Children Who are at Risk of Their Protection Rights Being Violated (CPMS)
Protection risks of children, their families, and their communities are exponentially compounded and increased during crises. Understanding historical and crisis-specific vulnerabilities and disparities in services allows both sectors to approach planning, interventions, and policy-making from a more informed perspective. As both sectors explore programmatic interventions, consider the following questions:
- How do these specific circumstances and experiences of each high-risk population impact a child’s ability to safely and fully access and participate in learning?
- What are the specific barriers or challenges that prevent or limit access and participation?
- Are existing learning interventions able to accommodate children’s specific protection and learning needs with no, little, or substantial additional inputs? What inputs are required?
- Are government policies and school cultures/infrastructure welcoming, explicitly mitigate protection risks, and foster equity now and for the future?
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Gender disparities in education persist in many low‐ and middle‐income countries. A clear understanding of the most effective approaches to improving education outcomes for girls, and to narrowing gender gaps, is largely missing from literature and practice. This review looks at whether...
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The INEE Guidance Note on Gender, an update to the 2010 Gender Pocket Guide, provides guidance on delivering education in a gender-responsive manner to anyone involved in providing education in emergencies (EiE) as part of an emergency preparedness, response, or recovery situation. This includes...
The Global Education Cluster (GEC) has been working to build the evidence base around cash and voucher assistance (CVA) in education in emergencies (EiE), resulting in the publication of the “Cash and Voucher Assistance for Education in Emergencies Synthesis Report and Guidelines” in 2019. This...
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