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This research set out to examine the changing nature of donors' engagement in supporting education in fragile and conflict-affected states.

This paper seeks to review the position of EMAs five years after the national roll-out took place.

This study focused on identifying and exploring examples of good practice in order to produce guidance for schools.

Programming for education needs in emergencies.

Education is a prominent casualty in crisis situations, but it also plays a critical role in emergency response. Continued access to school provides a place of protection and sense of normalcy for children, while effective approaches to learning and inclusion foster resilience, and support longer-term processes of economic recovery and peace. With refugee numbers hitting headlines again, we reflect on two focus areas developed over more than 20 years’ experience working in fragile and conflict-affected states.

Our Building Learning Foundations (BLF) team in Rwanda hosted events in ten schools to celebrate International Day for Women in Mathematics which is celebrated every 12th of May. This year the event was hosted under the theme: ‘Breaking the gap in mathematical sciences’ and was held in our ten partner schools that have Girls’ Clubs, a new girls’ education component of the BLF programme.

Community contributions to education in conflict situations.

This report is intended for senior Ministry of Education officials and national leaders concerned with education in linguistically diverse countries, as well as donor agencies supporting basic and post-basic education in low and middle income countries.

A Follow-Up Study of New Arrangements for Connexions/Careers/IAG Services for Young People in England.

Investigating the potential for change: Research report of survey and action research in rural, post-conflict Caimbambo.