(1994). Higher Education in the West Bank and Gaza Strip. Volume I: Overview of the System and the Needs of the Reconstruction Process [and] Volume II: Recommendations and Project Proposals for Strengthening Higher Education in the West Bank and the Gaza Strip over the 1994-1998 Period. This publication comprised of two volumes describes the findings of a review of Palestinian universities emphasizing science and technology, and the resulting recommendations for higher education improvement and support to be carried out between 1994 and 1998. In volume I the review, or mission, found that there are 28 tertiary-level institutions in the West Bank and Gaza Strip staffed with well trained academics. Enrollment at the eight universities for 1993-94 was 22,500 at the Bachelor's level and 225 at the Master's level. All institutions face severe financial problems that require international assistance. Effective higher education ranks among the first conditions to be fulfilled for the success of peace in the region. The report recommends, in volume II, that: (1) higher education institutions in this area be sustained with international support; (2) there be an overhaul of vocational and technical education and training; (3) graduate programs be gradually developed; (4)… [PDF]

(1985). Becoming Human through Music. The Wesleyan Symposium on the Perspectives of Social Anthropology in the Teaching and Learning of Music (Middletown, Connecticut, August 6-10, 1984). This symposium focused principally on a transcultural approach to music teaching and learning. After an introductory chapter, contents (1) compare the music and dance of the Hawaiian and Hopi peoples; (2) explore the role of the music teacher in multi-cultural societies; (3) present a pictorial notation designed for the transmission of traditional Polynesian dance, comparing the notation with four alternate pictorial systems; (4) discuss how music making could be better learned in modern industrial society, drawing on the music education practices of the Venda people of South Africa; (5) delineate ethnomusicological principles guiding music education within a museum setting, including examples from Mohave and Mende traditions; (6) contrast learning and teaching in the Blackfoot Indian and Iranian conceptions of music; (7) describe Tshokwe principles of music making; (8) explore ways music-dance and music-dance education might shape consciousness toward an agenda of world peace and…

Boldt, Joe; Miner, Joshua L. (1981). Outward Bound U.S.A.: Learning Through Experience in Adventure-Based Education. Joshua Miner recounts his 30 years' experience with people and places significant to the history of Adventure-Based Education and Outward Bound in the United States. Fourteen Outward Bound schools visited or assisted by Miner are described in chapters recording events such as the school's inception, daily activities, individuals enrolled, and significant experiences or efforts at the school contributing to the growth of Outward Bound. Prominent individuals influencing adventure-based education and their contributions are identified and include: Kurt Hahn, the founder of Outward Bound; Fred Lanoue who devised the drownproofing technique; Charles Froelicher, founder of Outward Bound in the U. S.; and Rev. William Coffin, overseer of Peace Corps training using Outward Bound techniques. Four chapters recall stages and events leading to Outward Bound's work with juvenile delinquents, young women, the disadvantaged, and adjudicated youth. Other chapters (Into the Education Mainstream,…

Cassara, Beverly Benner (1996). Reflections on My Career as an International Adult Educator. This document is the personal narrative of a woman who has spent her career as an international adult educator. The narrative begins with the author's graduate studies in West Berlin in 1975, during which she researched the education and career pathways of professional women in West Berlin's universities. The remainder of the narrative is devoted to her teaching career at the University of the District of Columbia (UDC), a public university with a student body that is two-thirds Black. Special attention is paid to the author's efforts to develop and find financial support for international educational exchange programs that would allow UDC students to study abroad in various African countries, including Ghana, Kenya, Nairobi, Seychelles, and Tanzania. Also discussed are a master's-level international education exchange program that the author developed and that involved having students earn graduate-level credits while serving in the Peace Corps and simultaneously carrying out… [PDF]

Escobar-Ortloff, Luz Marina; Ortloff, Warren G. (2000). Differences in Social and Moral Hierarchical Values among American Preservice Teachers and Professors. This paper shares reflections from a doctoral dissertation that investigated differences in hierarchical values (social and moral) that existed between preservice teacher education students and professors of education in the United States and Colombia. The study used the Rokeach Value Survey instrument to determine students' and faculty members' instrumental (moral) and terminal (social) value hierarchy. The survey consists of 18 terminal and 18 instrumental values. Data analysis indicated that there were statistically significant differences between the two groups. The three instrumental values of clean (neat and tidy), logical (consistent and rational), and loyal (faithful to friends or the group) were significantly different between students and professors. The four terminal values of salvation (being saved/internal life), a sense of accomplishment (lasting contribution), a world at peace (free of war and conflict), and a world of beauty (beauty of nature/arts) were found to be… [PDF]

Kozol, Jonathan (1968). A Talk to Teachers. Now is the time for teachers to face honestly the basic problem within ghetto schools–that black parents, children, and leaders do not like or trust their schools or the white staffs of the schools because the schools have done nothing to deserve their trust. Reasons for the failure of the schools to adequately educate over 10% of graduating Negro children lie within the educational structure and the teachers' attitudes. Teachers who will strike for pay, better working conditions, and extra benefits will remain silent about racist textbooks. Supervisors instruct teachers to remain aloof and formal in all contact with the black community. Also responsible are the teachers' colleges and schools of education which fail to psychologically and intellectually prepare the majority of teachers for the reality of ghetto schools. Many idealistic young people active in the Peace Corps, Civil Rights Movement, and Freedom Schools are not allowed to teach in inner city schools because they lack… [PDF]

Hutchinson, Francis P. (1996). Educating Beyond Violent Futures. Futures and Education Series. Educating young people to give them alternatives to violence for their futures is explored in this examination of the causes of violence in schools and society and possible solutions. The challenge is one of moving from cultures that condone violence and intolerance of difference to cultures that are both more tolerant and more peaceful. Part I of this book, \Questioning Fatalism and Impoverished Social Imagination,\ begins by questioning assumptions that have been made about society and schooling. This section stresses the importance of listening to young people and their thoughts about the future. Part II, \Expanding Our Ways of Knowing and Vocabularies of Hope,\ contains chapters on reconceptualizing literacy for education for the student's future, becoming aware of the cultural editing that exists, and building vocabularies of hope for young people. Part III, \Encouraging Forward-Thinking, Life-Affirming and Empowering Principles and Practices,\ contains chapters on educating…

Breidlid, A. (2005). Sudanese Migrants in the Khartoum Area: Fighting for Educational Space. International Journal of Educational Development, v25 n3 p253-268 May. This article examines the situation of the internally displaced persons from Southern Sudan living in and around the capital and their experience with the dominant Islamic discourse, and particularly the educational discourse of the ruling National Congress (NC). Based on qualitative field data, the article explores the opposing discourses between the Southerners and the governing elite in the North. While the governing NC advocates an Islamic educational discourse, the Southerners in the camps in and around Khartoum are either opposed to modern education because it destroys traditional practices, or they favour an educational system which is more Western in nature. Parents, educators and community groups from the South organise resistance against what they consider an imposition of an alien value discourse, and as the article will show, small concessions have been granted. The frequent contestations of these concessions or victories show, however, that the non-secular, Islamic basis… [Direct]

Hoopes, David S., Ed. (1984). Global Guide to International Education. The International Education Source Book. This comprehensive sourcebook provides information on over 2,300 programs, organizations, and publications that serve as resources in international studies and global education. The book is divided into three major sections: general programs, organizations, and sources; programs, organizations, and sources focusing on a world region; and programs, organizations, and sources focusing on over 150 countries. Listings are arranged under the following headings: (1) general sources of information on international affairs, cultural relations, and world issues; (2) resources for elementary, secondary, and undergraduate international/intercultural studies and global education; (3) educational exchange organizations; (4) international studies programs and offices, research centers, and organizations; (5) peace and conflict resolution studies; (6) international studies and research in professional education; (7) grants, awards, and fellowships for international studies and research in…

Goldberg, Joan Carol; Rosenblum, Sandra (1984). The Responsibility of Adult Educators in the Nuclear Age. TECHNIQUES. Lifelong Learning, v7 n5 p29-30 Feb. The task of adult educators is to provide students with information as well as opportunities to explore alternatives to the arms race. As a starting point to raising nuclear issues in the classroom and incorporating them into the curriculum, the adult educator can administer a survey or questionnaire to students about nuclear weapons and the threat of nuclear war. Materials and topics concerning nuclear war can be used in reading comprehension, math, composition, environmental science, and child psychology classes. Adult educators also feel the additional responsibility of promoting awareness and discussion of peace issues in the community. They can approach these concerns by incorporating them into a PTA meeting, discussing age-appropriate materials and techniques for dealing with these questions, making lists of materials available, and sharing ideas with others involved in community education. Adult educators must also provide students with the opportunities for taking action….

(1976). Managing Interdependence: Eleventh Conference on the United Nations of the Next Decade. This report of the United Nations 11th conference is distributed in the hope that it will stimulate study, research, and education with respect to the United Nations and its vital role in achieving international peace and security and a better world. In 1976, international statesmen, diplomats, and scholars assembled at Charlottesville, Virginia to explore how nations may cooperate more effectively in their relationships with one another, without undue infringement upon national independence. Particular attention was given to the questions of a new international economic order and arms limitation and disarmament. Conference participants concluded that the United Nations needs more support from its member nations and their peoples. National governments have an obligation to bring international problems to the United Nations and to build closer ties with the United Nations into their national governmental structure. On the other hand, the United Nations must earn support by successful…

Bellamy, Carol (1999). The State of the World's Children 1999: Education. The international community is increasingly defining education as an essential human right, a force for social change, and a path towards international peace and security. This report on the well-being of the world's children focuses on the efforts of the international community to ensure that all children enjoy their human right to a high-quality education. Chapter 1 of the report explores the historical context in which children's right to education has been repeatedly affirmed; discusses the elements integral to the success of the worldwide movement of Education for All; and argues that, in spite of a dearth of resources and growing indebtedness in the developing world, education remains one of the best investments a country can make in order to prosper. Chapter 2 provides statistical profiles for 193 countries based on basic indicators such as infant mortality rate, nutritional status, health status, educational levels, demographics, economic indicators, the status of women, and… [PDF]

Sommers, Marc (2005). Islands of Education: Schooling, Civil War and the Southern Sudanese (1983-2004). International Institute for Educational Planning (IIEP) UNESCO Victims of warfare, famine, slavery, and isolation, the Southern Sudanese are one of the most undereducated populations in the world. Since the inception of formal education in southern Sudan a century ago, schooling has largely consisted of island-like entities surrounded by oceans of educational emptiness. Islands of Education is the first book to comprehensively examine this harrowing educational reality. The most recent civil war in southern Sudan raged unrelentingly for 21 years and left approximately 2 million civilians dead, 5 million internally displaced, and half a million as refugees. Drawing on extensive fieldwork in the region and archival research, this book examines the educational situation of Southern Sudan in its three primary contexts: within southern Sudan, in refugee asylum countries, and in the Sudanese capital, Khartoum. It sheds light upon the disastrous consequences of underinvesting in education during conflict, serious deficiencies in the co-ordination of… [PDF]

Palla, Pier Giovanni, Ed. (1985). International Youth Year Features. Cooperation in Education, n47-48 Spr. A digest of ideas and initiatives to make higher education more responsive to young people is provided. Part 1 includes excerpts of articles and reports concerning the International Youth Year (IYY), a United Nations' sponsored year of celebration of youth and a program of meetings to discuss youth problems and solutions. The themes selected for the IYY are participation, development, and peace. Part 2 provides an introduction to the world congress, UNIV-85, on "Youth: Forming the Future." Country reports, studies, and articles are excerpted covering the following themes: higher education and the moral norm, college students, higher education today and tomorrow, and renewing the liberal arts. Specific topics include: sources of youth alienation and crime, scientific progress and human values, Japanese youth, Christian social teaching, values that come from parents and the community, why universities are failing to impart values, the illusion of students' individuality,…

Trifonovitch, Gregory J. (1975). Roots of Bilingual/Bicultural Education in the Trust Territory of the Pacific Islands. Topics in Culture Learning, Vol. 3. This article reviews the history of bilingual-bicultural education in the Trust Territory of the Pacific Islands. The U.S. government has administered the area since 1945. The original educational policy called for bilingual education with use of the local languages at the elementary level, but implementation was hampered by budget limitations. Native Micronesians also felt they were being discriminated against by not receiving sufficient English instruction. Other problems included the choice of an orthography for the native languages (each of which is briefly described), development of extension materials, the fact that not all native languages belonged to the same language families, and resistance on the part of the American staff to learning the local languages. Despite arguments in favor of native language literacy, English was eventually introduced in the first grade. The local languages were reintroduced into elementary education in 1967, and the arrival of the Peace Corps… [PDF]

(1983). Applied Communication, Argumentation, and Debate: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ July through December 1983 (Vol. 44 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with the following topics: (1) collective bargaining in higher education; (2) decoding nonverbal communication and clinical effectiveness; (3) the need for interpersonal communication training for Texas peace officers; (4) team and nonteam management in secondary school principal and central office communication; (5) practicing empathy communication in a systematic counselor training program; (6) the relationship between principals' written communication readability and teacher morale; (7) confirmation and the complaining process; (8) congruence between teachers' verbal and nonverbal behavior in early childhood settings; (9) communication strategies in barricade-hostage confrontations; (10) the effect of personal communication networks on member voting in agricultural cooperative merges; (11) using evidence, argument, and delivery to determine debate… [PDF]

Mezirow, Jack D. (1963). The Literature of Community Development: A Bibliographic Guide. Designed primarily to help improve the training of Peace Corps personnel, this 1,585 item bibliography seeks to provide students of community development with a classification system that serves as the basis of a selected literature review in each of 20 subject fields. Regional designations include General and Comparative, Africa, Asia (general), Northeast Asia, South Asia (India, Pakistan, other), Southeast Asia (Philippines, other), Caribbean, Europe, Latin America, Near and Middle East, and Oceania. Other regional and world reports are also noted. Social and cultural factors in developing nations are covered, followed by items on operational problems and practices and on specific program areas and technical services (agriculture, health, sanitation, education, social development, social welfare, housing, resettlement, women's and youth programs, recreation, urbanization). Other entries deal with economic development, land tenure and reform, political development, national… [PDF]

Batchelder, Donald, Ed.; Warner, Elizabeth G., Ed. (1977). Beyond Experience: The Experiential Approach to Cross-Cultural Education. The book presents teaching techniques and learning exercises developed by the Experiment in International Living (EIL) for use in programs of cultural awareness and intercultural communications. The EIL, located in Vermont, has been involved in international cultural exchange since 1932. It has arranged for student exchanges, has trained Peace Corps volunteers, and has instituted graduate and foreign-language programs. One major section of the book contains eight articles describing various conceptual approaches to the design of cross-cultural education from an experiential point of view. Included are suggestions for teaching communicative competence, designing an experiential exercise, applying experiential techniques to field situations, and using cross-cultural approaches in the teaching of American Studies in a college setting. Another major section presents 11 games or exercises related to cultural awareness. They range from specific techniques for language learning to ways of…

Bird, Caroline (1978). The Spirit of Houston. The First National Women's Conference. An Official Report to the President, the Congress, and the People of the United States. This is a report of the November, 1977, National Women's Conference. Numerous issues considered as they relate to women include: arts and humanities, battered women, business, child abuse, child care, credit, disabled women, education, elective and appointive office, employment, the Equal Rights Amendment, health, homemaking, insurance, international affairs, media, minority and elderly women, offenders, rape, reproductive freedom, rural women, sexual preference, government statistics, welfare, and poverty. The history of each respective issue, analyses of present problems, and suggested actions which can be taken to solve them are outlined. State adoptions of various resolutions are charted. An annotated chronology of women's history in the United States from 1587 to 1977 is also presented. A report on the Hearing on Disarmament and Peace Issues (held in conjunction with the conference) is included. Reports on public laws, executive orders, conference resolutions, minorities, the…

Zweig, Peter R.; And Others (1983). Improved Food Drying and Storage Training Manual. This manual is intended to serve as a guide for those who are helping future Peace Corps volunteers to acquire basic food drying and storage skills. Included in the guide are lesson outlines and handouts for use in each of the 30 sessions of the course. Representative topics discussed in the individual sessions are scheduling, solar dryers, community assessment, food dryers and storage considerations, smoke tests, adult learning, natural cooling and rainy season drying, facilitation skills, nonformal education presentations, local development projects, independent study, pest control, and program evaluation. Each session outline includes a time estimate, objectives, a list of materials needed, handouts, trainer notes, and procedures for use in meeting the objectives of the course. Also included in the manual is a trainer's guide consisting of sample participants' notebooks, proposed 1- and 2-week schedules, a training program description, a list of recommended texts, a preprogram… [PDF]

(1987). Hearing on Issues Relating to National Youth Service. Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor. House of Representatives, One Hundredth Congress, First Session. This document contains transcripts of oral and written testimony from witnesses at a hearing on National Youth Service. National Youth Service is a broad concept that will allow the youth of the United States to serve their country and communities through public service. Youth Service members could, after completing their service, receive education benefits in exchange for those services. Witnesses included youth service volunteers, former youth program participants, educators, and various congressional representatives. At the hearing, the witnesses explored various ideas for youth service, and looked at model programs, such as the Peace Corps, the Job Corps, the Reserve Officers Training Commission (ROTC), and other types of youth programs. Witnesses discussed the advisability of making youth service voluntary or compulsory, the types of youths who would join and the types of youths who should benefit, and the need for civic responsibility. Benefits from previous programs were… [PDF]

Smock, David (2005). Teaching about the Religious Other: United States Institute of Peace Special Report 143. United States Institute of Peace The United States Institute of Peace held a two day workshop titled \Teaching about the Religious Other\ on March 3-4, 2005. The sixteen workshop participants were professors experienced in teaching those of one Abrahamic faith about another Abrahamic faith either in U.S. classrooms or abroad. The purpose of the workshop was to enable these educators to share their experiences and curricular materials, to plan collaborative projects to improve the quality of such education, and to increase the number of such programs. In a world experiencing violent conflict among the three Abrahamic faith communities, it is vitally important that adherents of one faith learn about the other two faiths. Such educational exposure helps increase tolerance and advance peaceful coexistence. This report summarizes the presentations of the participants, introduces some promising new programs for teaching about the religious other, and offers lessons drawn from the discussion. The author, David Smock, is… [Direct]

Lander, Dorothy A. (2005). The Ribbon Workers as Popular Educators: (Re)-Presenting the Colours of the Crusades. Studies in the Education of Adults, v37 n1 p47-62 Spr. The educational aim of this genealogical study of ribbon workers as popular educators is to expose activist and voluntary organisations, not only as generative sites of learning, but also as sites of habituated learning and stereotypical colour assumptions. This study urges popular educators and activists to reflect critically on the popular culture forms that shape their practice, especially the colour coding associated with the crusader metaphor. Critical reflection involves remembering where a given colour has been before as educators and activists select their heraldry of coloured ribbons, banners, badges, and other emblems. To develop this theme I provide a critical analysis of ribbon work represented in the popular press and popular education at different historical moments (for example the blue ribbon in the temperance movement, and currently the United Nations emblem for peace). I interrogate the normalised and religion-charged, racialised, colour symbolism of popular… [Direct]

(1982). Visual Aids: A Guide for Peace Corps Volunteers. Appropriate Technologies for Development. Reprint R-2. This guide for Peace Corps volunteers emphasizes the importance of visual aids in communicating ideas, concepts, and behavior, and in motivating people to change life patterns. Guidelines for the selection and effective use of materials in health education that will be understood in the target culture are provided. The packet illustrates and explains a variety of visual materials that include: (1) flash cards and flip charts; (2) posters; (3) flannelgraphs; (4) silk screen printing; (5) films; (6) slides; (7) filmstrips; and (8) models. For each of the categories, step by step guidelines for making and using the visual are given, as well as specific examples. Additional information lists supply sources for visual aids and their materials, hints on effective utilization of specific media, and sample visuals with captions in one of several languages. The concluding section presents an example of how visual aids can prove effective in a program of community development in India, using… [PDF]

(1970). United Nations General Assembly Official Records. Twenty-fourth Session, Third Committee, 1650th to 1661st meetings, and Plenary Meetings, 1792nd Meeting. This document is made up of Agenda item 62–Education of youth in the respect for human rights and fundamental freedoms: report of the Secretary-General; and Agenda item 92–The problems and needs of youth and its participation in national development. Agenda item 62 included: an introduction; action taken by member states to ensure that young people are educated and brought up in a spirit of respect for human rights everywhere and given the opportunity of playing their part in the implementation and protection of human rights; and seminars within the framework of the program of adivsory services in the field of human rights. Agenda item 92 contains a brief note by the Secretary-General and The Report of the Third Committee. In the draft resolutions, amendments, and recommendations it was agreed that youth need to accept the values of peace and humanism, while rejecting philosophies contrary to these ends. (SD)… [PDF]

Gundi, Kirmanj (2002). Seeing through Race, Gender and Socioeconomic Status. This paper discusses the history of discrimination in the United States and the length of time it took to abolish the legal support of racism. The paper then discusses the problems of diversity in the United States. Acknowledging and accepting U.S. diversity in terms of race, ethnicity, gender, religious background, and national origin would enable the United States to treasure the concept of cultural pluralism. The paper asserts that racism is the main obstacle to peace and tranquility, one that cripples the development of a prosperous society. The United States should focus on education and strive to develop better curricula to reduce discrimination and encourage students from all backgrounds to appreciate the opportunities available in the United States and exercise more respect toward other cultures that have contributed to the United states' multicultural society. A model of racial, ethnic, and gender healing is presented. (Contains 1 figure and 46 references.) (SLD)… [PDF]

(1989). A Guide for Integrating Global Education across the Curriculum. The Iowa State Board of Education mandated the teaching of global education across the curriculum, effective July 1, 1989. This guide is intended to point the way for school districts developing their own models of global education defined as an approach to learning that promotes greater understanding of the world as an interconnected aggregate of human and natural systems. These systems operate within a single planetary life-support system on which the destiny of all humankind depends. The purpose of global education is to promote long-term human survival by developing greater respect for and cooperation between fellow human beings and greater concern for the environment on which all people depend for their very existence. A rationale for global education is offered, and suggests that content be structured around five basic themes: (1) global interdependence; (2) human resources, values, and culture; (3) the global environment and natural resources; (4) global peace and conflict… [PDF]

Gunn, Angus M. (1978). American Social Studies in Japan: Some Observations on the Social Studies Reforms Imposed on the Japanese Educational System after World War Two. This report analyzes three aspects of social studies education in Japan: (1) characteristics of secondary education before World War II, (2) the nature and effects of United States intervention in secondary social studies in 1946, and (3) features of contemporary social studies. Before 1945 the boys' middle school, the Chugakko, was the most prestigious; attendance was mandatory for admission to postsecondary education and thus to positions in government, business, and the military. Early in 1945 the major emphasis in secondary education was on training pupils in the moral principles of the empire and on military training. In 1946 a United States Education Mission called for decentralization of educational decision making, adoption of American democratic practices in the schools, abolition of special courses on morals, and the rewriting of Japanese history and geography. The objective was to promote democratic Japanese education within a world society committed to non-aggression and…

Freeman, Elizabeth; Hunt, Sue; Richardson, Shanel; Sanson, Ann; Trinder, Margot; Wertheim, Eleanor H. (2010). Comparison of the Effectiveness of Two Forms of the Enhancing Relationships in School Communities Project for Promoting Cooperative Conflict Resolution Education in Australian Primary Schools. Journal of Peace Education, v7 n1 p85-105 Mar. This study evaluated the Enhancing Relationships in School Communities (ERIS) Project which aimed to promote constructive conflict resolution (CR) in Australian primary school communities through professional development for core teams of three-five staff (n = 33 teachers). Twelve schools were randomly assigned to a full intervention (FI) group or a partial intervention (PI) group with seven and two days professional development respectively and equivalent levels of in-school support over 16 months. Teachers from the same schools who received no direct intervention (NDI) (n = 33) were comparison groups. Significant positive differences were found between the FI teachers and the PI and NDI participants in their use of CR steps and use of an integrative approach to conflict. At post-intervention the FI group participants' attitudes to conflict became most positive. While both FI and PI participants disseminated CR information to staff and students, the FI group reported higher levels… [Direct]

Beleli, Ozsel; Chang, Victoria; Feigelson, Michael J.; Kopel-Bailey, Jules A.; Maak, Sheila A.; Mnookin, Jacob P.; Nguyen, Thu H.; Salazar, Mariana; Sinderbrand, Joy E.; Tafoya, Simon N. (2007). Education in Emergencies and Early Reconstruction: UNICEF Interventions in Colombia, Liberia, and Southern Sudan. Online Submission Broad access to quality, child-friendly education in emergencies is a critical component of early reconstruction and development. As a class of graduate students at the Woodrow Wilson School of Public and International Affairs at Princeton University, our goal is to make a modest contribution to the field of education in emergencies by working with UNICEF to analyze the ways in which its policies are reflected in education programming in emergency relief and reconstruction phases. Colombia, Liberia, and Southern Sudan were chosen as cases because they vary in context such that comparatively they provide a perspective on the provision of education at different stages of the development spectrum. We hope to draw conclusions with a range of applicability to many types of conflict and crisis situations. To do so we highlight areas where information sharing might provide for improvements in the education of vulnerable children, while keeping in mind the differing contexts. The report… [PDF]