Tools in Other Languages
Resources in Arabic




   Guidance Notes on Teacher Compensation: User's Guide and Feedback Form

This document contains a user’s guide to the Guidance Notes on Teacher Compensation and a feedback form that can be submitted to INEE.

   Contextualized INEE Minimum Standards: Lebanon-ARABIC
INEE 2014
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualized to each individual setting. The following is a sample of contextualized INEE Minimum Standards from Lebanon in 2014.

   EiE Training Module 1 - The Rationale for Education in Emergencies- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 8 - Links Between Education and Other Sectors- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   Noteworthy Practices: Early Childhood Development in Emergencies
UNICEF 2012
This document presents practices of note from the Philippines, Kyrgyzstan, and Swaziland with examples from practitioners who have worked with young children and are now well placed to share lessons learned, challenges, and success stories with others working in disaster risk reduction and emergency planning and response.

   A Distinction with a Difference: Conflict Sensitivity and Peacebuilding
Woodrow, Peter, and Chigas, Diana 2009
Are peacebuilding and conflict sensitivity the same thing? Different but related? Completely separate? Increasingly, practitioners and policy makers give different—and often opposing—answers to these simple questions. Experience shows that conflating the two concepts or treating them as entirely distinct and unrelated, results in poorly conceived programming and reduces effectiveness. This article examines the damage done by this conceptual confusion, and proposes some ways to distinguish peacebuilding and conflict sensitivity that, evidence suggests, may lead to more effective peacebuilding and conflict sensitive practice.

   Additional Resources (for either 90 Minute or 2-day) ARABIC
INEE 2014
These additional resources support the INEE Conflict Sensitive Education Training. These resources include answers to frequently asked questions, training evaluation form, certificate of participation, post-training follow-up email to participants, a template host agency 'thank you' letter as well as guidance on the steps necessary to contextualize the materials.

   Arabic: Child Friendly Schools Manual
UNICEF 2009
This tool gives a comprehensive overview of the need, approach, activities and benefits of Child Friendly Schools. Diagrams are included to illustrate the use of spaces and classroom arrangement. Easy to read matrices and text make this tool easy to use for staff of different levels and responsibilities.

   Arabic: Child Friendly Schools Manual Chapter 2: Dynamics of theory in practice
UNICEF 2009
This Chapter was extracted from UNICEF's Child-Friendly Schools Manual. The content herein explores various options for implementing child friendly schools models, balancing considerations of theory (ideology, concepts and principles) and practice (practicalities such as resources, capacities and opportunities). This can be geared towards the planning process and also in development of policy to promote systematic mainstreaming of child-friendly schools into education systems.

   Arabic: Child Friendly Schools Manual Chapter 3: Location, design and construction
UNICEF 2009
This chapter has been extracted from UNICEF's 2009 Child Friendly Schools Manual. The content within the chapter examines the planning and design of new spaces and environments for child-friendly schools and lays out guidance for improving existing structures.

   Arabic: Child Friendly Schools Manual Chapter 5: Schools as protective environments
UNICEF 2009
This chapter has been extracted from UNICEF's 2009 Child Friendly Schools Manual. It examines protection and safety issues that must be taken into consideration while planning and creating child friendly schools. The content of this chapter guides the reader through identifying risks, subsequent school interventions and related costs.

   Arabic: Child Friendly Schools Manual Chapter 8: Monitoring and evaluation
UNICEF 2009
This Chapter was extracted from UNICEF's Child-Friendly Schools Manual. The content of this chapter guides the reader through mainstreaming monitoring and evaluation throughout the design and implementation of child friendly school models. Ideas are also put forth on encouraging teachers to act as reflective practitioners as well as focusing the monitoring and evaluation process on the learner.

   Arabic: Dakar Framework for Action - Education for All: Meeting Our Collective Commitments
UNESCO 2000
The Dakar Framework for Action - Education for All: Meeting our Collective Commitments demonstrates a global commitment to achieving Education for All by 2015. Six Goals are articulated in the document.

   Arabic: Early Childhood Development Kit: A Treasure Box of Activities
UNICEF
This kit contains numerous activities for caregivers to use with children who are caught in conflicts and emergencies (ages 0-6 years). These activities were carefully designed to help develop skills for thinking, speaking, feeling and interacting with others. In theory, this kit would come with many toys and tools. However, using this resource can help give caregivers ideas for activities that they can implement with or without the exact materials that are being referred to.

   Arabic: EDUCAIDS Framework for Action
UNESCO 2008
This resource outlines five essential components of comprehensive education sector responses to HIV and AIDS implementation support available through the EDUCAIDS initiative. It is part of the EDUCAIDS Resource Pack, which is designed to support ministries of education and other stakeholders at the country level responsible for developing and implementing policies, determining resource allocations, and implementing programmes for education and HIV and AIDS.

   Arabic: EDUCAIDS Overviews of Practical Resources
UNESCO 2008
This resource provides guidance on the technical and operational aspects of the response. Each Overview is introduced by a resource summary list and is followed by a two-page analysis of the included resources identifying crucial resource gaps, needs for further research, and additional online resources. It is part of the EDUCAIDS Resource Pack, which is designed to support ministries of education and other stakeholders at the country level responsible for developing and implementing policies, determining resource allocations, and implementing programmes for education and HIV and AIDS.

   Arabic: EDUCAIDS Technical Briefs
UNESCO 2008
This resources includes two-page summaries of key issues related to a comprehensive education sector response. Each brief can be used as a stand-alone reference, and together they offer comprehensive and flexible guidelines on the continuum of activities required to respond to the epidemic at the country level. It is part of the EDUCAIDS Resource Pack, which is designed to support ministries of education and other stakeholders at the country level responsible for developing and implementing policies, determining resource allocations, and implementing programmes for education and HIV and AIDS.

   Arabic: Educational Responses to HIV and AIDS for Refugees and Internally Displaced Persons: Discussion Paper for Decision-Makers
UNESCO and UNHCR 2007
This paper focuses on the education sector's responses to HIV/AIDS regarding prevention, treatment, care, and support needs of refugees and internally displaced persons. It is intended for policy-makers and implementers in ministries of education, civil society organisations, and donor and development agencies involved in emergency, reconstruction, and development responses. A tool specifying the Key Components of Educational Responses to HIV and AIDS for Refugees and IDPS can be found on pp. 16-24.

   Arabic: Guidelines for Gender-based Violence Interventions in Humanitarian Settings: Focusing on Prevention of and Response to Sexual Violence in Emer
IASC Task Force on Gender and Humanitarian Assistance 2005
This tool is to be used by field actors in establishing a multisectoral and coordinated approach to gender based violence programming in emergencies.

   Arabic: IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
IASC 2007
The Inter-Agency Standing Committee (IASC) Guidelines enable humanitarian actors to plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve people's mental health and psychosocial well-being in the midst of an emergency. Action Sheet 7.1 focuses on Education and articulates key actions and immediate steps for minimum response in providing and strengthening access to safe and supportive education.

   Arabic: INEE Brochure
INEE 2009
This brochure includes background information on INEE and provides instructions on how to join the network.

   Arabic: INEE Pocket Guide to Gender
INEE 2011
This guide is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery and complements the INEE Minimum Standards for Education and the IASC Gender Handbook. It outlines principles for a gender-responsive approach to education programming, and provides responses to some of the most common misconceptions and arguments against gender mainstreaming. The guide also gives a series of concrete strategies and actions for putting gender equality into practice in across all domains of education programming.

   Arabic: Original INEE Training Package
INEE
Since the launching of the INEE Minimum Standards, Training of Trainers has been conducted in all regions. The original INEE Minimum Standards training was developed in English and was used in the following regional trainings: North America, Europe, Anglophone Africa, South Asia and Southeast Asia. The training package includes a Facilitator's Training Guide, a Workbook for Participants, a series of PowerPoint presentations, and a Training Note with guidance for those considering making adaptations to the INEE Training Materials.

   Arabic: Rome Statute of the International Criminal Court (1998)

The Rome Statute of the International Criminal Court is the treaty that established the International Criminal Court . In addition, the treaty establishes the court's functions, jurisdiction and structure.

   Arabic: Starting My Own Small Business
UNESCO 2006
This tool is a prototype modular training package in entrepreneurship to provide supplementary information to youth in TVET programs. It helps youth understand business, develop skills, mobilise resources and branch out on their own.

   Arabic: Teaching Human Rights - Practical activities for primary and secondary schools
OHCHR, UN 2003
This tool contains activities on human rights for the classroom and is aimed at NGOs, UN, MOE, Teacher Training Instritutes and teachers. It provides guidance on appropriate programmes and approaches by age/grade level on pp. 9-10.

   Arabic: Technical and Vocational Education and Training for the Twenty-First Century
UNESCO and ILO 2002
This tool contains formal recommendations from two leading agencies focusing on youth and TVET. The document highlights the importance of providing opportunities for all youth, especially those who have fallen or are outside of formal education systems. The document raises intersections and the importance of linking education and training to prepare youth to be actively engaged in social and economic communities.

   Arabic: Thinking and Building Peace Through Innovative Textbook Design
Georgescu, D. and Bernard, J., UNESCO 2007
This report provides INGOs, NGOs, policy makers, MOEs and curriculum writers with recommendations and guidelines on creating textbooks that promote peace education. Pages 21-24 are most relevant in terms of recommendations.

   Arabic: Women, Girls, Boys and Men: Different Needs - Equal Opportunities
IASC 2006
This handbook targets field practitioners responding to humanitarian emergencies that result from conflict or natural hazards. In particular, sector/cluster actors are offered practical guidance on identifying and addressing the differing needs and situations of women, girls, boys, and men. A section on Gender and education can be found on pp. 49-55 including a brief section on Teaching and Learning and a checklist for assessing gender equality programming in the education sector.

   Arabic: Women, Girls, Boys and Men: Different Needs-Equal Opportunities
IASC 2006
This handbook targets field practitioners responding to humanitarian emergencies that result from conflict or natural hazards. In particular, sector/cluster actors are offered practical guidance on identifying and addressing the differing needs and situations of women, girls, boys, and men. A section on gender and education can be found on pp. 49-55 including a brief section on Teaching and Learning and a checklist for assessing gender equality programming in the education sector.

   Child Friendly Schools Manual Chapter 6: Learners, teachers and school managers
UNICEF 2009
This chapter has been extracted from UNICEF's 2009 Child Friendly Schools Manual. The content provides concrete guidance on how teachers must behave and be supported from their superiors in order to create and maintain child friendly learning environments within their classrooms. This is also useful to those planning trainings for teachers on child friendly models.

   Child Friendly Spaces Manual
Save the Children 2008
Child Friendly Spaces, one of Save the Children’s emergency interventions, provide children with protected environments in which they participate in organized activities to play, socialize, learn, and express themselves during the recovery process after a disaster or other emergency. Such spaces also provide children’s parents or guardians with potentially valuable information through the usage of message boards, as well as providing them with the opportunity to have a safe space for their children while they go about the business of rebuilding their lives. The purpose of this manual is for you to learn how to establish a Child Friendly Space as well as become more familiar with the Save the Children Child Friendly Spaces in Emergencies Handbook (October 2008). This Handbook is a valuable reference that guides Save the Children emergency response personnel and implementing partners in the rapid implementation of effective Child Friendly Spaces for children.

   Common Inter-Agency Framework for Conflict Analysis in Transition
UNDG 2004
As part of the follow-up from the Joint UNDG-ECHA Working Group on Transition, the Implementation Plan calls for the creation of a framework for a common contextual analysis for the causes of conflict, which will help base program planning on a common framework of analysis that clearly identifies key elements of peace building. In this sense, this document acts as a transitional strategy of the UN for countries emerging from violent conflict should be based upon a standardised inter-agency methodology for conflict analysis, which will help understand and overcome the structures that lead to violent conflict in the first place and promote a coherent and integrated response.

   Concept Note: Journal on Education in Emergencies
INEE 2013
This concept note outlines a proposal for the establishment of a Journal on Education in Emergencies (EiE).

   Concepts and Dilemmas of State Building in Fragile Situations: From Fragility to Resilience
OECD-DAC 2008
The central contention of this paper is that fragility arises primarily from weaknesses in the dynamic political process through which citizens’ expectations of the state and state expectations of citizens are reconciled and brought into equilibrium with the state’s capacity to deliver services. Reaching equilibrium in this negotiation over the social contract is the critical if not sole determinant of resilience, and disequilibrium the determinant of fragility.

   Conflict Analysis and Response Definition: Abridged Methodology
West Africa Network for Peacebuilding/ Forum on Early Warning and Early Response 2001
The objective of this abridged methodology is to provide the analytical and action framework needed to plan preliminary responses to early warning. Through an assessment of conflict and peace indicators, as well as stakeholders, preliminary trends and scenarios can be drawn, and entry points for action identified. The analytical assumption is that: (a) conflict trends – (b) peace trends +/- (c) stakeholder trends = overall trends. On this basis, responses to conflict and peace developments, as well as stakeholder actions can be defined.

   Conflict-Sensitive Planning
International Alert, London
To help ensure that project / program planning and implementation is conflict-sensitive, by incorporating conflict analysis into needs assessments and conflict sensitive design and planning. The module will help the reader to: identify the wider impact of planned activities on factors relevant to conflict; ensure conflict is fully understood and linked to the needs assessment process; and ensure the needs assessment process is, in and of itself, sensitive to conflict.

   Contextualisation Package
INEE 2015
If you are planning to undergo a contextualisation process, please refer to the following tools in the Contextualisation Package for guidance through the process. The following tools in this package are available in English, French and Spanish: the Contextualization Template and Sample Logframe.

   Contextualised INEE Minimum Standards: occupied Palestinian territory
INEE and the occupied Palestinian territory Education Cluster 2014
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from occupied Palestinian territory in 2013.

   Contextualized INEE Minimum Standards: Jordan-ARABIC
INEE 2015
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualized to each individual setting. The following is a sample of contextualized INEE Minimum Standards from Jordan in 2015.

   Desk Study: Education and Fragility
Barakat, B., Karpinska, Z., Paulson, J. 2008
The purpose of this desk study is to provide a discussion document on education and fragility for the INEE Working Group on Education and Fragility. The central question that the study addresses is: How can provision of quality education mitigate fragility and contribute to peace building, peace dividends, state building, the resilience of institutions and state stabilization?
To date, evaluations and research on education and different aspects of fragility have focused on how the former suffers under the latter. From a rights-based perspective, the conclusions derived from this focus provide sufficient reason for educational interventions and investments in situations of fragility. Nevertheless, advocacy for investments in education in fragile states can only benefit from the argument that education can, in fact, mitigate fragility. The purpose of this study is therefore to survey the evidence and data available on the effects of education on fragility.

   Developing Capacity for Conflict Analysis and Early Response: A training manual
UN DESA 2008
This is a qualitative conflict analysis and early response-training manual. It has emerged from the thinking and experiences of conflict analysis experts worldwide, incorporating views from Africa, Asia, South America, Europe and North America. This manual provides facilitators with a step-by-step guide for building capacity for conflict analysis and early response. It covers a five-day intensive training workshop. The manual includes detailed session plans, handouts and materials needed to facilitate the training. The structure and materials should be used as a guide and a resource for developing capacity in this field. The participants needs and experience as well as the training context will determine how the manual may be adapted and facilitated.

   Education and Fragility: an Assessment Tool
USAID 2006
Through research and consultation, a new paradigm for education has emerged that addresses the risks of conflict and the need to mitigate them. This paradigm is framed around three key questions: How does fragility affect education? How does education contribute to fragility? How can education mitigate the sources of fragility and support resiliency? The assessment tool assists in answering these key questions through a series of thematic tables organized around general and specific root causes of fragility and their relationship to education. Each table looks at the links between patterns of fragility and access, quality, relevance, equity and management.

   Education for Peace: Building Peace and Transforming Armed Conflict Through Education Systems
Save the Children 2008
This study demonstrates that formal education systems have a vital role to play in building peace in countries affected by armed conflict. Fieldwork conducted in three countries – Guatemala, Nepal, and Liberia – highlights a number of ways in which education is contributing to building the conditions for long-term, positive peace in those countries. The analysis of the report centers around four conflict-transforming concepts that mediate the relationship between education and peace.

   Education in Fragile States: Capturing Lessons and Identifying Good Practice
OECD Development Assistance Committee Fragile States Group 2006
Poor access to education and gender inequalities are common in states experiencing conflict or emerging from conflict. This paper, prepared for the OECD Development Assistance Committee (DAC) Fragile States Group, looks at how development assistance in fragile states can enhance access to education for the poor and vulnerable, improve governance and increase aid effectiveness. It recommends strengthening the evidence base, principles, monitoring and evaluation and co-ordination of work in this area. The DAC categorizes fragile states as those experiencing deterioration, arrested development, post-conflict transition or early recovery. Turnaround is understood as the durable cessation of conflict, sustained economic growth and improvements in human development indicators.

   EiE Training Module 0 - Guidance and Time Tabling- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 10 - Early Recovery and Transition
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 11 - Advocacy and Policy- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 12 - Risk Reduction ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 13 - Teaching and Learning
INEE 2011
Arabic

   EiE Training Module 13 - Teaching and Learning- ARABIC
INEE 2012
The EiE harmonized training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages. The materials include 17 modules with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. To review and download supplementary activities, a 30-minute version of the module and a 120-minute version of the module, visit www.ineesite.org/training. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 14 - Human Rights and Accountability- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 15 - Inclusive Education- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 16 - Gender Responsive Education- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 17 - Adolescents and Youth Programming in Education in Emergencies- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 19 - Early Childhood Development in Emergencies- ARABIC
INEE 2016
This training material covers Early Childhood Development (ECD) in Emergency as part of the pilot of INEE ECD training materials. At the end of this session, participants will better be able to: describe what is Early Childhood Development in emergencies (ECDiE); explain the rationale for ECDiE; describe some key program components of ECDiE; and explain potential partnerships in ECDiE.

   EiE Training Module 2 - INEE Minimum Standards Framework- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 3 - Technical Compontents ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 4 - Education in Emergencies Coordination- AR
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 5 - Action Planning and Follow-Up- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 6 - Assessment- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 7 - Programme Design, Monitoring and Evaluation- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   EiE Training Module 9 - Contingency Planning- ARABIC
INEE 2016
This training module is part of the INEE-Education Cluster Education in Emergencies harmonized training package. The EiE training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.The materials include 20 modules each with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

   Fast Track Initiative (FTI) Support to Fragile Situations: Progressive Framework
FTI Secretariat 2008
The goal of the FTI framework is to expand support for education in fragile states to make progress towards achievement of the Millennium Development Goals while increasing states’ commitment and capacity to provide Education for All. This framework is a tool to facilitate development of an interim education strategy involving education authorities (and de facto authorities in regions not under government control) and development agencies (multi-lateral, bi-lateral and NGOs in any countries or areas) committed to supporting and developing local, regional and national education services and systems at risk of, or in the midst of increased fragility.

   Global Trends for Education to Support Stability and Resilience: Research, Programming and Finance
USAID 2009

The author describes the evolution of USAID's education framework for programming in fragile and conflict countries. It casts education in the forefront of programming priorities as a response to the risks or the reality of conflict in countries affected by potential or actual unrest. The framework revolves around three main questions: How does education contribute to fragility? How does fragility affect education? How can education mitigate fragility and promote stability?
The Education and Fragility Framework positions education at the center of four key areas of influence related to economic, governance, security and social domains. Education is viewed within the context of specific root causes of fragility or conflict such as organized violence, corruption, exclusion and elitism, transitional dynamics, insufficient capacity and public disengagement.

   Guidance for Gender-Based Violence Interventions in Humanitarian Settings
IASC 2005
Ensuring that girls can go to school in protective learning environments in emergency situations may help to protect them from sexual violence and other abuses. This section of the document focuses on education, specifically minimum prevention and response interventions. It includes sections on ensuring access to safe education, including action sheets and reference materials.

   Guidance Note on Conflict Sensitive Education
INEE 2013
The Guidance Note offers strategies for developing and implementing conflict sensitive education programs and policies. Building upon the INEE Minimum Standards, the Guidance Note offers guidance on conflict sensitive education design and delivery at all levels and in all types and phases of conflict. It is a useful tool for practitioners, policy-makers and researchers working in conflict-affected and fragile contexts.

   Guidance Note on Conflict Sensitive Education- FR
INEE 2013

   Guidance Notes on Teaching and Learning User's Guide (Arabic)
INEE 2011
The User's Guide allows practitioners to adapt and contextualize the good practices incorporated within the Guidance Notes on Teaching and Learning on critical issues related to curricula adaptation and development; teacher training, professional development and support; instruction and learning processes; and the assessment of learning outcomes.

   Handbook on Multi-grade Teaching for Basic Education in Afghanistan (Arabic only)
UNESCO/Solidarite Afghanistan Belgium 1996
This tool provides guidance to teachers and training on teaching multi-grade classrooms.

   How to Guide to Conflict Sensitivity
Conflict Sensitivity Consortium 2011
The Conflict Sensitivity Consortium has placed a heavy emphasis on testing practical approaches to effective conflict sensitivity, learning from experience and carefully documenting identified best practices. This approach has culminated in the production of this How to Guide to Conflict Sensitivity. This Guide draws upon Consortium experience to illustrate real examples of applying conflict sensitivity. It aims to provide practical advice suitable for anyone aiming to improve conflict sensitivity, whether in the field of development, humanitarian aid or peacebuilding work. It aims to provide user-friendly information for people who are focusing at project or at organisation-wide level, whether aiming for best practice or just starting out on the journey towards conflict sensitivity.

   Implementation Tools in Arabic
INEE 2010
This document lists all of the implementation tools available in Arabic in the INEE Toolkit.

   INEE Conflict Sensitive Education Training 8 modules 2-day ARABIC
INEE 2014
This extended 2-day training includes 8 modules and is based on the INEE Conflict Sensitive Education Pack created to support the integration of conflict sensitivity in education programs and policies. The training package includes a PowerPoint presentation, activity handouts and facilitator's guide for each module. Topics explored include conflict analysis, interaction between program parameters and conflict and conflict sensitive strategies for each of the 5 domains of the INEE Minimum Standards.
The CSE Pack is required for the training and is not included in this download package. The CSE Pack may be downloaded from http://toolkit.ineesite.org/toolkit/Toolkit?PostID=1148 or the high resolution printable files may be requested from MStraining@ineesite.org.

   INEE Conflict Sensitive Education Training Module 90 Minute-ARABIC
INEE 2014
This 90-minute training module is based on the INEE Conflict Sensitive Education Pack created to support the integration of conflict sensitivity in education policies and programs. This module includes a PowerPoint presentation, activity handouts, facilitator's guide and Activity 2 strategy strips.
The CSE Pack is required for the training and is not included in this download package. The CSE Pack may be downloaded from http://toolkit.ineesite.org/toolkit/Toolkit?PostID=1148 or the high resolution printable files may be requested from MStraining@ineesite.org.

   INEE CSE Pack-Arabic
INEE 2013
INEE has developed a Conflict Sensitive Education Pack to support the integration of conflict sensitivity in education policies and programs. The Pack contains: Guidance Note on Conflict Sensitive Education, Reflection Tool for Designing and Implementing Conflict Sensitive Education Programs in Conflict-Affected and Fragile Contexts, and INEE Guiding Principles on Integrating Conflict Sensitivity in Education.

   INEE Education in Emergencies Terminology List - Arabic
INEE 2014
This terminology list includes common Education in Emergencies- related terms and their translation into Arabic. This list has been developed, translated and reviewed by INEE members including experts and professionals in the field of Education in Emergencies throughout the Arab region to ensure accuracy, clarity and comprehensibility. To share questions and comments on this list please email arabic@ineesite.org.

   INEE Guidance Notes on Safer School Construction - Arabic
INEE 2013

   INEE Guidance Notes on Teacher Compensation - Arabic
INEE
These Guidance Notes address a critical challenge to quality education by providing a framework for discussing the complex issues surrounding the compensation of teachers based on lessons learned from practice around the world. The Guidance Notes are organised around and provide guidance on the following three themes: Policy and Coordination of Teacher Compensation; Management and Financial Aspects of Teacher Compensation; and Teachers’ Motivation, Support and Supervision as Forms of Non-Monetary Teacher Compensation.

   INEE Guidance Notes on Teaching and Learning - Arabic
INEE
This publication articulate good practice on critical issues related to curricula adaptation and development; teacher training, professional development and support; instruction and learning processes; and the assessment of learning outcomes. The Guidance Notes can be adapted to the local context and used by government ministries, staff of NGOs, donors, teacher training institutions and the teaching community.

   INEE Guiding Principles on Integrating Conflict Sensitivity in Education

Arabic Document

   INEE Minimum Standards Arabic Update - Draft July 2014
INEE 2014
With a 35+ member review group, INEE continues to develop the Arabic Update of the INEE Minimum Standards. Here the most current draft as of July 2014.

   INEE Minimum Standards Handbook 2004 - Bahasa Indonesia
INEE 2004
This Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals – children, youth and adults – have a right to education. The aim of the Handbook is 1) to enhance the quality of educational preparedness, response and recovery; 2) to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and 3) to ensure accountability and strong coordination in the provision of education in emergencies through to recovery. The Handbook was originally developed in 2004 and updated in 2010.

   INEE Minimum Standards Handbook 2004 - Bangla
INEE 2004
This Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals – children, youth and adults – have a right to education. The aim of the Handbook is 1) to enhance the quality of educational preparedness, response and recovery; 2) to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and 3) to ensure accountability and strong coordination in the provision of education in emergencies through to recovery. The Handbook was originally developed in 2004 and updated in 2010.

   INEE Minimum Standards Handbook 2010 - Arabic
INEE 2010
This Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals – children, youth and adults – have a right to education. The aim of the Handbook is 1) to enhance the quality of educational preparedness, response and recovery; 2) to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and 3) to ensure accountability and strong coordination in the provision of education in emergencies through to recovery. The Handbook was originally developed in 2004 and updated in 2010.

   INEE Minimum Standards Map - Arabic


   INEE Minimum Standards Map (Arabic)
INEE 2010
This is a graphic representation of the content of the 2010 edition of the INEE Minimum Standards.

   INEE Minimum Standards Poster
INEE 2011
This poster, developed by multiple INEE partner organizations on behalf of the INEE Working Group on Minimum Standards, can be used as a promotional tool for the INEE Minimum Standards.

   INEE Minimum Standards Poster - Arabic


   INEE Minimum Standards Poster (Arabic)
INEE 2011
This poster, developed by multiple INEE partner organizations on behalf of the INEE Working Group on Minimum Standards, can be used as a promotional tool for the INEE Minimum Standards.

   INEE Minimum Standards Reference Tool (Arabic)
INEE 2011
This document is an updated quick reference tool to accompany and complement the INEE Minimum Standards Handbook.

   INEE Minimum Standards Reference Tool - Arabic
INEE 2011

   INEE Pocket Guide to Gender - Arabic
INEE
This guide is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery and complements the INEE Minimum Standards and the IASC Gender Handbook. It outlines principles for a gender-responsive approach to education programming, and provides responses to some of the most common misconceptions and arguments against gender mainstreaming. The guide also gives a series of concrete strategies and actions for putting gender equality into practice in and across all domains of education programming.

   INEE Pocket Guide to Gender Case Study: Implementation of an integrated education and child protection project in Masisi territory, DRC
INEE 2013
This case study describes the use of the INEE Pocket Guide to Gender (PGG) by Save the Children in implementing an integrated education and child protection SIDA- funded project in Masisi territory to address the needs of children and the local communities. The case study provides great detail on the application, challenges and outcomes of the project.


   INEE Pocket Guide to Gender Case Study: Response to gender-based violence in Liberia
INEE 2013
This case study describes the use of the INEE Pocket Guide to Gender (PGG) in serving as a reference tool while developing survey instruments and informing the training of data collectors in planning and conducting a rapid joint education needs assessment in collaboration with child protection in Liberia. The Education Sector group was able to use the needs assessment to provide an evidence-base for response planning, prioritization and advocacy. This case study also outlines challenges of the implementation of this project.

   INEE Pocket Guide to Gender Case Study: Workshop on girls education in East Africa
INEE 2013
This case study describes the use of the INEE Pocket Guide to Gender (PGG) by UNHCR as a resource at a workshop on girls education in an effort to promote girls’ education through gender equality. The workshop consisted of participants from Burundi, Chad, DRC and Rwanda. In a session on “Managing Girls Education in Conflict and Emergency situations” participants used the tool kit to develop gender responsive country joint action plans for promoting girls education in displacement situations.

   INEE Pocket Guide to Inclusive Education - Arabic
INEE
This guide is aimed at anyone working to provide, manage or support education services in emergencies and complements the INEE Minimum Standards. It outlines useful principles for an inclusive education approach in emergencies and provides advice for planning, implementing and monitoring. The guide also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses.

   INEE Reference Guide on External Education Financing - Arabic
INEE
This guide’s purpose is to enable national decision-makers in low-income countries, including those in fragile situations, to better understand the ways in which donors provide education assistance, how various funding mechanisms work and why donors choose one funding mechanism over another to support education. In addition, it is hoped that this publication will help increase education policy-makers’ awareness of the types of external assistance used to fill gaps in domestic education funding at the field level.

   INEE Strategic Plan 2015-2017 - Arabic
INEE 2015
This Strategic Plan sets out the vision, strategic goals and core initiatives that guided the work of the Inter-Agency Network for Education in Emergencies (INEE) during 2015-2017. This document was developed in 2015 in a three-stage consultative process involving the INEE Steering Group, INEE Working Group on Minimum Standards and Network Tools, representatives from the broader INEE membership, INEE Secretariat, as well as key external (non-member) stakeholders.

   INEE Tools Brochure - Arabic
2015
This brochure lists the various good practice tools and resources developed by INEE to support Education in Emergencies advocacy, capacity development, programme design, implementation, and monitoring and evaluation. The tools can be used in all phases: prevention, preparedness, response, recovery and development.

   Integrating conflict and disaster risk reduction into education sector planning
IIEP 2011
Identifying educational priorities and developing a long-term education vision is a difficult exercise for any country. Education ministries in these countries often lack the human and financial capacity to cope with the additional burden placed on the system by a crisis. To enhance this capacity, sector-planning processes need to support preparedness and response interventions that account for predictable, recurrent emergencies, as well as sudden-onset disasters or conflicts. Likewise, prevention strategies can reduce the risk of conflict and disaster and make countries and/or regions less vulnerable.

   Interagency Conflict Assessment Framework
USAID 2008
A first step toward a more effective and coordinated response to help states prevent, mitigate and recover from violent conflict is the development of shared understand¬ing among USG agencies about the sources of violent conflict or civil strife. Achieving this shared understanding of the dynamics of a particular crisis requires both a joint interagency process for conducting the assessment and a common conceptual framework to guide the collection and analysis of information. The Interagency Conflict Assessment Framework (ICAF) is a tool that enables a team comprised of a variety of USG agency representatives (“interagency”) to assess conflict situations systematically and collaboratively and prepare for interagency planning for conflict prevention, mitigation and stabilization.

   Joint Guidance Note on Post Conflict Needs Assessment and Transitional Results Frameworks
United Nations Development Group, World Bank 2007
The United Nations and the World Bank have worked together for several years in co-coordinating post-conflict needs assessments. There is a need for a concerted international response, a truly shared partnership for post-crisis recovery, more closely coordinated political, security, humanitarian and development assistance behind peace-building objectives, and centrality of national institutional development for a sustainable exit from crisis. Developed in consultation with many partners as well as all parts of the UN system, this paper takes account of those lessons and lays out a revised international platform for post-crisis recovery planning. In addition to reviewing the lessons of recent post-conflict planning processes (Timor-Leste, Afghanistan, Iraq, Liberia, Haiti, Sudan, Somalia), the paper builds on a number of previous approaches and tools, in particular the first Practical Guide to Multilateral Needs Assessments in Post-Conflict Situations produced by the German Agency f

   Mid-Term Evaluation of FTI
Dom, C. 2009
The evaluation will assess the degree to which FTI is helping to improve aid effectiveness within the education sector. It will draw lessons learned from the FTI’s strengths and weaknesses and make a series of recommendations to further improve future partnership programming and effectiveness. Most importantly it is hoped that as a result of this evaluation primary school completion will be achieved for more children, which in turn will bring about learning and hence better life opportunities for children everywhere.

   Noteworthy Practices: Early Childhood Development in Emergencies
UNICEF 2012
This document presents practices of note from the Philippines, Kyrgyzstan, and Swaziland with examples from practitioners who have worked with young children and are now well placed to share lessons learned, challenges, and success stories with others working in disaster risk reduction and emergency planning and response.

   Peace Education Program: Background Notes for Facilitators - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
This manual is one of the components of the “Inter-Agency Peace Education Programme”. The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government. This document is a summary of the major points covered in the training sessions to be used as a reference for facilitators.

   Peace Education Program: Background Notes for Teachers - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
This manual is one of the components of the “Inter-Agency Peace Education Programme”. The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government. A summary of the major points covered in the training sessions to be used as a reference for teachers.

   Peace Education Program: Community Course Booklet - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
This handout booklet outlines the major concept areas covered in the community course. It is to help participants remember the main issues from their community workshop in peace education.

   Peace Education Program: Facilitator's Manual for Community Workshops - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
This manual is a guide to the way the course should be constructed. It gives activities and handouts as well as an idea of some information on the philosophy of peace education. This version is the seventh revision. The revisions are based on the on-going analysis and evaluation of the materials by those working in Peace Education.

   Peace Education Program: Facilitators and Trainers Training Guide - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
This guide is a small booklet of training hints to ensure that the trainers have the basic skills and use interactive methodology.

   Peace Education Program: Manual for Training of Facilitators - 1 - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
In three (3) parts, this manual introduces the facilitators to the principles of adult learning, a rights-based approach and the psychology of learning as well as the specifics of the course.

   Peace Education Program: Manual for Training of Facilitators - 2 - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
In three (3) parts, this manual introduces the facilitators to the principles of adult learning, a rights-based approach and the psychology of learning as well as the specifics of the course.

   Peace Education Program: Manual for Training of Facilitators - 3 - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
In three (3) parts, this manual introduces the facilitators to the principles of adult learning, a rights-based approach and the psychology of learning as well as the specifics of the course.

   Peace Education Program: Overview of the Programme - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
This document provides a description of the components of the Peace Education Programme and outlines the implementation structure of the programme.

   Peace Education Program: Sara's Choice - A Collection of Stories and Poetry - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
More than thirty stories and songs which are referred to in the TAB. Each story reflects a particular aspect of Peace Education or responds to particular needs in the community (for example: HIV/AIDS, gender equality, girls’ access to school.

   Peace Education Program: Teacher Activity Book - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
The Teacher Activity Book (TAB) is the teacher’s main resource. It has a lesson-by-lesson curriculum for formal schooling, structured according to the children’s cognitive and emotional development. Each teacher working in the programme needs his or her own copy of the kit.

   Peace Education Program: Teacher Activity Book of Secondary Modules - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
A supplement to the Teacher Activity Book (TAB), these secondary modules are designed primarily for those students who have undertaken the Peace Education programme in Primary School.

   Peace Education Program: Teacher Training Manual - 1 - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
The three (3) Teacher Training Manuals introduce teachers to the psychology of the course, curriculum theory, and the rights-based approach and specifics of teaching the Peace Education Programme.

   Peace Education Program: Teacher Training Manual - 2 - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
The three (3) Teacher Training Manuals introduce teachers to the psychology of the course, curriculum theory, and the rights-based approach and specifics of teaching the Peace Education Programme.

   Peace Education Program: Teacher Training Manual - 3 - Arabic
UNESCO, UNHCR, UNICEF and INEE 2005
The three (3) Teacher Training Manuals introduce teachers to the psychology of the course, curriculum theory, and the rights-based approach and specifics of teaching the Peace Education Programme.

   Peace Education Programme - Arabic
UNESCO, UNHCR, UNICEF, INEE 2005
The Peace Education Programme teaches the skills and values associated with peaceful behaviours. The programme is designed to enable and encourage people to think constructively about issues, both physical and social, and to develop constructive attitudes towards living together and solving problems that arise in their communities through peaceful means.

This zip file is the complete Peace Education Programme package. Individual documents from the program can be found for download below.

   Promoting Resilience: Developing Capacity within the Education Systems Affected by Conflict
Lyndsay Bird 2011
There is limited recognition of the evident role education has to play in assisting nations affected by conflict to recover and emerge as ‘stronger and prouder nations’. Therefore, it is essential to understand how education institutions and the systems that support them can encourage conflict-affected countries to transform into stable and resilient states. This document discusses how, given the potential increase in conflicts and tensions as a result of climate change and rapidly declining resources, there is a growing sense of urgency among the international community to engage in strategies that mitigate conflict and promote peace. To move away from a ‘culture of imposition’ to a ‘culture of dialogue’ is particularly essential in countries emerging from civil war.

   Protecting Education in Insecurity and Armed Conflict: An International Law Handbook
British Institute of International and Comparative Law, Education for All 2012
This document serves two purposes: first, it acts as a Summary of Protection of Education in
Insecurity and Armed Conflict – an International Law Handbook; second, it is written to be
readily accessible to a non-legal audience and so to provide a stand-alone, insight into the
three relevant areas of international law, and the potential of that law, to protect education
during insecurity and armed conflict.

   Rebuilding Children's Lives
UNICEF 2012
This guide outlines workshops designed for practitioners and community leaders involved in providing psychosocial support to children affected by natural disasters and armed conflict.

   Reflection Tool for Designing and Implementing Conflict Sensitive Education Programs in Conflict-Affected and Fragile Contexts
INEE 2014
his Reflection Tool is designed to help you reflect on the impact of conflict dynamics on education programs and how these education programs can help either mitigate or exacerbate the conflict dynamics. It can be used to integrate conflict sensitivity at all stages of the project cycle: assessment, design, implementation/management, monitoring and evaluation. Principles of community participation, equity, access, quality, relevance and protection are included across the tool and are based on the INEE Minimum Standards for Education. This Reflection Tool can be used in the following ways: 1. For an assessment of a new education program; 2. In the design of a new education program; 3. In the implementation / management of an education program; 4. In monitoring and evaluating an education program; and 5. In the review of an education program.

   Sample INEE Contextualization Workshop Materials Arabic
INEE 2015
This workshop package was delivered in Erbil, Kurdistan Region, Iraq in April 2015 for education stakeholders from across Iraq. The package includes two days regarding introduction to education in emergency and three days regarding the INEE Minimum Standards contextualization process. The materials include Power Points, handouts, and exercises, all in three languages: Arabic, Kurdish and English. For more information, please contact minimumstandards@ineesite.org.

   So You Want to Consult with Children
Save the Children 2003
If you would like to involve children in discussions about issues that affect them but don’t know how to do it, then we hope that this toolkit will provide you with a lot of useful material for getting started. If you’ve already begun to involve children in policy or other discussions, we hope that you may find some useful ideas here to help you take this work forward.The material and information presented in this toolkit represent the best efforts of those involved at local, national, regional and international levels, including Save the Children, in meeting these numerous and diverse challenges.

   Supporting Learners with Disabilities Poster - Arabic
INEE 2010
This poster can be used as a promotional tool for the INEE Pocket Guide to Supporting Learners with Disabilities.

   The ‘Education that Protects’ Project – The ‘Education and Fragility Barometer’: An early warning tool to aid conflict prevention
Save the Children 2007
A set of practical indicators is needed that are more operational in terms of analyzing the role of education in relation to fragility/conflict. The ‘education and fragility barometer’ offers a working tool that allows fragility comparisons to be made in schools and in countries, at local, national, regional and even global levels.
The indicators outlined in this document focus on the education system at two levels: School and National, and across three domains: Culture, Policy and Practice. They can be used in multiple ways, for example as a guide to inform an education sector plan development or as part of a school development process. It is also possible, and indeed desirable to involve children and communities as well as national authorities in the assessment. The indicators provided here are generic, and need to be adapted according to context.

   Tools and Resources to Support the Use and Application of the INEE Minimum Standards (Arabic)
INEE 2012
Arabic

   Understanding education’s role in fragility: Synthesis of four situational analyses of education and fragility
INEE 2011
This report synthesizes four situational analyses commissioned by the INEE Working Group on Education and Fragility with the intent to provide key data needed to better understand the relationship between education and fragility in a variety of contexts. For this purpose, the four countries – Afghanistan, Bosnia and Herzegovina, Cambodia, and Liberia – were selected to encompass a range of different types and stages of fragility, with diverse historical antecedents and locations across diff erent geographical areas. This synthesis report aims to present the findings of the case studies and, through comparisons guided by various analytic frameworks, generate insights and recommendations for policy and programming.