Access and Participation
In this video Joanna Härmä, visiting Research Fellow at the Centre for International Education, University of Sussex, talks about research she undertook for DFID in Autumn 2015 on non-state provision of education in low-income areas of Maputo, Mozambique. In many developing countries governments struggle to provide education that is accessible to all and of good… Read more
This book examines the challenges of delivering quality education to the approximately 39 million out-of-school children around the world who live in situations affected by violent conflict. The volume provides a comprehensive and critical overview of the links between conflict and children’s access to education, as well as a review of the policies and approaches… Read more
Globally, there has been increased attention to children’s education in conflict-affected countries, with a particular focus on the provision of basic schooling. Yet, there is a need for greater representative data from these settings. This report presents findings of a survey conducted of basic educational services and facilities among internally displaced persons (IDP) communities in North and West… Read more
This guide is a part of the ETF, ILO and Cedefop series of guides on skills anticipation and matching. It examines the role of employment service providers in skills anticipation and matching, and aims to support transition and developing countries in establishing and strengthening the role of these providers. It identifies outstanding initiatives and good practices… Read more
Quality education that builds relevant skills and knowledge enables refugees to live healthy, productive lives and builds skills for self-reliance. At present, many refugees lack access to quality education that provides physical protection and personal capacity development. This is particularly true for marginalised groups, including children and young people with physical and cognitive disabilities; overaged learners… Read more
Conflict and displacement create distinctive challenges for education practitioners. However, opportunities for reform and positive change within the sector also arise simultaneously during and after conflict. This book explores some of the prospects for positive transformation. A series of 10 case studies presents specific examples of how positive change has been implemented in the education… Read more
Refugee children have traumatic experiences that can hinder their learning. The United Nations has specified in conventions, and researchers have concurred, that education is essential for refugee children’s psychosocial adjustment. However, government officials, public opinion, and researchers have often differed about what is best for refugees’ healthy acculturation. On the basis of a large-scale longitudinal… Read more
Education is critical for internally displaced children, in part because it provides a protective function and conveys life-saving messages. Education gives children the skills needed to function in their areas of displacement, and on return. Schools give children meaningful day-today activities, leaving them less likely to succumb to the negative aspects of long-term displacement, including… Read more
This report documents the development, delivery, scoring and processing of a set of tests of Tamil and mathematics for placing displaced and returned learners in the Accelerated Learning Programme (ALP) in Sri Lanka. The ALP is intended to be a temporary school-based intervention to help students rapidly reach their age-appropriate learning competency thus promoting grade 1-9… Read more
In Syria, the crisis has pushed the capacity of basic social services to the breaking point, with a devastating impact on 4.5 million children. A total of 2 million children are out of school and one in five schools has been destroyed, damaged, or used for other purposes, including occupation by armed groups. The economic… Read more
This research identified three key components which can help build resilience to extremism amongst young people and identified support factors that underpin them. These are 1) Making a connection through effective design and a youth-centred approach; 2) Facilitating a safe space for dialogue and positive interaction; and 3) Equipping young people with appropriate capabilities –… Read more