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Resources Database
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).
Guia de Referencia de la INEE sobre Financiamiento Externo para la Educacion
Author: INEE Year: 2010
Esta Guía de referencia fue elaborada por el Grupo de Trabajo sobre Educación y Fragilidad de la INEE después de que especialistas en educación solicitaran una descripción fácilmente accesible de los distintos tipos de asistencia externa para la educación, en particular de acuerdo con las recomendaciones de los participantes de la Mesa Redonda de Política de la INEE 2008 sobre Financiación de la educación en Estados afectados por fragilidad. Su finalidad es permitir que las autoridades de los países de ingreso bajo, incluso aquellos en situaciones de fragilidad, comprendan mejor cómo los donantes pueden brindar asistencia a la educación, cómo funcionan los diversos mecanismos de financiamiento y por qué los donantes eligen uno u otro mecanismo de financiamiento para respaldar la educación. Además, se espera que esta herramienta ayude a incrementar entre las autoridades educativas el conocimiento de los tipos de asistencia externa que se utilizan para saldar brechas en el financiamiento interno de la educación en el terreno. Flood Resources compiled by the INEE Secretariat
Resources compiled for Pakistan flood listserv message on August 31, 2010.
INEE Regional Good Practice Tools-Education in Emergencies and INEE
Author: INEE Year: July 2010
Presentation at INEE Launch, Bangkok, 2010.Using the Minimum Standards: Attitudes, experiences and application
Author: INEE Year: 2010
Presentation at the INEE Launch, Bangkok 2010Introduction to Education in Emergencies through to recovery - Asia Pacific
Author: Derek Elias Year: July 2010
Presentation from INEE launch in Bangkok, 2010. Supporting Children in Conflicts and Emergency Situations
Author: Rita Muffarij Merhejj
Millions of children today are exposed to an accumulation of exceptional events characterized by violence and bloodshed caused by armed conflicts and wars in different parts of the world. Children's exposure to these events leads to a distortion in their physical, psychological and social development, as well as to the emergence of several psychological and behavioral disorders because the young child does not have the sufficient cognitive abilities to comprehend and process the traumatic experiences, nor the linguistic abilities which allow him/her to express his/her sufferings. Education and Training Initiatives at the Central Methodist Church Refugee House
Author: Peter Pausigere Year: 2010
Education and Training Initiatives at the Central Methodist Church Refugee House in Johannesburg, South Africa. Zimbabwean refugees and economic migrants at the Central Methodist Church Refugee House in central Johannesburg have successfully initiated effective learning and training programmes which resulted in the establishment of a School, early childhood, adult education and vocational training centres. Using the theoretical framework of the Community Based Approach (CBA) to emergency education the article explains how the weekly refugee and School Council meetings served as forums for important decisions that influenced the refugee education and training policies and curriculum guidelines. On the types and forms of refuge education, the author calls the refugee School’s modified Cambridge curriculum ‘Renewed education for repatriation’ and identifies the vocational and adult education training programmes as ‘Adjusted education for integration’ which allowed for adult refugees to integrate into the host country’s economic communities. The article concludes by exploring the challenges as well as identifying financial and social supporters of the refugee’s education and training programmes. Égalité des genres dans l’éducation et par l’éducation
Author: INEE Year: 2010
Égalité des genres dans l’éducation et par l’éducation: Guide de poche de l’INEE sur le genre. International Year of Youth - Share your experiences!
Author: INEE Year: 2010
Sent to the Main INEE Listserv 19 August 2010 INEE Gender Task Team Update August 2010
Author: INEE Year: 2010
Sent to the GTT Membership 20 August 2010 Joint Statement by Heads of UN Entities for the Launch of the International Year of Youth
Author: UN entities Year: 2010
12 August 2010 marks a crucial date for young people and societies around the world, and celebrated the launch of the International Year of Youth, under the theme Dialogue and Mutual Understanding. Twenty-five years ago, in 1985, the first International Youth Year was celebrated. The challenges for youth development that were identified during that year laid the foundation for the World Programme of Action for Youth, and its 15 priority areas still provide us with a useful guide to enhance the wellbeing of young women and men. While progress has been achieved in some of these areas, much remains to be done to ensure that all our youth become skilled, healthy and productive members of society. Action for Youth
Author: UN Year: 2010
The World Programme of Action for Youth (WPAY) provides a policy framework and practical guidelines for national action and international support to improve the situation of young people. It contains proposals for action, aiming at fostering conditions and mechanisms to promote improved well-being and livelihoods among young people. Educational Programming for Crisis-Affected Youth
Author: INEE - Adolescents and Youth Task Team Year: 2010
Educational Programming for Crisis-Affected Youth: A Review of the Literature. This literature review aims to contribute to building the evidence base to be able to effectively articulate and advocate for successful, quality education programming for all youth affected by crisis. Through a review of research, programmatic evaluations and case studies, this literature review highlights the impact of programmes reviewed and draws out salient themes, gaps and lessons learned within the field. Adolescents and Youth Task Team Update
Author: INEE Year: 2010
Sent to the AYTT Membership 13 August 2010 INEE Gender Task Team Update June 2010
Author: INEE Year: 2010
Sent to the GTT Membership 23 June 2010
The Status of Teacher Professional Development In Southern Sudan
Author: USAID, Martha Hewison Year: 2009
It is an opportune moment to conduct this study on teacher professional development in Southern Sudan as 2009 was declared the year of the teacher; “developing education through the judicious investment in teachers." Five areas have been identified through this study as key elements of teacher professional development in Southern Sudan: Policies and Legal Framework; Human Resources; Curriculum and Material Development; Physical Infrastructure and Other areas of education. All these areas need to be addressed to ensure Teacher professional development moves forward in Southern Sudan. The Fourth Pillar
Author: Martha Hewison Year: 2002
The Fourth Pillar - minimum standards in education in emergencies. In order for us to provide education that is relevant and appropriate to need, we have to be more accountable to the children we are trying to educate as well as to donors, governments and ourselves. Although standards have been introduced in other areas there are no standards set to meet the right to education. The Inter-Agency Network for Education in Emergencies has begun to develop minimum standards for education in emergencies. They are based on The Sphere Project minimum standards in disaster response. This dissertation considers whether standards are feasible and appropriate for education in emergencies and ultimately if they will make us more accountable enabling us to provide a better education to some of the most vulnerable children in the world. Early Childhood Education: Towards Sustainable Peace in Sri Lanka
Author: Claudia Gabriela Canales Gallardo Year: 2010
Early childhood education offers various intersectional points for integrating enriching education into a developmental framework. In Sri Lanka, the term “early childhood care and development” (ECCD) has been used when designing programmes that support children’s development, learning, health, nutrition and other features. Yet, in those categories, Peace Education has hardly been realized nor incorporated in a systematic way into peace building theory and practice. More specifically, Sri Lanka has largely overlooked the potential role of early childhood in contributing to the construction of sustainable peace. This thesis provides an understanding of how by incorporating early childhood education in its formal settings and implementing peace education within this stage, Sri Lanka’s endeavours to foster peace are more likely to have lasting positive effects in the society. 64/290: Le droit à l’éducation dans les situations d’urgence
Author: UN General Assembly Year: 2010
Le 9 juillet 2010, l'Assemblée générale des Nations Unies a adopté une résolution sur l'éducation en situations d'urgence intitulée Le droit à l'éducation dans les situations d'urgence (A/64/L.58). La résolution réaffirme que chacun doit jouir du droit à l'éducation. La résolution exhorte les États Membres à mettre en œuvre des stratégies et des politiques qui garantissent et appuient la réalisation du droit à l'éducation en tant qu'élément constitutif de l'aide et de l'action humanitaires, autant que leurs ressources le leur permettent, et avec l'appui de la communauté internationale, du système des Nations Unies, des donateurs, des organismes multilatéraux, du secteur privé, de la société civile et des organisations non gouvernementales. School Feeding: The MDGs and Girls’ Empowerment
Year: 2010
This report discusses the importance and the impact of school feeding programs on education and broader development, including the Millennium Development Goals. Promoting Quality Education for Orphans and Vulnerable Children
Year: 2010
As the number of orphans and vulnerable children grows, their communities become less and less capable of addressing all their basic needs, including their ability to go to school. The goal of this report was to document interventions taking place throughout Eastern and Southern Africa that show promise of helping young people achieve their educational goals. UNICEF Field Notes - Education in Conflict and Transition Contexts
Year: 2010
This Field Note outlines UNICEF’s role in providing education in conflictaffected contexts. It presents recent developments in this field and discusses lessons learned and good practice based on our experience. Through country case studies this publication illustrates some of the innovative approaches UNICEF is using to ensure that children have continued access to education during and after conflicts and crises. MDG Summit Draft Outcome Document
Author: United Nations Year: 2010
This draft outcome highlights the critical steps that must be taken to achieve the MDG goals by 2015. Page 11 highlights MDG 2 on primary education and page 12 highlights MDG 3 on gender parity in education.
Background on the Evaluation of UNICEF’s EEPCT Programme
UNICEF’s ‘EEPCT: Education in Emergencies and Post-Crisis Transition Programme’ began in 2006 as a 5-year, $201 million dollar partnership between UNICEF and the Dutch Government. Additional support for the EEPCT programme was provided through a contribution of €4 million from the European Commission (EC). Intended as a strategic intervention in support of the Millennium Development Goals and the Education for All movement, the EEPCT programme looks to help achieve these targets by increasing institutional capacity and providing direct programme support. EEPCT currently supports programming in 39 countries and territories , and global initiatives such as the Inter-Agency Education Clusters and the Inter-Agency Network for Education in Emergencies. The Columbia Group for Children in Adversity will be conducting a progress evaluation on implementation of the EEPCT programme to date.
FRANCOPHONE D’INFORMATIONS DE L’INEE
Author: INEE Year: 2009
Envoyé à la communauté francophone 4 août 2009 Comunidad Hispano Parlante de INEE: Actualización de Recursos en Español
Author: INEE Year: 2009
enviada a la comunidad hispano 16 julio 2009 Comunidad Hispano Parlante de INEE: Actualización de Recursos en Español
Author: INEE Year: 2009
enviada a la comunidad hispano 16 septiembre 2009 FRANCOPHONE D’INFORMATIONS DE L’INEE
Author: INEE Year: 2009
Envoyé à la communauté francophone 21 septembre 2009 FRANCOPHONE D’INFORMATIONS DE L’INEE
Author: INEE Year: 2009
Envoyé à la communauté francophone 16 novembre 2009 Comunidad Hispano Parlante de INEE: Actualización de Recursos en Español
Author: INEE Year: 2009
enviada a la comunidad hispano 21 noviembre 2009
Comunidad Hispano Parlante de INEE: Actualización de Recursos en Español
Author: INEE Year: 2010
enviada a la comunidad hispano 21 marzo 2010 Comunidade Lusófona da INEE : Ferramentas e recursos
Author: INEE Year: 2010
Enviado para a Comunidade de Língua Portuguesa 31 março 2010 Comunidade Lusófona da INEE : Ferramentas e recursos
Author: INEE Year: 2010
Enviado para a Comunidade de Língua Portuguesa 20 junho 2010 FRANCOPHONE D’INFORMATIONS DE L’INEE
Author: INEE Year: 2010
Envoyé à la communauté francophone 23 février 2010 FRANCOPHONE D’INFORMATIONS DE L’INEE
Author: INEE Year: 2010
Envoyé à la communauté francophone 12 mai 2010 FRANCOPHONE D’INFORMATIONS DE L’INEE
Author: INEE Year: 2010
Envoyé à la communauté francophone 23 juin 2010 FRANCOPHONE D’INFORMATIONS DE L’INEE
Author: INEE Year: 2010
Envoyé à la communauté francophone 20 juillet 2010 Barriers to Accessing Education in Conflict-Affected Fragile States
Author: Sarah Dryden-Peterson Year: 2010
The case study of DRC is part of a larger Save the Children Alliance research project on barriers to accessing primary education in conflict-affected fragile states. The overall project includes a comprehensive literature review, two field-based case studies, and a synthesis report. The project aims to identify evidence for the types of barriers to accessing education that exist in CAFS, how they function, and the kinds of policies and programs that might prove useful in promoting increased access to primary education.Recently Added Resources
- IASC Education Cluster update, August 2010
- Guia de Referencia de la INEE sobre Financiamiento Externo para la Educacion
- Flood Resources compiled by the INEE Secretariat
- INEE Regional Good Practice Tools-Education in Emergencies and INEE
- Using the Minimum Standards: Attitudes, experiences and application
- Introduction to Education in Emergencies through to recovery - Asia Pacific
- Supporting Children in Conflicts and Emergency Situations
- Education and Training Initiatives at the Central Methodist Church Refugee House
- Égalité des genres dans l’éducation et par l’éducation
- Progress Evaluaton of Back on Track1
Resource Highlights
- INEE Minimum Standards in Turkish
- INEE Minimum Standards in Action: 2008 Global Implementation and Use Report
- Report on School_Based Violence in West and Central Africa
- Life-skills for Adolescents
- Gender and Education in Emergencies
- INEE Education and Fragility Working Group Brief
- INEE Adolescents and Youth Task Team Update November 2009
- INEE Minimum Standards Update Consultative Workshop: Kenya/Somalia, 16 September 2009
- Global Education Cluster: Country Implementation
- Strategies pour les ONG