Autor: Chile. Ministerio de Educación
Fuente: Santiago; Chile. Ministerio de Educación, , 44 p. graftab, .
Fuente: s.l; UNICEF; Audiovisuales Don Bosco (ADB), , 36 p. ilustab, .
Autor: UNICEF; RET-Protecting Through Education
Fuente: Ciudad de Panamá; UNICEF; RET-Protecting Through Education, May 2013, 92 p. tabgraf, .
Autor: Nicolai, Susan ; Triplehorn, Carl
Fuente: Network Paper: Humanitarian Practice Network (HPN); 42: p.1-36, March 2003.
Palabras clave: EDUCACION EN DESASTRES. NIÑO. EMERGENCIA COMPLEJA. CONFLICTOS ARMADOS. ATENCION PSICOSOCIAL. EDUCACION PREESCOLAR. EDUCACION PRIMARIA.
Resumen: Wars deprive millions of children of an education, yet education in emergencies has not traditionally occupied a prominent place in humanitarian thinking. No one dies from not going to school, and other lifethreatening needs for food, water, shelter or healthcare can at first glance seem more pressing. Amid conflict and crisis, education programming has been viewed as a luxury, and a task best left to the development community. This paper argues for a reappraisal of the position of education in emergency programming. It explores the links between education and the wider protection needs of the children it assists. It suggests that, as protection in conflict emerges more clearly as a legitimate humanitarian concern, so the role of education as a tool of protection must be more clearly understood. How does conflict affect a childs education, and what impact does this have on an affected individuals social or cognitive development? In what ways can education enhance the physical and psychosocial protection of children in war-affected or displaced communities? What risks does education programming in these contested environments present, for children and for agencies themselves? What is currently being done, and how could it be done better? This paper does not offer definitive answers to these questions. Education in emergencies is a young area; the evidence of its impact is often anecdotal, and although its status as a humanitarian concern has gained legitimacy in recent years, it has yet to be accepted across the humanitarian community. Much more needs to be done to enhance our understanding of the links between education and child protection in emergency situations. (AU)
Título: Education in Emergencies and Post-Crisis Transition (EEPCT): Consolidated Progress Report to the Government of the Netherlands and the European Commission
Fuente: Nueva York; UNICEF, June 2011, 76 p. ilustab, .
Autor: Talbot, Christopher
Fuente: Ginebra; Network for International Policies and Cooperation in Education and Training (NORRAG), Jan. 2013, 20 p. . (Working Paper, 3 ).
Palabras clave: EDUCACION EN DESASTRES. OBJETIVOS DE DESARROLLO DEL MILENIO. DERECHOS HUMANOS.
Autor: International Strategy for Disaster Reduction (UNISDR); UNICEF
Fuente: Ginebra; UNICEF; UNISDR, Dec. 2011, 203 p. .
Autor: Abada, Addis
Fuente: s.l; Play Therapy Africa, Aug. 2009, 36 p. tabgraf, .
Palabras clave: ATENCION DE DESASTRES (EMERGENCIAS). SEGURIDAD ALIMENTARIA. DESNUTRICION. NUTRICION DE GRUPOS VULNERABLES. NUTRICION INFANTIL. ATENCION PSICOSOCIAL. ALIMENTACION EN CASOS DE URGENCIA. SALUD MENTAL.
Título: Making Cities Resilient: Summary for policymakers. A global snapshot of how local governments reduce disaster risk
Autor: United Nations Office for Disaster Risk Reduction (UNISDR)
Fuente: Ginebra; UNISDR, Apr. 2013, 22 p. ilusgraf, .
Fuente: New York; UNICEF, Apr. 2010, 60 p. tabgraf, .