Resources Database

INEE: Enhancing the Provision of Quality and Equitable Education Programmes and Policies

Education is critical for all children, but it is especially urgent for the tens of millions of children affected by emergencies, whether caused by man or natural disasters. Armed conflict and natural disasters can significantly damage educational efforts and deny learners the transformative effects of quality education. In emergency situations, quality education provides physical, psychosocial and cognitive protection, which can sustain lives and even save them.

INEE Minimum Standards case study template in Arabic

Guidance Notes on Safer School Construction - Hindi Translation

INEE Minimum Standards Training Update March 2010

Sent to the INEE Main Listserv 4 March 2010

Educational consequences of loss and trauma

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…

Teachers Activity Book Matrix of Activities

The Peace Education Programme (PEP) Evaluation

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

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…

Getting Ready for a Future Without War

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…

INEE Organizational Chart, March 2010

Inclusive Education and Disability Task Team Update

Sent to the Inclusive Education and Disability Task Team Membership 3 November 2009

INEE Minimum Standards Training Evaluation Form

INEE Gender Task Team Updates March 2010

Sent to the GTT Membership 1 March 2010

Gender Response for the Haiti Earthquake

Newsletter Update and Relevant Resources from InterAction

Protecting Education from Attack: A State-of-the-Art Review

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

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…

Adolescent and Youth Task Team Update

Youth Exclusion in Yemen: Tackling the Twin Deficits of Human Development and Natural Resources

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

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

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.