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


School Management

Textbooks are still essential

11 October 2018

by Paul Gibbings

A web-portal development securing better provision to schools

Until the time when all school children and schools have mobile phones and reliable internet, the hard copy textbook is still going to play an important role in initiating and promoting literacy.

Back in May, INEE published “A web-portal development

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Textbooks are still essential

1 May 2018

by Paul Gibbings

A web-portal development securing better provision to schools

Hard copy textbooks are still an essential learning tool in the hands of the pupils and school staff in developing nations, especially those in rural and remote areas. This is likely to be the case for the foreseeable future in spite of all the

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Closing the gap: using resilience to support education policy in emergency and crisis

28 July 2013

By Jo Kelcey, Education Consultant, World Bank. The fifth domain of the INEE Minimum Standards for Education focuses on law and policy formulation and planning and implementation. Yet, in emergency contexts, providing structural and institutionally focused support for these processes is often easier said than done. In particular the question of how to better bridge the humanitarian and development

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Women in Gaza: Barriers to Education

26 June 2013

Megan Nobert is a lawyer and academic, who worked in the Gaza Strip with a small local NGO. The views expressed in this piece is based upon her personal observations and discussions she had with Palestinians living in the Gaza Strip.

Access to education for women in Gaza was easy, until quite recently, with a number of

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INEE’s Response to the UN’s Report on the Post-2015 Development Agenda

6 June 2013

by Lori Heninger, INEE Director

On 30 May, the UN Secretary-General’s High-Level Panel of Eminent Persons on the Post-2015 Development Agenda released its report. The 27 member panel met multiple times over the past year, and their report provides recommendations on advancing international development beyond 2015. INEE welcomes this report, and congratulates the High-Level Panel for the forward-looking

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Syria: Who loses out when we don’t reach global humanitarian aid targets for education?

29 May 2013

by Elin Martinez, Save the Children UK. Read her blog here.

Some of the biggest threats or impediments to the delivery of education interventions are not operational, but often occur due to the constantly low and unpredictable levels of humanitarian financing the sector receives. When we reach those levels, we are failing children and youth who face

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Contextualization of the INEE Minimum Standards Underway in Sri Lanka

21 May 2013

By Tzvetomira Laub, INEE Coordinator for Minimum Standards and Network Tools

This week in Colombo, the INEE Minimum Standards—the only global tool   that articulates the minimum level of educational access and quality in preparedness, response, recovery through to development—are under way to be contextualized for Sri Lanka. Over 30 education practitioners and

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The effects of recurring disasters

12 May 2013

By Andres Felices Sanchez on behalf of Save the Children

Andrés holds a post-graduate diploma in Humanitarian Assistance and has 13 years of practical experience in the humanitarian and development field working with donors and major NGOs. His past practical experience has been, mainly, in Africa responding to complex emergencies and natural

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The challenges of providing quality education in conflict areas

23 April 2013

Originally posted by UNICEF.

Earlier this month, UNICEF attended a UNESCO-INEE organized symposium on Conflict-Sensitive Education – Why and How? in Paris with Ministers of Education from around the world. Conflict-Sensitive Education is a key component of UNICEF’s new four-year programme on Peacebuilding, Education and Advocacy, supported by the Government of the Netherlands. The “

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