual
Author: Christian Children's Fund Year: May 2008
In the aftermath of war or natural disaster, children’s physical and emotional needs often go unattended and their right to education typically goes unmet. Because roughly half of the affected population impacted by emergencies are children, CCF developed its Child Centered Spaces (CCSs) model. So You Want to Consult With Children?
Author: Save the Children Year: 2003
As highlighted in the introduction this toolkit has been designed to offer advice, ideas and guidance for involving children in consultations at national, regional and international levels. Mega Trends and Challenges in Refugee Education
Author: Ekanayake S. B. Year: March 2003
A simple answer to the question raised above would be to say that education is a human right. Although the answer is correct it lacks specificity and is more superficial. Seemingly it is more of an emergency need to facilitate to continue the learning they had received in their country of origin. It is a way to enhance their personalities and open opportunities to bring out the best in them for the service of their country. ‘For their self esteem, refugees need to show to the rest of the world that they are not completely hopeless. They may have lost many things in life, but knowledge and skills once acquired can never be taken away. Education therefore is a priceless commodity for refugees to cling on to with hope. Education in the Doldrums: Afghan Tragedy
Author: S.B. Ekanayake Year: 2000
Amongst the vast plenitude of challenges posed by the need to reconstruct war-torn Afghanistan, education looms large, although the rhetoric of both policy makers and donors is replete with paradoxes. While consistently stating that education is a vital prerequisite for reconstruction in every sector, they offer scant support to education which remains the most severely under funded sector in humanitarian assistance to Afghanistan. From Conflict to Peace Building: The Power of Early Childhood Initiatives
Author: Paul Connolly and Jacqueline Hayden Year: 2007
Over the last century the nature of war and armed conflicts around the world has changed dramatically. While civilians used to represent the innocent casualties of war, they have increasingly become its target. During the First World War, for example, civilians accounted for just 14 percent of all deaths. By the Second World War this had risen to about 50 percent and in all subsequent wars civilians have accounted for at least 80 percent of all casualties (Cairns, 1996: 2). More recently it has been estimated that this figure has now reached over 90 percent (Machel, 2000; Save the Children, 2006; UNICEF, 2006). Analysing Market-Systems in Emergencies - the EMMA Toolkit
Author: IRC and Practical Action Year: 2009
In nearly every country facing a crisis, rumours abound of relief programmes that distort local markets, especially foodmarkets, discouraging local farmers, displacing traders and prolonging dependence on outside assistance. Many agencies have started using cash-based initiatives, but still worry about the harm these programmes might cause. All of these problems reflect the difficulty of adequately understanding the market-systems that people affected by emergencies depend upon for their income, livelihoods and food or to meet basic needs. Until recently, market analysis was seen as a specialist and time-consuming activity which could not be a high priority in emergency situations. The Emergency Market Mapping and Analysis Toolkit - EMMA - changes that. The EMMA toolkit is the result of a collaboration between IRC, Oxfam and Practical Action and is an assessment tool that permits to quickly and effectively ascertain market needs in an emergency setting. The toolkit has already been piloted in Haiti in October of 2008, as well as in three other countries. Rapport EPT 2010
Author: INEE Year: 2010
Listserv message. Sent to the French Language Community 10 February 2010. INEE Gender Task Team Updates February 2010
Author: INEE Year: 2010
Sent to the GTT Membership 8 February 2010 Boîte à outils pour la création des Healing Classrooms (Écoles Curatives)
Author: International Rescue Committee (IRC) Year: 2006
Ce document est une collection de quelques-uns des outils et des idées derrière les innovations en matière de soutien et de développement des enseignants et des formateurs d’enseignants qui ont été mises en œuvre et pilotées par l’intermédiaire de l’initiative Healing Classrooms (Écoles Curatives) de l’IRC. Les outils contenus dans ce document ont été créés par les équipes de terrain de l’IRC dans le cadre de leurs programmes éducatifs en Ethiopie, en Afghanistan et en Guinée. Guide sur la création des Healing Classrooms (Écoles Curatives)
Author: International Rescue Committee (IRC) Year: 2006
Le guide IRC sur la création des Healing Classrooms (Écoles Curatives) a été conçu pour motiver et former les enseignants travaillant dans des communautés touchées par une crise afin qu’ils soient en mesure de répondre aux besoins émotionnels et de développement des enfants. La formation est basée sur des conseils simples, une sensibilisation des besoins émotionnels et des réactions des enfants, ainsi que des stratégies visant à aider les enseignants à intéresser tous les enfants de la classe. The role of INGOs in meeting educational rights in conflict-affected fragile states
Author: Ruth Tate Year: 2009
The role of INGOs in meeting educational rights in conflict-affected fragile states: the case of ActionAid International Sierra Leone. This qualitative case study examines how ActionAid International Sierra Leone (AAISL) engage in post-conflict settings to ensure children's rights to education are met. The report argues that AAISL fulfills a mixture of service delivery and 'rights-based' roles and that ActionAid International (AAI) needs to integrate service delivery in its international policy to improve accountability to donors and tax payers. AAISL is engaged in successful partnerships at international, national and local levels, but expanding government capacity to administer the private sector, stronger links with other INGOs and an international strategy that makes specific provision for post-conflict engagement would allow a more cohesive approach, better quality education and greater enrollment, particularly at post-primary levels. INEE: Special Rapporteur on the Right to Education, 2008 Report
Author: INEE Year: June 25, 2008
Special Rapporteur on the Right to Education 2008 Report on the Right to Education During Emergencies, Human Rights Council Resolution on the Right to Education, and the 2008 Committee on the Rights of the Child Day of General Discussion Inter-Agency Network for Education in Emergencies: Bi-Weekly Bulletin - June 2008, Volume 1
Author: INEE Year: June 2008
Inter-Agency Network for Education in Emergencies: Bi-Weekly Bulletin - June 2008, Volume 1 Addressing Gender Inequalities In & Through EiE, Post Crisis & Contexts of Fragility
Author: INEE Year: June 4, 2008
Inter-Agency Network for Education in Emergencies: Bi-Weekly Bulletin, May 2008 Volume 2
Author: INEE Year: May 2008
Education and Peace: Join the Global Debate: An invitation from Save the Children
Author: INEE Year: May 19, 2008
Jackie Kirk Commemorative Competition Winners - Listserv Message
Sent to the main INEE list 5 February 2010.
Consultation Opportunity: 2011 EFA Global Monitoring Report on Education and Violent Conflict
The 2011 Report will focus on the links between education and violent conflict.
INEE Adolescents and Youth Task Team Update November 2009
Author: INEE Year: 2009
Sent to the AYTT Membership 24 November 2009 INEE Adolescents and Youth Task Team Update September 2009
Author: INEE Year: 2009
Sent to the AYTT Membership 24 September 2009 INEE Adolescents and Youth Task Team Update May 2009
Author: INEE Year: 2009
Sent to the AYTT Membership 14 May 2009 INEE Adolescents and Youth Task Team Update February 2009
Author: INEE Year: 2009
Sent to the AYTT Membership 13 February 2009 INEE Adolescents and Youth Task Team Update January 2009
Author: INEE Year: 2009
Sent to the AYTT Membership 13 January 2009 Inclusive Education and Disability Task Team Update
Author: INEE Year: February 2010
Sent to the Inclusive Education and Disability Task Team Membership 03 February 2010 Children and the Sphere standard on mental and social aspects of health
Author: Jodi Morris, Mark van Ommeren, Myron Belfer, Shekhar Saxena and Benedetto Saraceno Year: 2007
This paper offers a child-focused review of the evidence for each of the interventions described as indicators for the Sphere standard on mental and social aspects of health. It suggests some, but limited, support for each of them. However, the evidence base needs substantial strengthening. Past horrors, present struggles
Author: Theresa S. Betancourt , Jessica Agnew-Blais, Stephen E. Gilman, David R. Williams, B. Heidi Ellis Year: 2009
Past horrors, present struggles: The role of stigma in the association between war experiences and psychosocial adjustment among former child soldiers in Sierra Leone. Upon returning to their communities, children formerly associated with armed forces and armed groups–commonly referred to as child soldiers–often confront significant community stigma. Two waves of data are used in this paper from the first prospective study of male and female former child soldiers in Sierra Leone. We examined the role of stigma (manifest in discrimination as well as lower levels of community and family acceptance) in the relationship between war-related experiences and psychosocial adjustment (depression, anxiety, hostility and adaptive behaviors). Former child soldiers differ from one another with regard to their post-war experiences, and these differences profoundly shape their psychosocial adjustment over time. High Hopes, Grim Reality: Reintegration and the Education of Former Child Soldiers in Sierra Leone
Author: Theresa S. Betancourt, Stephanie Simmons, Ivelina Borisova, Stephanie E. Brewer, Uzo Iweala, And Marie De La Soudiére Year: 2008
The complexity of providing education to former child soldiers in Sierra Leone and the potential challenges that may be associated with their return to school remain unexplored in the research. This study aims to fill this gap and presents the perspectives of former child soldiers in Sierra Leone, their caregivers, and community members speaking to the role of education in their psychosocial adjustment and community reintegration following the end of the civil war. Building an evidence base on mental health interventions for children affected by armed conflict
Author: Theresa S. Betancourt & Timothy Williams Year: 2008
This paper reviews what is currently known from research about the effectiveness of interventions to address mental health problems in children and adolescents affected by armed conflict. The focus will be on interventions delivered in conflict affected countries either during active humanitarian emergencies or during the post conflict period. The paper will draw from the author’s field experiences with research in the Russian Federation and in northern Uganda. Stressors, Supports And The Social Ecology Of Displacement
Author: Theresa Stichick Betancourt Year: 2005
Stressors, Supports And The Social Ecology Of Displacement: Psychosocial Dimensions Of An Emergency Education Program For Chechen Adolescents Displaced In Ingushetia, Russia. This study explored the psychosocial benefits of an emergency education intervention serving adolescents displaced by the war in Chechnya. It set out to describe key stressors and sources of social support available to youth served by the International Rescue Committee’s (IRC) emergency education program. UNESCO-IIEP Newsletter: Achieving Gender Equity
Author: UNESCO and International Institute for Educational Planning (IIEP) Year: January-April 2010
Gender equality needs to address the representation and the achievement of both boys and girls along the whole educational chain. The drive for gender equality has a long history and has passed many milestones in a centuries-long journey. Importantly, it was a focus in the 1948 United Nations Declaration of Human Rights. The articles in this newsletter contain much good news. They show considerable achievements over the decades, particularly in expanded access to education for females. This is evident at all levels of education, and in all parts of the world. At the same time, several articles in the Newsletter show unexpected reversals. At some levels of education, and in some parts of the world, the enrolments and achievements of males fall behind those of females. For the goal of gender equality, this situation is as problematic as the disadvantages faced by females. The obstacles faced by males in some societies also demand attention alongside those faced by females in other societies. This point again stresses the need for constant monitoring and alertness to the possible need for adjustments to policies and plans. Donor support for education in emergencies in the Consolidated Appeals Process
Author: Leah Campbell Year: 2009
Throughout the years, the education sector has struggled to receive acceptance in the humanitarian field, which traditionally limits humanitarian assistance to the provision of goods and services to aid the physical survival of the affected population. Yet despite the evidence of the important role education can play during emergencies, and despite growing acceptance of education as a part of humanitarian response, education remains one of the most under-funded sectors in the UN Consolidated Appeals Process (CAP). This study provides an analysis of current trends in donor policy and practice that have lead to the under-funding of education in the CAP. Using Kearns’ (1996) model of the standards of accountability as a tool for analysis, surveys were conducted with donors, resulting in the identification of both explicit and implicit factors influencing donor decisions to support education in emergencies inside the CAP. While certain assumptions regarding the under-funding of education were challenged, the study helps broaden the understanding of why education inside the CAP is under-funded, and increase the understanding of the important role implicit factors play in decision-making. Most importantly, the study points out that donors do not prioritize funding for CAP appeals, despite the recognition that the CAP provides the most recognized measurement of the most immediate humanitarian needs. This has significant effects on the education sector and requires immediate attention by both donors and education sector partners. AcknowledgementsRecently Added Resources
- INEE Minimum Standards case study template in Arabic
- Guidance Notes on Safer School Construction - Hindi Translation
- INEE Minimum Standards Training Update March 2010
- Educational consequences of loss and trauma
- Teachers Activity Book Matrix of Activities
- The Peace Education Programme (PEP) Evaluation
- Evaluation of JRS Peace Education Program in Uganda and South Sudan
- Getting Ready for a Future Without War
- INEE Organizational Chart, March 2010
- Inclusive Education and Disability Task Team Update
Resource Highlights
- Presentation: Outcomes of Child Centered Spaces: Research on Young Children in Northern Uganda
- Child Rights Fact Sheet: Occupied Palestinian Territories (Arabic)
- Enhancing the Provision of Quality and Equitable Education Programmes and Policies
- Consultation report MoE Saint Lucea Caribbean October 09, 2009
- Education in Emergencies: Theory and Practice
- The Refugee Experience: Psychosocial Training Manual, Volumes 1 and 2
- Knowledge on Fire: Attacks on Education in Afghanistan
- Enhancing Learning from Access to Success
- SAFE Access to Firewood and Alternative Energy in Humanitarian Settings Matrix
- The Peace Education Programme (PEP) Evaluation