Additional vetted and organized resources can be found in the INEE Toolkit.
In this booklet, John Ozenham focuses on literacy and numeracy skills that enable people to capitalize better on knowledge of other subjects, to participate more in the social and political
In 2009, the world is faced with a dire economic situation. No one hesitates to call this situation a crisis, most governments have rushed to prioritise it, and, in response, wealthy
Today, 771 million adults worldwide are illiterate and approximately 103 million children are out of school. In Sub-Saharan Africa, 59.7% of the adult population was illiterate in 2004. The persistence of illiteracy is a
The objective of this document is to provide practical guidance to ministries of education and their partner agencies to support the application of EGRA.
In many countries of the world, large numbers of children start school, only to find their teachers are speaking to them in a language they don’t understand. In other
The concept of the TEP was developed by UNESCO-PEER (Programme for Education in Emergencies and Reconstruction), Nairobi. Norwegian Refugee Council was granted the right to develop and extend the Teacher
This manual has been developed as a guide for textbook writers. The guidelines are provided around some critical issues that need to be considered by textbook writers for the production
Given the opportunity and a method, a community will respond to caring for its needs and has within itself the resources to meet these needs This statement summarizes the founding
The LIFE mid-term evaluation conducted in 2010/11 has provided an excellent opportunity for bringing together all relevant stakeholders to collectively reflect on progress made by LIFE countries, on challenges in achieving
Education is power and language is the key to accessing that power. A child who thrives at school and develops self-esteem and pride will have better employment opportunities and is