To read the full minutes, please click here.

• Expert panelists Christie Vilsack and Carol Bellamy share reflections on the field of education in conflict-affected and fragile states;
• Official launch and overview of the education strategies and resources; and
• Opportunities to interact and network with regional education in emergencies actors.

In order to support promotional efforts around conflict sensitive education and the INEE Conflict Sensitive Education Pack, INEE has developed the following materials:

• Powerpoint on INEE CSE Pack
     Includes link to video on CSE
     Includes link to Prezi on the Guiding Principles
• Talking Points on INEE CSE Pack
• User Feedback Form available online and for downloading.  (Note: this can be to be completed before, during and/or after using the Pack)

The materials are available on the INEE website and the INEE Toolkit.

We encourage you to use these resources and share your experiences with us through the User Feedback Form!

• Any benefits of the slow progress in reducing the number of children out of school has not reached those living in conflict-affected countries: Half of all children out of school – 28.5 million – were living in countries affected by conflict in 2011 – an increase from 42% in 2008. The majority of these children are girls.

• 20 million out of school adolescents were living in countries affected by conflict in 2011, of which 11 million are female.

• The share of humanitarian aid to education is not only very small, but has even declined: Education receives only 1.4% of humanitarian aid, a reduction from 2.2% three years ago. In addition, these funds meet only just over a quarter of the amount needed, the largest gap registered for any sector, leaving a funding deficiency of $221 million.

• Protect education by criminalizing attacks on education, prohibiting the use of schools by armed groups, and working with schools and communities to adopt local measures to preserve schools as centers for learning.

• Cover the funding gap by increasing the current levels of humanitarian funding to education and progressively work towards reaching a minimum of 4 percent of global humanitarian funding.

To download the report, please click here.

This paper provides a summary of the literature review of 33 studies that were published between 2001 and 2012 on youth education in crisis- and conflict-affected settings.

First, it describes the unique situation of youth in crisis- and conflict-affected environments. It then discusses the role of education and youth engagement in these contexts. An analysis of the trends in the field to increase positive youth outcomes is also included.

Next, the paper presents a framework for investigating the impact of interventions focused on youth outcomes,as well as evidence from the research.

Lastly, areas in need of further investigation are identified in order to assist USAID Office of Education in setting priorities for future research and evaluation activities.

To download the full report, please click here.

Understanding and tackling violence that occurs outside of armed conflict settings is essential to improving the wellbeing of some of the world’s poorest communities. Whilst advances have been made in terms of designing policies that address violence in fragile or conflict-affected countries, progress has been slower in relation to dealing with violence happening outside of these settings.

New forms of violence, such as organised crime and political instability, often arise in states which have undergone rapid economic growth and social transformation. These forms of violence are difficult to address because they are part of the very structures and processes that drive and shape development.

 

This policy briefing asserts that current responses have often been unsuccessful and fresh approaches are required - which need to be driven by communities, civil society and young people, as well as the state and international donors. They must also be underpinned, the authors continue, by a better understanding of how violence affects the poor and what works in terms of interventions.

To download this policy briefing, please click here.

The 12th UKFIET International Conference on Education and Development provides an international platform to examine the research and the evidence that should inform the construction of education and development frameworks beyond 2015.

The conference invites delegates to:

• REFLECT upon the origins, evolution and effects of previous global education development movements;
• REVIEW accomplishments and challenges arising from the 1990-2015 era, and;
• RE-VISION education and development for the Post-2015 period.

In this conference, UNESCO-IIEP and INEE will hold a symposium entitled “Rebuilding resilience in a changing world: Conflict and crisis sensitive approaches to planning and programming for education systems”. Senior policy makers together with development partners will discuss how crisis-sensitive planning can be effectively integrated into education systems.

Session 1 of this conference focuses on policies and programming from South Sudan, Haiti and Palestine; Session 2 highlights current work from DFID, UNESCO-IIEP, UNICEF and INEE; and Session 3 brings the two panels together for deeper reflection and discussion through a guided debate.

 

For more information, please click here.