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العمل لتأمين التعليم الجيد والآمن والمناسب لكل الأشخاص المتأثرين بالنزاعات


Curriculum and Educational Content

ICT integration in basic refugee education: Tools for teachers in Daadab Refugee Camps

18 September 2013

Justus Omondi Olwande Physics Teacher & ICT Ttrainer of Trainees, Dadaab Refugee Camps

September, 2013

Last year science teachers in Dadaab Refugee Camps secondary schools were privileged to attend an ICT workshop organized by Windle Trust Kenya, (a nongovernmental organization implementing secondary education for refugees in Daadab) in collaboration with The Kenya E-learning sector of the

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Case Study: Absent curriculum from Somalia’s schools for more than two decades

19 July 2013

by Abdikadir Issa Farah, Program Officer at Formal Education Network for Private Schools (FENPS).


Somalia has been without functional government for over twenty years. All infrastructures and units for public services collapsed that made living conditions very critical. Although education unit had never ceased but it has gone without a unified national syllabus to

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INEE Standards: issue related to refugee education

20 June 2013

by Ita Sheehy, Senior Education Officer at Office of the United Nations High Commissioner for Refugees

The INEE standards have proven very helpful for building the capacity of non-education expert staff and partners to recognize, plan for and document gaps in the essential package for education in the emergency phase of a refugee response, and in

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Pénurie d’Enseignants dans le Monde

24 April 2013


Pénurie d'Enseignants dans le Monde. Des chiffres qui expriment un malaise global dans le monde de l'éducation. Obstacle à un enseignement de qualité? Facteur d'abandon scolaire ou de déscolarisation?

Venez nous rejoindre nombreux pour suivre la discussion en ligne sur le thème de:

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Language Matters

3 December 2012

Karina Kleivan is Emergency Education Coordinator at IBIS, a Danish NGO specialising in education and particularly teacher training in Africa and Latin America.  IBIS is a member of the Working Group on Education and Fragility.

Only too seldom do children who begin schooling in fragile and conflict-affected contexts receive instruction in their mother tongue (MT). On

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