HUMAN RIGHTS EDUCATION – new links and resources – May 2011

New resources have been added to the Human Rights Education Association (HREA) online library:
A Humanitarian Practitioner’s Guide to International Human Rights Law by William G. O’Neill (Providence: The Thomas J. Watson Jr. Institute for International Studies, 1999). Language(s): English. Keywords: guide, humanitarian workers, NGO staff, civil and political rights, internally displaced persons, international humanitarian law, refugee law, refugees, International Covenant on Civil and Political Rights (ICCPR), International Covenant on Economic, Social and Cultural Rights (ICESCR). URL:

Basic Introduction to Human Rights and Rights-Based Programming (CARE Human Rights Initiative, 2001). Language(s): English. Keywords: manual, student text, teacher guide, development workers, humanitarian workers, human rights-based approach (HRBA) to programming, International Covenant on Civil and Political Rights (ICCPR), International Covenant on Economic, Social and Cultural Rights (ICESCR), Universal Declaration of Human Rights (UDHR). URL:

Kid’s Talk: Freedom of Expression and the UN Convention on the Rights of the Child by Linda Kirschke (London: Article 19, 1999). Language(s): English. Keywords: report, access to information, children’s rights, civil and political rights, freedom of expression, freedom of religion, rights of the child, Convention on the Rights of the Child (CRC), International Covenant on Civil and Political Rights (ICCPR), Committee on the Rights of the Child, Sierra Leone, South Africa, Uganda. URL:

Professional Training Series No.4: National Human Rights Institutions: A Handbook for the Establishment and Strengthening of National Institutions for the Promotion and Protection of Human Rights (Geneva: United Nations Centre for Human Rights, 1995). Language(s): Arabic, Chinese, English, French, Russian. Keywords: handbook, government officials, public officials, training of professional groups, national human rights institutions, Principles relating to the status of national institutions (“Paris Principles”). URL:

Promoting Rights in Schools: providing quality public education (Johannesburg: Right to Education Project and ActionAid, 2006). Language(s): English, French. Keywords: NGO staff, pupils, school administrators, students, teachers, children’s rights, right to education, rights of the child, African Charter on the Rights and Welfare of the Child, Convention on the Elimination of All Discrimination Against Women (CEDAW), Convention on the Rights of the Child (CRC), International Covenant on Civil and Political Rights (ICCPR), International Covenant on Economic, Social and Cultural Rights (ICESCR), Universal Declaration of Human Rights (UDHR), Africa. URL:

and some new links for further country information:






Report on INEE Consultative Workshop on Education and Fragility in Southern Sudan, February 2011

INEE has reported on the Consultative Workshop on Education and Fragility in Southern Sudan, February 2011.

The INEE Working Group on Education and Fragility is pleased to announce the release of the INEE Workshop Report of the Consultative Workshop on Education and Fragility, which took place in Juba, Southern Sudan on 16-17 February 2011.

The two-day workshop resulted from an earlier regional workshop on education and fragility in Addis Ababa, October 2010. The workshop in Juba brought together 45 education experts from education ministries, NGOs and development agencies in Southern Sudan, as well as members of the Working Group, to share and utilize the education and fragility lens that the Working Group has been developing since its inception in early 2008. The objective was to support colleagues in Southern Sudan to understand this lens and learn how to apply it in their current and future work. The timing and scope of the workshop coincided with and informed education sector planning workshops in Southern Sudan which were part of the national development plan process. UNICEF and the UK Department for International Development (DFID) in Southern Sudan supported planning and logistics for the event.

INEE Consultative Workshop on Education and Fragility

The two-day workshop consisted of four interactive, participatory sessions interspersed with presentations in plenary to provide background information, conflict sensitivity and conflict analysis. The four primary interactive sessions involved work in small groups on the following topics:

  1. “Impacts of conflict on education” – Identify 3-5 key education sector priorities or needs in Southern Sudan and how they are a result of the impacts of the conflict.
  2. “Analysis of the conflict context” – Identify 3-5 key dynamics of the conflict in Southern Sudan that could hinder long-term peace in Southern Sudan.
  3. “Impacts of education on conflict” – How does education impact on each conflict dynamic either negatively (promoting or exacerbating) or positively (mitigating or reducing)?
  4. “Integrating conflict sensitivity and peacebuilding into the education sector” – Brainstorm solutions for achieving education’s positive role in contributing to peace in Southern Sudan.

Outcomes of the Consultative Workshop

In utilizing the education and fragility lens throughout a series of interactive sessions, participants were able to complete a number of actions including:

  • Discussing the conflict issues impacting the education sector in Southern Sudan;
  • Identifying some of the key conflict dynamics in Southern Sudan;
  • Analyzing how education plays a role in key conflict dynamics in Southern Sudan; and
  • Generating approaches for how education could address key conflict dynamics in Southern Sudan.

Five key education sector needs were identified and analyzed, including: access and retention; curriculum; teachers; infrastructure and learning spaces; and finance and sector management – along with three cross-cutting issues including: returnees, language, and equity. Participants also discussed key conflict dynamics in Southern Sudan including religion, land issues, marginalization, lack of trust within society, diversity of cultures, lack of or weak policies or implementation, and out of school youth.

Taken as a whole, the interactive sessions served as a process of participatory conflict analysis of the education sector in Southern Sudan based on analysis of the conflict dynamics and education’s roles in them. The sector-specific conflict analysis helped achieve a requirement of the national development plan within the Conflict Prevention and Security pillar that all sector plans include conflict analysis.

For more detailed information on the consultative workshop, download the workshop report here.

For more information on the country case studies and synthesis report used as the underpinning analytical framework for the consultative workshop, click here.

Next Steps

The data and knowledge generated by the participants are being utilized by Ministry of Education staff and consultants who are managing the development of the education sector plan in Southern Sudan. Additionally, when the INEE Working Group on Education and Fragility reconstitutes later this year, it will discuss possible ways to take forward the methodology of consultative workshops on education and fragility as part of its new work plan.


Learn more about the INEE Working Group on Education and Fragility, here.

TRAINING MANUAL: Doorways Training Manuals to Reduce Gender-Based Violence

INEE has posted information about the very practical and comprehensive Doorways set of training manuals:

USAID’s Office of Gender Equality and Women’s Empowerment is pleased to announce the release of the Doorways training manuals in Arabic, French, Spanish, and Russian.

The Doorways manuals are designed to break the cycle of violence in and around schools by working directly with teachers and boys and girls (ages 10-14) to develop healthier and safer classrooms and with community members to help young people survive violent or abusive situations. The set of manuals can be used in education programs to improve school quality and/or in conjunction with existing HIV/AIDS prevention work to better protect children from HIV infection.
For more information and to download the Doorways manuals in English, click here. For Arabic, French, Spanish, Russian, click here:

For more information about the Doorways manuals or the Safe Schools Program, visit this website 

TRAINING MANUAL: Applying Basic Child Protection Mainstreaming, Facilitator’s Guide

INEE has posted the link to the training manual ‘Applying basic child protection mainstreaming’

(Child Fund International, World Vision, International Rescue Committee, Save the Children)

The one-day training workshop outlined in this Facilitator’s Guide is intended to acquaint staff
members who are not child protection practitioners with basic concepts related to child protection,
help them think through how their areas of work can contribute to child protection, and give them the opportunity to plan and to take some actions to increase protection of children through their own work. The training touches on the practice of engaging children (the complex concept of child participation) in assessments, implementation, and evaluations taking into consideration children’s perspectives and needs.

This training manual was produced by members of a child protection task team under InterAction’s
Protection Working Group. Download the manual here.