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Promoting access to quality, safe, and relevant education for all persons affected by crisis


Disaster Risk Reduction

A INEE no workshop Impacto de la Sociedad Civil em la RRD, Santiago do Chile, maio 2018

31 May 2018

Realizou-se na cidade de Santigo do Chile, entre os dias 15 e 16 de maio, o workshop Impacto de la Sociedad Civil em la Reducción del Riesgo de Desastres (RRD): Ruta hacia la resilencia local. Esta iniciativa foi promovida no âmbito do projeto com o mesmo nome: IMPACTO de la Sociedad Civil en la RRD, financiado

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LAUNCH: EiE Thematic Area Pages

15 March 2018

INEE is excited to launch a new collection of thematic webpages!

Thanks to contributions from a wide variety of experts, we have updated and developed the Thematic Areas section of the INEE website in order to highlight some of the most important areas of education in emergencies work.

The thematic areas listed

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Worldwide Initiative for Safe Schools: Promoting Disaster Resilience in the Education Sector

15 August 2017

by Hannah Poquette, GADRRRES Coordinator  

Comprehensive School Safety was recently highlighted during the Global Platform for Disaster Risk Reduction 2017 at a side event entitled "Worldwide Initiative for Safe Schools: Promoting Disaster Resilience in the Education Sector". This event, hosted by the Global Alliance for Disaster Risk Reduction and Resilience

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Education: A powerful response to climate change

2 December 2015

By Colin Bangay, DfID - India

This post was originally published on 2 December 2015 by the Education for All Global Monitoring Report.

With a new World Bank report warning climate change could push more than 100 million additional people back into poverty by 2030 it is timely that the new ‘global goals’ (aka;

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Educação em situações de Emergência em Língua Portuguesa: experiências de formação

27 November 2015

Seminário Nacional para a Sensibilização Sobre o Papel do Sector da Educação na Prevenção, Resposta e Recuperação nas Situações de Emergência Angola

No mês de novembro de 2015, decorreu em Angola o Seminário Nacional

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Education as a Stronghold? The Ambiguous Connections between Education, Resilience and Peacebuilding

27 July 2015

by Mieke T.A. Lopes Cardozo, University of Amsterdam

This post was originally published on the NORRAG NewsBite blog in February 2015.  

The resilience-hype: the new kid on the education-in-emergencies block

In a NORRAG NEWSBite blog post Roger Dale (2014) convincingly argued how “without theory, there are

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The Education Response to Ebola: The Role of Business

8 December 2014

By Justin W. van Fleet, Chief of Staff to the UN Special Envoy for Global Education, Rt. Honourable Gordon Brown, and nonresident fellow at the Center for Universal Education. This post was originally posted on 3 December 2014 by Brookings Institute.

Education has been one of the first casualties of the Ebola crisis

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Timely focus on safer schools in South-East Asia

5 December 2014

By Kelly Hawrylyshyn, Disaster Risk Reduction and Resilience Advisor at Plan UK. This post was originally posted on 25 November 2014 by Plan UK.


South-East Asia is one of the most disaster-prone regions in the world. The region faces a range of geophysical and climate-related hazards, which pose significant challenges for the

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The INEE Minimum Standards: The Common Thread

30 April 2014

An interview with Caroline Keenan – UNICEF New York

Caroline Keenan, from UNICEF, reflects on her work within Education in Emergencies to consider how the INEE Minimum Standards have become a common thread in the work she does in training and implementation on the ground.  Caroline speaks to Katie Zanoni, INEE Minimum Standards Team Member, to further consider

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Identification des points communs entre Sphère et les Normes minimales pour l’éducation

12 July 2013

Vous êtes-vous déjà demandé quels étaient les points communs entre les standards du manuel Sphère et ceux des Normes minimales pour l'éducation dans les situations d'urgence ?

Ces deux recueils sont des standards associés. En d'autres termes, ils se reconnaissent mutuellement comme complé

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