Education in crisis through to development: the gender implications
Commonwealth Ministers Reference Book - 2009 Education access for all
This article explores the issues of education as a fundamental human right and ensuring girls and boys have equal access to quality education. It also makes the case for gender-responsive education programming in order to ensure both the protection of the most vulnerable children and sustainable and equitable social and economic development.
Forced Migration Review - 2010 Education: critical to HIV prevention and mitigation
This article explains how despite the challenges and barriers experienced by displaced learners with disabilities and the evident need for further human and financial resources, inclusive education in crisis contexts is possible.
Forced Migration Review - 2010 Standards Put to the Test: Implementing the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction
This article explains how good-quality protective formal and non-formal education can provide the knowledge and skills for the prevention of HIV and protection from the impact of AIDS.
Humanitarian Practice Network Paper - 2007 Making Education a Priority in Emergencies
This paper presents education as an essential humanitarian activity and the INEE Minimum Standards as a tool for quality and accountability within those interventions. It draws upon the preliminary implementation experience of the Minimum Standards, particularly from case study evaluations carried out in Darfur, Uganda and Pakistan.
IASC Global Education Cluster - 2009 The Brightest Hope: Essays from Around the World on the Importance of Education in Times of Crisis
This resource emphasises the vital role of education in supporting children throughout and beyond an emergency and makes the case that education must be included in all humanitarian responses.
INEE - 2015 Frequently Asked Questions about INEE and the INEE Minimum Standards
This essay booklet, the product of the Education in Emergencies Essay Contest, was designed to increase awareness of the necessity and benefit of providing education in times of crisis, and to elevate the voices of those whose education has been affected by emergencies.
INEE - 2010 Introduction to the 2010 INEE Minimum Standards
This is a list of frequently asked questions about INEE and the INEE Minimum Standards.
INEE - 2010 Talking Points: Education in Emergencies, INEE and the INEE Minimum Standards
This is the introductory section of the 2010 edition of the INEE Minimum Standards Handbook. It provides background on the field of education in emergencies, an overview of the content found in the handbook (including what has changed from the original edition) and information about strategic linkages between the Minimum Standards and other coordination mechanisms.
INEE - 2010 INEE’s Minimum Standards as a Tool for Donors: Potential Uses, Challenges and Recommendations
This is a series of talking points about education in emergencies, the formation and structure of INEE, and the development and implementation of the INEE Minimum Standards.
Kirk, J. - 2006 Sphere and INEE Companionship: A Partnership to Promote Quality and Accountability in Humanitarian Response
Written for the CIDA-INEE Policy Roundtable in 2006, this brief presents practical ways in which donors can use the INEE Minimum Standards, addressing challenges such as the need for contextualisation; internal divisions within agencies; budget support/SWAPs strategies; limited awareness, limited capacity, and differing levels of institutionalisation; and general scepticism towards the standards.
The Sphere Project and INEE - 2010 Integrating Quality Education With Humanitarian Response For Humanitarian Accountability: The Sphere-INEE Companionship
This flyer acknowledges the partnership between the Sphere Project and INEE, and specifically includes the Sphere Project's recommendation that the INEE Minimum Standards be used as companion and complementing standards to the Humanitarian Charter and Minimum Standards in Disaster Response.
The Sphere Project and INEE - 2009 Education Transforms Lives
This Companionship Agreement between the Sphere Project and INEE recommends that the INEE Minimum Standards be used as companion and complementing standards to the Sphere Handbook, Humanitarian Charter and Minimum Standards in Disaster Response.
UNESCO - 2013
Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power. Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives.